2016-2017 campus improvement plan elgin independent school ... · elgin independent school district...

Elgin Independent School District

Elgin Middle School

2016-2017 Campus Improvement Plan

Elgin Middle SchoolGenerated by Plan4Learning.com 1 of 59

February 1, 2017 4:45 pm

Mission StatementElgin ISD ensures a high quality education that guarantees a life changing experience for all.

VisionElgin ISD changes lives.



Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Staff Quality, Recruitment, and Retention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15School Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Goal 1: Elgin Middle School has a staff that creates opportunities that meet the post-secondary needs of all students in order that they achieve theirdesires and aspirations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Goal 2: Elgin Middle School has a culture comprised of parents and community members who are involved as partners in the Elgin ISD educationalenterprise. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Goal 3: Elgin Middle School has strategies and plans to address district facility needs for a growing student population. . . . . . . . . . . . . . . . . . . . . . . . 33Goal 4: Elgin Middle School has procedures and practices in place that are designed to recruit and retain staff reflective of our diverse studentpopulation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Goal 5: Elgin Middle School has programs specifically for, but not limited to, young students that focus on wrap-around services that support thesocial/emotional and academic needs of students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

State System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53State Compensatory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Budget for Elgin Middle School: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Personnel for Elgin Middle School: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Plan Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Campus Advisory Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57



Comprehensive Needs Assessment

Demographics

Demographics Summary

The Elgin Independent School District comprises of more than 168 square miles in portions of Bastrop, Lee and Travis Counties and provides educational facilities and resources to meet the needs of theapproximately 4,122 students on six campuses. Elgin Middle School is located approximately 22 miles east of Austin. Elgin Middle School houses approximately 900 students in grades sixth through eighth.Demographically, there has been no significant change in the student population groups over the last five years. According to the Texas Academic Performance Report from 2012-2013: Mobility 2009-2010 for Elgin Middle School is 13.2% Elgin Middle School is the only middle school in Elgin ISD, student feed into EMS from three elementary campuses. 10% of the student population receives Special Education services. 9% of the studentpopulation are English-Language Learners. 11.5% of our student population receives Gifted and Talented services.

2013 Number of Students % of StudentsAll Students 898 100%African Am. 126 14%

Hispanic 475 53%White 267 30%

Eco. Dis 615 69%Special Ed. 92 10%

ELL 81 9%



Demographics Strengths

1. Low mobility rate in comparison to state average.

2. Forecasted growth of community.

3. Continuous support from local business partners and parents

4. Development of post secondary education within the City Limits of Elgin, Texas:

A) Austin Community College

B) Early College High School

C) Implementation and expansion of the AVID program

5. Increased business development within the City of Elgin, Texas (ex. Walmart, Schlotzskis, Taco Bell, CVS)

6. 3.3% annual growth between 2000-2010

7. City of Elgin commitment to providing safe communities and sidewalk for students of Elgin Middle School and the neighboring elementary and highschool.

Demographics Needs

1. Faculty should more accurately reflect the demographics of the student population.



2. The creation and construction of a recreation center for the youth of Elgin, Texas

3. Special programs or initiatives to meet the needs of at-risk and low SES students.

4. The implementation of Community in Schools for students and the adults of Elgin, Texas

5. Parenting classes

6. The creation of parental liaison department for the district and parental liaison position at every campus.

7. Further develop and improve community involvement activities, programs and opportunities.



Student Achievement

Student Achievement Summary

The data below is calculated using the 2015 STAAR Results

2016 Number ofStudents

% ofStudents

% Pass inMath

% Pass inReading

% of Pass inSci.

% of Pass in Soc.Studies

AllStudents 887 100% 66% 64% 75% 44%

AfricanAm. 114 13% 49% 57% 68% 53%

Hispanic 541 52% 65% 62% 73% 39%White 204 32% 80% 74% 83% 54%Eco. Dis 663 68% 62% 60% 70% 39%Special Ed. 84 10% 30% 30% 21% 8%LEP 187 10% 51% 48% 63% 26%

Student Achievement Strengths

1.Increase in 8th grade passing rates in Reading, Math, and Science.

2. Distinction earned in Science.



Student Achievement Needs

1. Continued improvement in student performance in all subjects tested for African American, Economic Disadvantage, Special Education, Hispanic, andLEP students.

2. Increase in the percent of Economic Disadvantage, Hispanic, and African American students who score 85% or higher on all subjects tested.

3. Increase in the percent of students who have growth from one year to the next. (Student progress)

4. Increase student achievement for all sub pops in social studies and writing.



School Culture and Climate

School Culture and Climate Summary

Elgin Middle School is in a positive transition. We are implementing campus-wide Positive Behavior Interventions and Supports.

School Culture and Climate Strengths

1. College Readiness initiatives are encouraging more students to aim for post-secondary education.

2. Teachers are creating positive classroom climates and building positive relationships with students.

3. Anti-Bullying rally to be held on October 28, 2014. The entire community will participate. Partnered with local businesses.

4. Campus wide PBIS incentives. C.A.T.S. Cash given to students and staff for PBIS. Reward redemption occurs each Friday through our CATS cash store.

5. Friday "shout outs" to recognize outstanding teaching moments.

6. Six week student assemblies to recognize STAR student, perfect attendance, A honor roll, A/B honor roll. Community will be notified and encouraged toattend.

