campus improvement plan ross sterling middle school 2018-2019 · ross sterling middle school...
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Campus Improvement Plan
Humble Independent School District, Humble, Texas
1131 Wilson Road * Humble, TX 77338
2018-2019
Ross Sterling Middle School
No dude en comunicarse con el personal de la escuela, si usted desea que el Plan de Mejoras sea discutido
Printed: 12/3/2018, 10:58 amRoss Sterling Middle School (#101-913-047)
ADMINISTRATORS
Damico Bartley Principal
Sergio Lopez Assistant Principal
Veonda Mahoney Emholtz Assistant Principal
Celeste Myres Assistant Principal
COMMITTEE
Damico Bartley Principal
Patricia Bennett Teacher
Darell Davis Business Representative
Jennifer Perry Teacher
Simon Perry Teacher
Gerry Poland Teacher
Candy Todash Parent
Mayquel Valverde Community Member
MISSION
Together we develop students to be critical thinkers and lifelong learners who embrace diversity
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VISION
Our vision is to create a meaningful and lasting educational experience for our students. We believe that in order for this to occur, we must
adhere to the following beliefs:
Culture:
Ross Sterling Middle School will be a place where all stakeholders feel a sense of belonging and appreciation. We will maintain an open -door
policy in order to create a culture of communicating to all stakeholders our commitment to hearing their concerns and doing our best to meet
their needs. SMS staff will operate in a collegial environment and make decisions based on the needs of our students. We will create positive
classroom environments and students will feel safe at all times. We will foster a culture that promotes high expectations for our students and
ourselves.
Data Driven Decisions:
SMS will foster a culture of continuous improvement for all students and staff by utilizing data to make informed decisions. As educators, we
are always trying to improve our individual skills and knowledge so that we provide students with a meaningful educational experience .
Additionally, by continuously analyzing meaningful data we will be able to reflect on what is working for our students and staff along with being
able to make adjustments as needed to best meet the needs of our students.
High Quality Instruction:
We will strive to ensure meaningful learning for our students by working to make real -world connections to their learning experience. We
understand that student engagement is increased when the material presented is perceived as relatable. Instructional practices will be aligned
with state standards and research that supports increased student-engagement.
PROFILE
Demographics: Overall SMS has worked to decrease the teacher/student ratio in order to provide increased one-to-one attention to our
students in all core areas. We have worked to monitor the population of students being served within special programs while working to
continuously provide more inclusion opportunities for this population of students. We are currently serving 77 students that qualify for Special
Education Programs.
School Culture and Climate: SMS saw a large decline in behavioral infractions this school year. The staff morale has room for improvement
as the need for increased communication between the administrative and teachers was an area of concern.
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Staff Quality, Recruitment and Retention: New teachers at SMS participate in a mentor program on campus to assist with providing needed
information that will assist with their transition to a new campus. Additional dialogue among the staff and administration regarding items that
are working and possible changes needed to create a better work environment will need to increase moving forward.
Curriculum, Instruction and Assessment: SMS did a good job of provided differentiated lessons for all ability levels of students. Lesson
plans were aligned with curriculum guides and benchmark tests provided needed data to assist with intervention groups. Intervention camps
were created based on both formal and informal data and were executed during after school tutorial sessions.
Family and Community Involvement: SMS experienced success this year as it pertained to parent-attended events. Communication of
information to parents regarding grades and additional academic was an issue which will be addressed in the upcoming school year.
School Organization: Overall the structures currently in place to address high quality instruction, such as daily classroom observations,
common planning time and PLC collaboration have been a benefit to our staff and leadership team. An increased need in overall knowledge of
the coaching of struggling teachers needs to be enhanced in order to provide more effective feedback to teachers.
Technology: Students at SMS have good access to multiple sources of technology which include Ipads, Chrome Books, 3 computer labs and
updated wifi access points throughout the school. Some teachers need additional training on the incorporation of technology within their
classrooms.
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Comprehensive Needs Assessment
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Demographics
Strengths
The student/teacher ratios are maintained at an average of 17/1.
Diverse population of students
Needs
A1: Some student sub pops would perform better if staff demographics matched student demographics.
Data
Staff Demographic Data
Special Education student data
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Student Achievement
Strengths
Incorporation of technology
Differentiation in lesson plans
Alignment of lesson plans to CIR rubrics
Availability to obtain resources
Experienced and highly qualified teachers
Professional development opportunities
Daily collaborative planning time
Needs
B1: Students lack reading materials on their reading-level
B2: Student need exposure to real-world applications to make concrete connections with classroom learning
B3: Class sizes are too large to maximize academic learning.
B4: Economically disadvantaged students lack access to materials for classroom learning.
B5: Additional instructional time is needed for students to grasp learning concepts.
B6: Teachers lack a variety of tools to address differentiated instruction, especially for English Language Learners.
B7: More focused interventions are needed for struggling students, especially in Tiers 2 and 3
B8: Students struggling with expository writing
B9: Students are not meeting their maximum potential in learning, due to teacher training issues (lack of knowledge and depth of subject matter, and
classroom and curriculum management skills).
Data
STAAR/EOC Data
Report Card data
Discipline Referrals
Survey Data (Students)
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School Culture and Climate
Strengths
Data driven professional learning community (PLC) meetings that focus on improving student achievement using Lead4ward instructional strategies.
Campus-wide acknowledgement of the mission.
Overall respectful environment.
Use of the rigorous and relevance framework to transform and drive instruction.
Decrease in the number of discipline referrals
Students and staffs perception of campus atmosphere
Needs
C1: Teachers desire improved communication between campus administrators and teachers.
C2: Some students need additional academic, emotional and social support when moving from elementary school to middle school and from middle
school to high school.
C3: Students would benefit from more clubs and after-school activities
C4: Support is not consistent from administrators across all programs and situations.
C5: There are too many instances of bugs, bees, rats, and snakes in and around the building.
C6: Students need additional incentives to improve attendance.
C7: New teachers lack strong classroom management skills
C8: Students need techniques and methods for peer-to-peer mediation
Data
Survey Data (Teachers/Staff)
Survey Data (Students)
Teacher classroom data
Referral form/processes
Behavior Intervention Plans
Professional Development follow-up
Individualized education plans
Master/class schedules; time on task
Support services (Counselors, social workers, community partnerships)
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Staff Quality, Recruitment and Retention
Strengths
All teachers were designated as meeting the Highly Qualified status requirement.
New staff are provided with a mentor teacher to assist with questions regarding system protocols and processes.
Administrative staff attend multiple area wide job fairs in attempt to attract highly qualified staff that display the qualifications needed to be a successful
teacher at SMS.
Teachers are provided with direct assistance from a core area district specialist to provide additional feedback and answer any questions regarding best
practices and new ideas.
Needs
D1: Not enough documented visits between teacher mentors and their mentees
D2: Need more frequent surveys
Data
Survey Data (Teachers/Staff)
CIR Data
Professional Development follow-up
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Curriculum, Instruction and Assessment
Strengths
Incorporation of technology
Differentiation in lesson plans
Alignment of lesson plans to CIR rubrics
Availability to obtain resources
Experienced and highly qualified teachers
Professional development opportunities
Daily collaborative planning time
Needs
E1: Students would benefit from more cross-curricular projects
E2: Teachers in all curriculum areas need to include access to technology in instruction.
E3: Better organization needed in organizing tutorials
E4: Not enough cooperative instructional planning occurring between teachers and administrators, especially special education and general education
teachers.
Data
STAAR/EOC Data
Report Card data
Multi-Year Trends
RtI Data
Special Education student data
State Comp Ed Data
Teacher classroom data
CIR Data
Curriculum Guides
Scope and Sequence; Pacing Guides
Lesson Plans
Level of rigor aligned to student expectations
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Family and Community Involvement
Strengths
Parent University programs have been good for parents
Parent Nights for organizations (AVID, Fine Arts festival, Athletic banquets, etc.) were very successful.
There was an increase in PTA officers.
Community sponsored mentor program (Young Life)
Needs
F1: Increased communication with parents across different mediums
F2: Need to initiate a campus newsletter
F3: Webpage was not updated enough
F4: Not enough parent trainings on academic subjects
F5: A core team of staff members need additional training on how to increase parent involvement on campus.
Data
STAAR/EOC Data
Student Demographic Data
Mobility Rates
Community Input
Survey Data (Parents)
Family education and engagement
Support services (Counselors, social workers, community partnerships)
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School Organization
Strengths
Each administrator is diligent about completing classroom walk-throughs
CIR data is used to determine professional development for staff
Staff surveys used to allow staff to have a voice in making campus-wide decisions.