7. Staff member of the month recognition with nominees coming from EMS staff and community via google doc on EMS website.

School Culture and Climate Needs

1. Campus-wide initiatives to educate students on bullying and prevent bullying incidents.

2. Character development lessons and initiatives through counseling department and advisory lessons.

3. Additional digital citizenship lessons for students due to 1:1 IPAD implementation.



Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

Elgin Middle School is moving in a positive direction with staff quality and retention. The principal, Riza Cooper, is beginning her fifth year on the campus,which is the longest a campus administrator has been at Elgin Middle School in the last decade. This consistency is building a school community that isconducive to teacher retention.

Teachers by Years of Experience:Beginning Teachers - 12.9%1-5 Years Experience - 40.2%6-10 Years Experience - 19.1%11-20 Years Experience - 14.8%0ver 20 Years Experience - 13%

Average Years Experience of Teachers: 8.1 yrs.Average Years Experience of Teachers with District: 4.1 yrs.

Staff Quality, Recruitment, and Retention Strengths

1. Veteran teachers with experience levels between 6-10 years increased by 12%.

2. Faculty and staff extracurricular activities to build relationships and attachment to the campus such as volleyball, potlucks, and holiday parties.

3. Positive phone calls home to teachers' significant others to show appreciation.

4. Friday "shout out" encouragment email in which teachers can recognize one anothers achievements.

5. Sunshine Committee for promoting a positive workplace community. (ex. birthday cards, flowers, anniversaries)

6. Individual efforts and attendance at job fairs.

7. Leadership committee to include department chairs, instructional leaders, and grade level team leaders.



8. District level teacher leaders by content area to promote collaborative curriculum planning efforts.

Staff Quality, Recruitment, and Retention Needs

1. Provide more support and professional development that is relevant to new teachers including training on curriculum.

2. Provide support and incentives to keep morale high.

3. More differentiated professional development to help support higher rigor in the classroom.



Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

The district's curriculum is tightly aligned to the state TEKS with a focus on college and career readiness. The district is using TEKS resource system as aresource to covering the TEKS. Weekly classroom walkthrough by campus administration allows constant monitoring to ensure teachers are following thecurriculum.

Teachers at EMS are in the second year of SIM (Strategic Instruction Model) /(Raise Up Texas: an intiative that can transform the way that teachers teachand students learn in middle school). The intiative is through E3 Alliance.

Teachers at EMS completed a book study on "The Fundamental Five". Book study was completed to come up with a consistent formula for QualityInstruction CampusWide. Implementation of the Fundamental Five strategies are observed through daily walk throughs by Administrators.

Each six weeks, students are given locally created common assessments utilizing district resources. This information is entered into Eduphoria. Utilizing theAware side of Eduphoria, teachers and campus administration disaggregate data to look at sub-populations on campus to ensure student mastery andintervention needs. Aware and Inova are also utilized to determine which SEs the student are in need of intervention. A 30 minute flex period has been builtinto the schedule to include RTI during the school day.

Curriculum, Instruction, and Assessment Strengths

1. Students have digital access to curriculum due to the 1:1 IPAD initiative.

2. Weekly PLC meetings by departments to discuss student data and instructional strategies.

3. Monthly monitoring of common assessment data for individual students based on campus needs identified through INOVA data and CIP.

5. Common assessments given each six weeks to continue to monitor students' performance on the TEKS.

Curriculum, Instruction, and Assessment Needs



1. A more refined RTI process.

2. Ensuring that all teachers are trained and are utilizing TEKS resource system.

3. Ensuring that teachers are developing and delivering rigorous instruction to all students.

4. Core teachers receive an individual planning period in addition to their conference period.

5. Core Instructional Specialist (Math, ELA, Science, and Social Studies)



Family and Community Involvement

Family and Community Involvement Summary

EMS has been working to increase parent and community involvement events such as open house, parent volunteering on campus, and parent meetings. Some of the efforts include: 6 Weeks Newsletter, increase EMS administrator and staff visibility in the community, FaceBook and Twitter as means ofcommunication, marquee to announce upcoming events, and updated campus and teacher websites.

Family and Community Involvement Strengths

1. Over 300 parents attended each of the following events: 6th Grade orientation, Open House and Back to School night.

2. Increase in the number of parent and community volunteers

3. School messenger emails and calls sent to parents at least twice a week.

4. Updates posted on EMS Facebook at least twice a week.

5. Community input on staff member of the month.

6. Weekly updates to school marquee.

Family and Community Involvement Needs

1. Continue to integrate EMS into the community and local businesses.

2. Increased involvement in Watchdog Dad program.

2. Continue to inform community on IPAD integration within the classroom.

3. Parent Resource Center on the campus

4. Increased PTA involvement throughout the school year.



School Context and Organization

School Context and Organization Summary

EMS is commited to creating teacher leaders on campus and increasing involvement in campus decision making. Historically, department chairs and teacherleaders have collaborated with the administrative team to make informed decisions for organizational planning. Departments have common planning timeswhich allows for vertical alignment and data analysis

School Context and Organization Strengths

Systems in place:

1. Department chairs, instructional leaders by content area, and grade level team leaders

2. Common conference periods for departments

3. Weekly PLC meetings

4. Crisis Management Teams

5. PBIS committee

6. Monthly Leadership Meeting

7. Weekly Cabinet Meetings

8. PTA

9. Go2 partner and buddy system

10. Campus Advisory Committee



Technology

Technology Summary

EMS is a technology-rich campus. Every classroom has a variety of resources for teachers and students to use. EMS implemented 1:1 IPad Initiative. Allstudents at EMS issued a personal IPad to use for instruction. New Adopted Textbooks for Math and Science were purchased electronically for students touse on IPads. District and campus staff collaborating to push appropriate Apps to facilitate student learning.

Technology Strengths

1.1:1 IPAD initiative

2. Interactive white boards in every classroom

3. Teacher laptops and media carts

4. Four computer labs available for teacher and student use

5. Technology based elective courses

6. Class sets of ipads

7. Teachers and students have access to online tools such as eduphoria, istation, think through math, stemscopes, and study island.

8. Technology Tuesday PD for instructional integration of IPADS

Technology Needs

Continued professional development for appropriate technology use.



Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus goalsCurrent and/or prior year(s) campus and/or district improvement plans

Accountability Data

Texas Academic Performance Report (TAPR) dataPerformance Index Framework Data: Index 1 - Student AchievementPerformance Index Framework Data: Index 2 - Student ProgressPerformance Index Framework Data: Index 3 - Closing Performance GapsPerformance Index Framework Data: Index 4 - Postsecondary ReadinessSystem Safeguards and Texas Accountability Intervention System (TAIS) data

Student Data: Assessments

State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR End-of-Course current and longitudinal results, including all versionsSTAAR Released Test QuestionsTexas English Language Proficiency Assessment System (TELPAS) resultsStudent Success Initiative (SSI) data for Grades 5 and 8Local diagnostic reading assessment dataLocal benchmark or common assessments data

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsNumber of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etcEconomically Disadvantaged / Non-economically disadvantaged performance and participation dataSpecial education population, including performance, discipline, attendance, and mobilityAt-Risk population, including performance, discipline, attendance and mobilityELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etcResponse to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

Attendance data



Discipline recordsStudent surveys and/or other feedbackClass size averages by grade and subject

Employee Data

Professional Learning Communities (PLC) dataStaff surveys and/or other feedbackHighly qualified staff dataCampus leadership dataCampus department and/or faculty meeting discussions and dataPDAS and/or T-TESS

Parent/Community Data

Parent surveys and/or other feedbackCommunity surveys and/or other feedback

Support Systems and Other Data

Processes and procedures for teaching and learning, including program implementationBudgets/entitlements and expenditures dataStudy of best practices



Goals

Goal 1: Elgin Middle School has a staff that creates opportunities that meet the post-secondary needs of all students in orderthat they achieve their desires and aspirations.

Performance Objective 1: Increase student participation/enrollment in advanced academics courses (Pre-AP).

Evaluation Data Source(s) 1: State accountability reports; end of year enrollment.

Summative Evaluation 1:

Strategy Description Staff Responsible forMonitoring Evidence that Demonstrates Success

ReviewsFormative Summative

Nov Jan Mar June1) Implementation of AVID for 7th and 8th grade students. AP and AVID Elective

TeacherRatings of the AVID Comprehensive Self Survey at end of year.

2) Education for parents, teachers, and staff about PreAPcourses.

Principal, Councelors Evidence that demonstrates success would be the minutes ofparent meetings informing them of PreAP courses during pre-registration for the next school year. Parents, teachers, and staffwould be invited to said meetings. Sign in sheets would be filedwith the counselors and shared with the administrative team.

3) No barriers for students being enrolled in PreAP courses. Principal, Counselors Access to the curriculum is not limited by prerequisites.

4) Recommend students for PreAP courses based on studentperformance on state and local assessments.

Teachers, Parents,Principal, APs

Increase in the number of students enrolled in PreAP classes.

= Accomplished = Considerable = Some Progress = No Progress = Discontinue



Goal 1: Elgin Middle School has a staff that creates opportunities that meet the post-secondary needs of all students in order that they achieve their desiresand aspirations.

Performance Objective 2: Increase awareness of course offerings at institutions of higher education.

Evaluation Data Source(s) 2: Increase enrollment of Early College High School.




Nov Jan Mar JuneCritical Success Factors

CSF 6

1) Increase student participation in college campus fieldtrips.

EMS Administrationand counselors

student permission slips and photos from campus visits.

2) 2) Early College High School family night to shareinformation including steps to ensure college readiness at themiddle school level.

EMS Administration,AVID ElectiveTeacher, and EarlyCollege High SchoolCoordinator.

Parent and student attendance and increased enrollment in theAVID elective class or club.





Performance Objective 3: All students exploring career choices at early stages of their growth and maturity.

Evaluation Data Source(s) 3: All 8th grade students create 6 year plans (plans to include High School and 2 years of Post-Secondary). Studentparticipation in inventories, course offerings, career fairs




Nov Jan Mar June1) All students have access to Career Portals classes. Teacher, Counselors Student assigned schedules.





Performance Objective 4: Increase college and career awareness for all students.

Evaluation Data Source(s) 4: Student participation in college fieldtrips and career presentations.




Nov Jan Mar June1) Increased awareness on campus by college themes on doorsand hallways at EMS.

Teachers, parents,students

All classrooms and hallways have information about colleges.