Needs
G1: Staff need a clear understanding of all of the academic, social, and financial challenges and successes the school faces in moving students forward.
G2: Coaches and ALTS need additional training on the coaching model
Data
Staff Demographic Data
Multi-Year Trends
Teacher/Staff Retention Data
Survey Data (Teachers/Staff)
CIR Data
Professional Development follow-up
Master/class schedules; time on task
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Technology
Strengths
Improved Wifi has been beneficial
Increased access to ipads and chromebooks has been good for student success
3 computer labs
Needs
H1: Professional development needed in how to integrate technology across all subject areas.
Data
Survey Data (Teachers/Staff)
Survey Data (Students)
CIR Data
Curriculum Guides
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PRIORITIZED NEEDS
B: Student Achievement
Students lack reading materials on their reading-levelB1
Student need exposure to real-world applications to make concrete connections with classroom learningB2
Class sizes are too large to maximize academic learning.B3
Economically disadvantaged students lack access to materials for classroom learning.B4
Additional instructional time is needed for students to grasp learning concepts.B5
Teachers lack a variety of tools to address differentiated instruction, especially for English Language Learners.B6
More focused interventions are needed for struggling students, especially in Tiers 2 and 3B7
Students struggling with expository writingB8
Students are not meeting their maximum potential in learning, due to teacher training issues (lack of knowledge and depth of
subject matter, and classroom and curriculum management skills).
B9
C: School Culture and Climate
Teachers desire improved communication between campus administrators and teachers.C1
Some students need additional academic, emotional and social support when moving from elementary school to middle
school and from middle school to high school.
C2
Students would benefit from more clubs and after-school activitiesC3
Support is not consistent from administrators across all programs and situations.C4
Students need additional incentives to improve attendance.C6
New teachers lack strong classroom management skillsC7
Students need techniques and methods for peer-to-peer mediationC8
E: Curriculum, Instruction and Assessment
Students would benefit from more cross-curricular projectsE1
Teachers in all curriculum areas need to include access to technology in instruction.E2
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Not enough cooperative instructional planning occurring between teachers and administrators, especially special education
and general education teachers.
E4
F: Family and Community Involvement
Not enough parent trainings on academic subjectsF4
A core team of staff members need additional training on how to increase parent involvement on campus.F5
G: School Organization
Staff need a clear understanding of all of the academic, social, and financial challenges and successes the school faces in
moving students forward.
G1
H: Technology
Professional development needed in how to integrate technology across all subject areas.H1
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Actions
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ACTIONS
Goal #1: Provide quality instruction and learning opportunities for all students
Performance Objective: To increase the academic achievement in Math and Reading of All 6th grade Students: math from 76% to 80%; reading from
54% to 60% as evidenced by the 2018-19 test administration
Performance Objective: To increase the academic achievement in Math and Reading of All 7th grade Students: math from 71% to 76%; reading from
54% to 60% as evidenced by the 2019 STAAR assessment results.
Performance Objective: To increase the academic achievement in 7th grade Writing of all students from 48% to 60% as evidenced by the 2019
STAAR assessment results.
Performance Objective: To increase the academic achievement in S.S., Science, Math and Reading of All 8th grade Students: S.S. from 44% to
51%; Science from 67% to 72%, Reading from 74% to 76%, Math from 87% to 90% as evidenced by the 2019 STAAR assessment results.
Performance Objective: To increase the academic achievement in Math and Reading of SpEd Students by at least 5 percentage points as evidenced
by the 2019 STAAR and STAAR Alt assessment results.
Action: Purchase grade level texts so that all students, regardless of reading ability, have access to the appropriate reading level
texts.