2) Parents and Students attend college fairs and campus visits. Principal, Counselors,Teachers

Increase in the number of middle school students who attendcollege fairs or campus visits.

3) Host a college/career fair on campus. Counselors Pictures and sign in sheets from college/career fair.





Performance Objective 5: Focus on early planning for developing graduation plans.

Evaluation Data Source(s) 5: Each student has a graduation plan.




Nov Jan Mar June1) Develop PGPs for all students including Dyslexia, 504,Special Education, RTI, and LEP.

Counselors, 504Coordinators, RTILeads

PGP paperwork.




Goal 2: Elgin Middle School has a culture comprised of parents and community members who are involved as partners inthe Elgin ISD educational enterprise.

Performance Objective 1: Promote and timely communicate opportunites for community/parent involvement at the middle school.

Evaluation Data Source(s) 1: The number of adults actively involved in partnering with the middle school for the improvement of theeducational experience of all children increases.





CSF 5 CSF 6

1) Increase PTA by 50%.

Teachers, Principal,AP, Counselor

An increase in PTA member numbers in comparison topreceding years.

Critical Success FactorsCSF 5

2) Publicize school events in local newspaper, Facebook,Twitter, Instagram, and School Messenger.

Principal, AP, PrincipalSecretary, technologyspecialist

Evidence that demonstrates success for this strategy will be thetimely updating and publishing of school information utilizingall social media available as the vehicle to keep parents,students, faculty, staff and community informed of news andactivities at Elgn Middle School.

Critical Success FactorsCSF 5 CSF 6

3) Share weekly bulletin with community through social mediaoutlets and school messenger.

Principal, AssistantPrincipals

The evidence that demonstrate success for this strategy is thetimely publication of weekly bulletin.

4) WatchDog Dad participation in school events each week. Assistant Principal Calendar of events and photographs of community involvement.




Goal 2: Elgin Middle School has a culture comprised of parents and community members who are involved as partners in the Elgin ISD educationalenterprise.

Performance Objective 2: Expand outreach to families with language and cultural differences.

Evaluation Data Source(s) 2: Increased participation in the academic process for families with language and cultural differences





CSF 5

1) Work with School staff to provide resources and support foridentified special program students including Migrant andHomeless students.(District Homeless set aside and District Migrant funds)

Administrators,Counselor, Registrar,Director of Student &Family SupportServices , and MigrantInterventionist.

Improved attendance and improved academic performance ofhomeless and migrant students.





Performance Objective 3: Clarify the school's flow of information.

Evaluation Data Source(s) 3: Increased parent communication.





CSF 5 CSF 6

1) Provide communication flowcharts

technology specialist Post charts on school website.





Performance Objective 4: Provide timely information on school topics.

Evaluation Data Source(s) 4: Provide more avenues of information from school to home.





CSF 5 CSF 6

1) Use of school website, Facebook, and School Messenger.

APs, Technologyspecialist, instructionalspecialist

Screenshots, post logs.





Performance Objective 5: Encourage the flow of information from parents / community to the school.

Evaluation Data Source(s) 5: Provide more avenues for parent/community input in school activities and programs.





CSF 6

1) Use of website and surveys for parent feedback.

Technology instruction Survey results.





Performance Objective 6: Elgin Middle School leadership is highly visible in the community.

Evaluation Data Source(s) 6: Attend and participate in community events. (Western Days, Hogeye Festival, etc.)





CSF 5

1) Administrators will attend community and school districtevents regularly.

Administrative team Meeting agendas, photos.




Goal 3: Elgin Middle School has strategies and plans to address district facility needs for a growing student population.

Performance Objective 1: The campus maintains a management system designed to produce ongoing efficiency in major school operations includingtechnology, transportation, food service, and building maintenance and operations.

Evaluation Data Source(s) 1:





CSF 6

1) Help Desk tickets submitted by teachers via email asneeded.Maintenance requests submitted by teachers via SchoolDudeas needed.Daily monitoring of school grounds and cafeteria procedures.Related topics discussed weekly at Cabinet Meeting.

CampusAdministration,Campus TechFacilitator

Teachers have/use technology in classroom/instructionalpractices and when communicating to staff, students, parents.Students using Smart Tags.




Goal 4: Elgin Middle School has procedures and practices in place that are designed to recruit and retain staff reflective ofour diverse student population.

Performance Objective 1: The campus maintains a comprehensive human resources program to include recruitment, retention, staffing, compensation andbenefits, staff recognition, and support.

Evaluation Data Source(s) 1: Consistent staff appreciation (Friday Shout Outs, Faculty/Staff of the Month, PLC, SMARTER planning, andcontinuous support).





CSF 7

1) Perfect attendance for staff for the year. Pin from HR.

HR, Principal Yearly attendance report with attendance percentages.


2) Attend job fairs at Colleges and Universities to recruit staffand teachers.

HR, Administrativestaff

Increased Job Fair participation resulting in a more diverse staff.

3) Weekly Shout Outs to increase moral.

4) Recognize Teacher and Staff Members of the Month.




Goal 5: Elgin Middle School has programs specifically for, but not limited to, young students that focus on wrap-aroundservices that support the social/emotional and academic needs of students.

Performance Objective 1: Demonstrate effective planning and management of the campus administration, finances, operations, and personnel. Managecampus budget development, implementation, and monitoring process to reflect sound business and fiscal practices that support campus and district goals.

Evaluation Data Source(s) 1: Campus end of year expended appropriately.




Nov Jan Mar June1) Utilize all campus fund sources collaboratively, includingfederal, state, and local to maximize instructional budget.

Principal Budget expended according to needs assessment and within atimely manner.




Goal 5: Elgin Middle School has programs specifically for, but not limited to, young students that focus on wrap-around services that support thesocial/emotional and academic needs of students.

Performance Objective 2: Students will be educated in a safe learning environment.

Evaluation Data Source(s) 2: Implementation of PBIS with fidelity.




Nov Jan Mar June1) EMS will host a community wide anti-bullying rally toincrease the awareness of bullying and the affects it has onfamilies.

Principal Pictures and news articles

2) Administer the Bridges Universal Behavior Screener(BUBS) to identify and monitor progress of RTI behaviorstudents.

RTI Lead andCommittee

Bridges Universal Behavior Screener administered BOY, MOY,and EOY.

Funding Sources: 199 - General Fund: Special Education - $0.00





Performance Objective 3: Improve academic performance.

Evaluation Data Source(s) 3: Increased performance in state and federal accountability.





CSF 1 CSF 2

1) Develop aligned systems to support a comprehensiveprogram of instruction.

Administrators,instructional specialist,and teachers

Minutes from meetings.


2) Implement and monitor a guaranteed viable curriculum(TEKS Resource System).

Administrators,instructional specialist,and teachers

Evidence of use in Lesson Plans and Scope & Sequence.


3) Implement the Strategic Instructional Model campus wideby utilizing content enhancement routines.

SIMCoach/InstructionalSpecialist,Administration

Administrative Walk through data, SIM walk through data, andpictures of Unit Organizers in classrooms.

4) Provide teachers a substitute so that teachers can plancollaboratively for quality instruction. Also provide parasubstitute to plan with the teachers for interventions for thestudents that they service.

Principal, AssistantPrincipals, InstructionalSpecialist

Increase in student success on assessments from data entered inEduphoria

Funding Sources: 199 - General Fund: State Compensatory Education - $2,200.00





Performance Objective 4: Increase the passing rate for SPED, Hispanic, African American, Migrant, 504, Dyslexia, and LEP sub groups on state and localassessments.

Evaluation Data Source(s) 4: 60% mastery and or 10% growth of all SPED, Hispanic, African American and LEP students on commonassesments, benchmarks, and STAAR tests.




Nov Jan Mar JuneState System Safeguard Strategy


1) Monitor special education and Hispanic subgroupsperformance on common assessments.

Administrative team,teachers

Individual student improvement assessed through monthly SAMmeetings.


2) Schedule and invite students to attend STAAR Camps andWildcat Academic Academy to provide review andintervention for STAAR tested areas.

Administrative Team,Teachers

Attendance Roster and data from STAAR 2017 assessments ofthe students whom attended STAAR camps.


3) Implement research based instructional strategies such asMarking the Text, Stations, Small-Group Instruction, andWord Walls.

Administration Team,Teachers

RTI time is implemented during the school day,STAAR weeklytutorials, Walkthroughs and Observations.


4) Disaggregate STAAR data by student to determineweaknesses and strengths.

Principal, AP, Dept.Head

Increase passing rates for subgroups.




5) Administer, dissagregate, and analyze data obtained fromstate and local assessments to formulate individualized studentplans for improvement.

Dept. Head, Teachers Eduphoria reports, individual student data sheets with updateddata throughout the school year, discussion during PLC.

Critical Success FactorsCSF 1 CSF 2 CSF 4

6) Implement a 30 minutes (advisory) daily acceleration timeto assist struggling students.

Administration Team,Teachers

CA data.


7) 1/2 day planning time for teachers to purposefully plan theircalendar and lessons for each six-weeks.

Instructional Specialist,Teachers

Calendars and Common Assessments.

State System Safeguard StrategyCritical Success Factors

CSF 1 CSF 2

8) Utilize common assessment and CBAs to assess specialeducation students' progress towards mastery of IEPs.

Diagnostician, SPEDCase Managers

Students will show progressively higher scores until they meetthe target goal from IEPs.


CSF 1 CSF 2

9) Utilize our bilingual/ESL specialist to assist, model andmonitor our LEP students and help support our teachers.

AP, Director ofBilingual/ESL,Bilingual/ESLCoordinator

Walkthroughs and collaboration with ESL specialist.


CSF 1 CSF 2

10) Pullout for intervention for SPED students IPI.

Case managers, SPEDDepartment Head

Progress monitoring data.


11) Implement and utilize the RTI process to identify studentsin need of tutoring, intervention, and special education testingor dyslexic testing. Teachers, counselors and administratorswill meet weekly to identify students needing intervention,acceleration and develop plans for their success.

APs, Counselors,Instructional Specialist,RTI Coordinator, andteachers

RTI meeting minutes every week and teacher monitoringstudent progress through campus developed documentationprocess.




CSF 1 CSF 2

12) Hire 2 extra help to assist LEP students in Sheltered coreclasses to increase student success. Full time LEP aide tosupport students in Sheltered core classes.

Administrators,Instructional Specialist

Increased passing rates for LEP students in six weeks grades,common assessments, and STAAR exams.