1
Person(s) Responsible: Rela Alt
Literacy specialist
Evidence of Implementation: Purchases
Evidence of Impact (Formative): Quizzes Evidence of Impact (Summative): STAAR progress measure
Funding: Local Funds $1,500.00; Title I, Part A $1,000.00; Timeline: 8/1/2018 - 3/1/2019 (Monthly)
Needs: B1;
Action: Develop comprehensive reading program that incorporates reading across all content areas. Purchase appropriate texts for
non-RELA classes
2
Person(s) Responsible: Principal
Alts
Evidence of Implementation: Lesson plans
PLC agendas
Evidence of Impact (Formative): Increase in student reading
levels - per Istation
Evidence of Impact (Summative): Increase in STAAR scores
Funding: Local Funds; Timeline: 8/1/2018 - 4/1/2019 (Monthly)
Needs: B1;
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Action: Provide hands-on learning experience for students in history and science 3
Person(s) Responsible: Principal
ALTS
Teachers
Evidence of Implementation: Lesson plans
Evidence of Impact (Formative): Improved student
achievement in History and Science
Evidence of Impact (Summative): Increase STAAR
Funding: Title I, Part A $5,700.00; Timeline: 9/1/2018 - 2/1/2019 (As needed)
Needs: B2;
Action: Purchase level-text for the school library 4
Person(s) Responsible: Principal
ALTs
Librarian
Evidence of Implementation: Receipts, list of new books
Evidence of Impact (Formative): Increase check-out of books
among students
Evidence of Impact (Summative): Improved RELA achievement
Funding: Timeline: 7/1/2018 - 12/1/2019 (Ongoing)
Needs: B1;
Action: Hire 2 additional math teachers to reduce class sizes and ensure on-level classes can be double blocked. 5
Person(s) Responsible: Principal Evidence of Implementation: Staffing
Evidence of Impact (Formative): Increase in student class
averages
Evidence of Impact (Summative): Increase in STAAR math
scores
Funding: Title I, Part A $105,012.00; 1.50 FTEs; Timeline: 8/1/2018 - 6/1/2019 (Annually)
Needs: B3;
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Action: Hire additional RELA teacher to reduce class sizes. 6
Person(s) Responsible: Principal Evidence of Implementation: Staffing
Evidence of Impact (Formative): Increase in student class
averages
Evidence of Impact (Summative): Increase in STAAR math
scores
Funding: Title I, Part A $68,029.00; 1.00 FTEs; Timeline: 7/1/2018 - 6/1/2019 (Ongoing)
Needs: B3;
Action: Purchase additional classroom materials for core content areas and especially self-contained classes. 7
Person(s) Responsible: Principal
Sped alt
Evidence of Implementation: PO
Evidence of Impact (Formative): Class performance Evidence of Impact (Summative): STAAR progress measure of
students in these classes
Funding: Local Funds $1,000.00; Title I, Part A $46,326.00; Timeline: 7/1/2018 - 2/1/2019 (Biannually)
Needs: B4;
Action: During PLCs, checkpoint/benchmark data will be analyzed to monitor the progress of student subgroups identified by TEA
as needing additional targeted support. Timely interventions will be provided to address students' identified needs.
8
Person(s) Responsible: Administrators & Instructional
Coaches
Evidence of Implementation: PLC agendas, Eduphoria
Reports
Evidence of Impact (Formative): Benchmark/Checkpoint
assessment data
Evidence of Impact (Summative): STAAR data, Lexile Levels
Funding: Timeline: 8/8/2018 - 7/1/2019 (Weekly)
Needs: B5; B7; B9
Action: Increase iStation usage across all grade levels by providing more time and access to electronic devices for all students 9
Person(s) Responsible: ALTS
Principals
Evidence of Implementation: Device logs, computer lab
check-out
Evidence of Impact (Formative): Improved reading
engagement
Evidence of Impact (Summative): Improved RELA achievement
Funding: Local Funds; Timeline: 8/1/2018 - 6/1/2019 (Daily)
Needs: B8;
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Action: Increase student achievement scores in Reading, Writing, SS and Science all students on STAAR by having students
perform writing across all curriculum areas as well as improving the curriculum in all core content areas.
10
Person(s) Responsible: Principals
ALTS
Evidence of Implementation: Observation of student writing in
CIR
Evidence of Impact (Formative): Improved writing skills Evidence of Impact (Summative): Improvement in all STARR
areas
Funding: Local Funds; Title I, Part A $10,444.00; Timeline: 8/1/2018 - 6/1/2019 (Ongoing)
Needs: B8;
Action: Use librarian and literacy specialist for interventions to increase reading levels for Tier II students currently reading 2-4
grades below reading level by 100%.