13) Utilize Instructional Specialist to assist teachers withdeveloping rigorous and engaging instruction for all students.

Administrators andInstructional Specialist

Weekly reports from Instructional specilaist and walkthroughdata.





Performance Objective 5: Increased student achievement in Reading and Writing as measured by STAAR. The improvement of 10% shall be measured inall sub-groups: All Students, African American, Hispanic, White, Economically Disadvantage, Special Education, Limited English Proficient, Migrant,504,Dyslexia, RTI, and Homeless.

Evaluation Data Source(s) 5: By Spring, a minimum of 60% of all students including special groups (LEP, economically disadvantaged, andspecial education) will meet grade level expectations in writing on state assessments.






1) All core classes will implement interactive journals toincrease writing. Have the targeted subgroups keep writingjournals and create english/spanish dictionaries to increasetheir vocabulary.

Migrant Interventionist,ESOL Teacher,Principal, and Directorof Bilingual/ESL

Growth in students writing ability and vocabulary.

Funding Sources: 263 - Title III, LEP - $0.00


CSF 1 CSF 4

2) 7th grade ELA classes will be double blocked to ensure thatinstruction in writing and reading occurs daily.

Teacher, DepartmentChair, Administration

3) ELA/Reading Intrventionist will have pull outs to work withstudents on Reading Skills and Expository Writing.

ELA Interventionist. Growth in students on assessments and STAAR.





Performance Objective 6: Increased student achievement in Social Studies as measured by STAAR. The improvement shall be measured in all sub-groups:All Students, African American, Hispanic, White, Economically Disadvantage, Special Education, 504, Dyslexia, RTI,Homeless, Migrant and LimitedEnglish Proficient.

Evaluation Data Source(s) 6: By Spring, a minimum of 60% of all students including special groups (LEP, economically disadvantaged, andspecial education) will meet grade level expectations in social studies on state assessments. Also an increase of 10% in all subpops.






1) Monthly consultant support with Courtney Webster to assistwith planning and instruction.

Social StudiesDepartment, Principal

Common assessment data





Performance Objective 7: Increased student achievement in Math as measured by STAAR. The improvement shall be measured in all sub groups: Allstudents, African American, Hispanic, White, Economically Disadvantage, Special Education, Homeless, Migrant, 504, Dyslexia, RTI, and Limited EnglishProficient.

Evaluation Data Source(s) 7: By Spring, a minimum of 60% of all students including special groups (LEP, economically disadvantaged, andspecial education) will meet grade level expectations in math on state assessments. Also an increase of 10% in all subpops.





Critical Success FactorsCSF 1 CSF 2 CSF 4

1) UtilizeThink Through Math to target math skills duringMath Lab and strategies classes.

Math Lab teachers Program progress reports that show students progressingthrough the program.


2) Require STAAR Math strategies classes for students asidentified by grade level standards on the STAAR.

Administrators,StrategiesMath Teachers

Schedules reflecting Math Strategies assignments.


3) District Support for all Math teachers including specificfeedback regarding instructional strategies and curriculumalignment.

Administrators, InstructionalSpecialist, District MathSpecialist

District Math Specialist reports and walkthroughs.

4) Implement a certified teacher as Math Interventionist tosupport Economic Disadvantage and At-Risk students inmath through push in and pull out support.

At-Risk InterventionistTeacher (Math)

Progress in the students being pulled for interventions whenlooking at data from common, district, and state assessments.






Performance Objective 8: Increased student achievement in Reading as measured by STAAR. Improvement specifically in the following sub-groups:African American, Special Education, Limited English Proficient, Dyslexia, 504 and Economically Disadvantage.

Evaluation Data Source(s) 8: By Spring, a minimum of 60% of all students including special groups (LEP, economically disadvantaged,Dyslexia, 504, RTI, and special education) will meet grade level expectations in reading on state assessments. Also a 10% increase in allsubpops for the end of year STAAR.





CSF 1 CSF 2

1) Implementation of Reading lab, read 180 & system 44classes for 6th, 7th, 8th whose STAAR 2015 raw score wasbelow 40%.

Administrators andRead 180 Teachers

Placing students in reading labs, read 180 and system 44 classes.SRI data increase in Lexile Scores.


2) Implement research based strategies such as Read 180,System 44, and Study Island.

AP, InstructionalSpecialist, Read 180Teachers

Representative from scholastic, come and meets with teachersand administrators to make sure the programs is implementedcorrectly with fidelity. Teachers are currently followingprogram model and will progress monitor students.

Funding Sources: 199 - General Fund: State Compensatory Education - $63,455.50Critical Success Factors

CSF 1 CSF 7

3) District Instructional Specialist will provide teachersprofessional development, resources, plan with teachers andmodeling of best practices to target student performance.

DistrictEnglish/Language ArtsSpecialist

Walkthroughs in teacher classrooms, meeting with DistrictEnglish/Language Arts Specialist on a regular basis, planningwith teachers their 6wk calendars, and attending weekly PLCmeetings.


CSF 1 CSF 2

4) Implementation of two full reading interventionist aides toassist the reading lab teacher and help progress monitorstudents.

Administrators,Instructional Specialist,Reading InterventionistAides

Progress monitoring.





CSF 1 CSF 2 CSF 4

5) Implementation of a full time At-Risk InterventionistCertified Teacher to work with At-Risk students in Readingand Writing to push in and pull out support.

Administrators, At-Risk InterventionistTeacher, InstructionalSpecialist

Progress MonitoringMonitor group created in Eduphoria to track progress of thestudents the interventionists are working with



CSF 1 CSF 2

6) Implement specific learning strategies through reading labsas identified by LLT to support reading levels.

Reading Lab Teachers,LLT, InstructionalSpecialist

STAR reading progress data, increase academic performance inELA classroom.





Performance Objective 9: Increased student achievement in Science as measured by STAAR. The improvement shall be measured in all sub-groups: AllStudents, African American, Hispanic, White, Economically Disadvantage, Special Education, Homeless, Migrant, and Limited English Proficient.

Evaluation Data Source(s) 9: By Spring, a minimum of 10% growth of all students including special program groups will meet grade levelexpectations in science and on state and local assessments (STAAR and Campus and District Assessments).






1) Implement Science journals to target Science Skills.

Teachers, Principal,APs, InstructionalSpecialist

Walkthrough Data reflect use of Science Journals. Studentproducts.


CSF 1 CSF 7

2) Instructional support through Region 13 once per six weeksfrom Esmeralda Alday.

AP, Department Chair,Campus InstructionalLeader, InstructionalSpecialist

Interactive journals, common assessment data





Performance Objective 10: Identify migrant students, monitor and provide support for school success.

Evaluation Data Source(s) 10: 10% Increased achievement for migrant students




Nov Jan Mar June1) Monitor attendance, discipline, grades, and performance ofmigrant students on a weekly basis.(District Resources)

District MigrantInterventionist; EMSAssistant Principal

Logs of students visited and monitored by MigrantInterventionist maintained by EMS Assistant Principal.





Performance Objective 11: Identify homeless students, monitor and provide support for school success.

Evaluation Data Source(s) 11: 10% Increased achievement for homeless students.




Nov Jan Mar June1) Monitor attendance, discipline, grades, and performance ofhomeless students and provide for academic needs. (DistrictResources)

District HomelessLiaison; EMSCounselors andPrincipals

Academic progress of homeless students.





Performance Objective 12: Provide alternative educational opportunities for At Risk students in a non-traditional environment.

Evaluation Data Source(s) 12: Increased achievement for At Risk students.




Nov Jan Mar June1) Provide DAEP staff for middle school students. Deputy and Assistant

Superintendents;Secondary Principals

Increased achievement for At risk students.

Funding Sources: 199 - General Fund: State Compensatory Education - $67,275.002) Provide intervention support for At Risk students throughthe RTI process.

District RTI/504Coordinator; CampusPrincipals; Counselors;Intervention Staff

Academic progress for At Risk students.





Performance Objective 13: Positive Behavior Interventions and Supports will be used to maintain a safe environment on campus 100% of the time.

Evaluation Data Source(s) 13: Discipline data Information.





CSF 6

1) Through the use of School Resource Officer and theG.R.E.A.T. program, students will learn how to deal with peerpressure and gain a better of understanding of strategies to usein keeping them safe from drugs and alcohol. Counselors willalso teach character building classes to students.

E.M.S. Administration Reduced number of discipline referrals regarding bullying,gangs, drugs or crime.


2) All students will participate in anti-bullying/non-violenceprogram activities.

Administrators,Counselors

Review of lessons prepared by counselors to use duringadvisory period.


3) Students that are participating in extra curricular activitiesare subject to random drug testing.

AP Documentation of parent consent forms and drug testing reports.


4) Six-weeks incentives for grade level teams will be used tomotivate students to be safe, respectful, and responsible as wellas semester rewards for the grade level with the best overallbehavior.

PBIS Team, Teachers Scheduled events.


5) Suicide prevention program will be developed andimplemented.

Counselors Program notes and scheduled events.




Performance Objective 14: 97% attendance rate for students for the school year.

Evaluation Data Source(s) 14: Review weekly attendance rates to ensure that attendance rate is 97% or higher.





CSF 6

1) Perfect attendance assemblies each six weeks for students.

Principal, AP,Counselors

Increased number of students with perfect attendance.


2) Perfect attendance for student for the year : recognized atend of year awards.

Principal, AP Increased number of students with perfect attendance.

3) Weekly acknowledgement of the grade level with thehighest attendance rate for the week. Grade level that winsreceives free seating at lunch.

Attendance Clerk,Administrators

Increase in attendance rate.




State System Safeguard Strategies

Goal Objective Strategy Description5 4 1 Monitor special education and Hispanic subgroups performance on common assessments.5 4 8 Utilize common assessment and CBAs to assess special education students' progress towards mastery of IEPs.5 4 9 Utilize our bilingual/ESL specialist to assist, model and monitor our LEP students and help support our teachers.5 4 10 Pullout for intervention for SPED students IPI.

5 4 12 Hire 2 extra help to assist LEP students in Sheltered core classes to increase student success. Full time LEP aide to supportstudents in Sheltered core classes.

5 5 1 All core classes will implement interactive journals to increase writing. Have the targeted subgroups keep writing journals andcreate english/spanish dictionaries to increase their vocabulary.

5 5 2 7th grade ELA classes will be double blocked to ensure that instruction in writing and reading occurs daily.5 6 1 Monthly consultant support with Courtney Webster to assist with planning and instruction.5 7 1 UtilizeThink Through Math to target math skills during Math Lab and strategies classes.5 8 4 Implementation of two full reading interventionist aides to assist the reading lab teacher and help progress monitor students.

5 8 5 Implementation of a full time At-Risk Interventionist Certified Teacher to work with At-Risk students in Reading and Writingto push in and pull out support.

5 8 6 Implement specific learning strategies through reading labs as identified by LLT to support reading levels.5 9 1 Implement Science journals to target Science Skills.5 9 2 Instructional support through Region 13 once per six weeks from Esmeralda Alday.



State Compensatory

Budget for Elgin Middle School:

Account Code Account Title Budget

6100 Payroll Costs199 11 6112 00 041 6 24 0 00 6112 Salaries or Wages for Substitute Teachers or Other Professionals $1,200.006119 - Math Intervention 6119 Salaries or Wages - Teachers and Other Professional Personnel $118,593.006119-DAEP Teachers 6119 Salaries or Wages - Teachers and Other Professional Personnel $43,728.756119-Reading Intervention 6119 Salaries or Wages - Teachers and Other Professional Personnel $118,592.00199 11 6122 00 041 6 24 0 00 6122 Salaries or Wages for Substitute Support Personnel $1,000.00199 11 6127 00 041 6 24 P 01 6127 Extra Duty Pay/Paraprofessional - Locally Defined $14,954.00199 11 6129 00 041 6 24 0 00-Reading Int 6129 Salaries or Wages for Support Personnel $37,544.00199 11 6129 00 041 6 24 0 02-LEP 6129 Salaries or Wages for Support Personnel $19,097.006117-DAEP Aides 6129 Salaries or Wages for Support Personnel $23,546.25

6100 Subtotal: $378,255.00



Personnel for Elgin Middle School:

Name Position Program FTE

6th Grade Math Intervention InterventionDAEP Administrator DAEP-Admin .5DAEP Para Aide DAEP-ParaLEP Aides Para LEP SupportMath Interventionist Professional At-Risk Interventionist TeacherReading Intervention Aide Para-Reading Intervention .Reading Intervention Aide Para-Reading InterventionReading Intervention Teacher Read 180 TeacherReading Interventionist Professional At-Risk Interventionist TeacherSystem 44/Reading Intervention Teacher System 44 Teacher



Plan Notes

EMS CAC MEeting held on September 28, 2016. The following members were present

Juanita Sanchez, parent

Emily Sibley, 504 Coordinator

Theresa Remington, parent

Sheena Kenady, Math Intervention Teacher

Martin Miller, SPED Teacher

Jessica Gibson, parent

Daryl Remschel, 7th grade History Teacher

Theresa Colunga, Assist. Principal

Brittany Duncan, Elective Teacher

Joseph Stiggers, parent

Linda Tamez, parent

Bernadina Garcia, Science teacher

Teresa Aguirre, paraprofessional

Joseph Towns, Assist. Principal

At this meeting we discussed the Campus Improvement Plan and 2016 STAAR Accountablility. We discussed addressing the needs of improving withstudent success in subpops of SPED, LEP, and African American students. We also discussed that campus focus is to improve Writing and Social Studiesfor all students.



Campus Advisory Committee

Committee Role Name PositionAdministrator Riza Cooper PrincipalAdministrator Theresa Colunga Assist. PrincipalAdministrator Joseph Towns Assist. PrincipalClassroom Teacher Lauren Benoit 8th grade Science TeacherClassroom Teacher Brittany Duncan Elective/Fine ArtsClassroom Teacher Martin Miller SPED TeacherClassroom Teacher Daryl Remschel 7th grade History TeacherClassroom Teacher Emily Sibley 504 Coordinator/DyslexiaCommunity Representative Debbie Sandifer Community MemberNon-classroom Professional Sheena Kenady Math InterventionistParaprofessional Teresa Aguirre ReceptionistParent Jessica GibsonParent Theresa RemingtonParent Juanita SanchezParent Joseph StiggersParent Linda Tamez



Campus Funding Summary

199 - General Fund: Special EducationGoal Objective Strategy Resources Needed Account Code Amount

5 2 2 Bridges Universal Behavior Screener $0.00Sub-Total $0.00

199 - General Fund: State Compensatory EducationGoal Objective Strategy Resources Needed Account Code Amount

5 3 4 Substitute teachers to relieve teachers for collaborative interventionplanning $1,200.00

5 3 4 Substitute teachers to relieve paras for collaborative interventionplanning $1,000.00

5 4 12 Extra Help for LEP 6127 $14,954.005 4 12 LEP Aides 6129 $19,097.005 7 2 Personnel - Math intervention classes $63,455.505 7 4 Personnel - Math Intervention $55,137.005 8 2 Teachers for Read 180, System 44, and Reading Strategies $63,455.505 8 4 Paraprofessionals - Reading Intervention 6129 $37,544.005 8 5 Professional salary - Reading Intervention 6119 $55,137.005 12 1 DAEP Teachers 6119 $43,728.755 12 1 DAEP Aides 6129 $23,546.25

Sub-Total $378,255.00263 - Title III, LEP

Goal Objective Strategy Resources Needed Account Code Amount5 5 1 $0.00

Sub-Total $0.00Grand Total $378,255.00



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