11
Person(s) Responsible: LTS
Librarian
Literacy Specialist
Evidence of Implementation: Teacher attendance forms,
lesson plans
Evidence of Impact (Formative): Increased student classroom
achievement
Evidence of Impact (Summative): Improved STAAR Achievement
Funding: Local Funds; Timeline: 8/1/2018 - 6/1/2019 (Ongoing)
Needs: B7;
Action: Provide additional instructional time for students through after-school tutorials. 12
Person(s) Responsible: Academic Lead Teachers,
Administrators, Principal, Front office staff
Evidence of Implementation: Teachers will provide tutoring
logs along with copies of lessons covered during tutorial
sessions. Student-lists will be created to determine which
students need to attend the sessions.
Evidence of Impact (Formative): Check point data along with
Istation/Response to Intervention data will be used to
determined progression on certain TEKS
Evidence of Impact (Summative): STAAR data and District
Benchmark Data will be observed to determine progress
Funding: Title I, Part A $1,121.00; Timeline: 9/1/2018 - 5/1/2019 (Ongoing)
Needs: B5;
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Action: Establish a Transition Plan for students coming to us from 5th to 6th grade and also for those leaving SMS from 8th to 9th
grade.
13
Person(s) Responsible: Principal, Counselor, Assistant
Principals
Evidence of Implementation: Transition plan meetings at
SMS. Transition meetings with Feeder-Elementary schools at
each campus. The use of the Bridges program by 8th grade
students. "Fish Camp" partnership with exiting 8th graders and
receiving high school.
Evidence of Impact (Formative): Minutes from meetings. Sign
in sheets. Completed survey from parents and students
regarding the impact of the events.
Evidence of Impact (Summative): Minutes from meetings. Sign in
sheets. Completed survey from parents and students regarding the
impact of the events.
Funding: Local Funds $1,000.00; Timeline: 5/1/2018 - 6/1/2019 (Annually)
Needs: C2;
Action: Increase student achievement for all English Learners (EL) in the areas of Reading, Writing, Social Studies and Science by
providing professional development in SIOP training for teachers and workbooks for students to increase academic vocabulary.
14
Person(s) Responsible: Principal, ALTs, Assistant Principals,
Teachers
Evidence of Implementation: Complete Sheltered Instruction
Observation Protocol training with all staff members. Conduct
meetings with the district ELL coordinator to conduct
observations of classrooms in order to monitor the
implementation of strategies taught
Evidence of Impact (Formative): Increase in student
achievement on local assessments
Evidence of Impact (Summative): Increase in student
achievement on District Benchmarks and STAAR Tests
Funding: Local Funds; Timeline: 8/1/2018 - 5/1/2019 (Ongoing)
Needs: B6;
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Action: All teachers will meet district and state certification requirements for classes they are teaching; all instructional
paraprofessionals will meet ESSA "Highly-Qualified" requirements.
15
Person(s) Responsible: Principal
Human Resources
Evidence of Implementation: Human Resources - Personnel
Records
Evidence of Impact (Formative): 100% of teachers meet state
certification requirements. 100% of all instructional
paraprofessionals meet ESSA Highly Qualified requirements.
Evidence of Impact (Summative): 100% of teachers meet state
certification requirements. 100% of all instructional paraprofessionals
meet ESSA Highly Qualified requirements.
Funding: Local Funds; Timeline: 8/1/2018 - 6/1/2019 (As needed)
Needs: B9;
Action: Ensure students participate in moderate to vigorous physical activity 16
Person(s) Responsible: Health Coord.
PE Teacher
Evidence of Implementation: FitnessGram data analysis used
to design PE lessons
Evidence of Impact (Formative): Check-point fitness
assessments
Evidence of Impact (Summative): Increasing percentage of
students meeting all six standards on the FitnessGram Assessment
Funding: Timeline: 8/1/2018 - 5/1/2019 (Daily)
Needs: B2; E1;
Action: Provide supplemental instruction/support and timely interventions for students identified as "At-Risk" for dropping out of
school.
17
Person(s) Responsible: Principal Evidence of Implementation: # of FTEs assigned;
- 6.0 interventionists
- 1.0 at-risk counselor
Evidence of Impact (Formative): Improved at-risk
performance on
check-point assessments
Evidence of Impact (Summative): Gap between at-risk and
non-at-risk student performance and
drop-outs reduced
Funding: Local Funds; State Comp Ed Funds $451,470.00;
7.00 FTEs;
Timeline: 8/28/2018 - 5/30/2019 (Daily)
Needs: B7; C2; C3;
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Action: Implement a new district-wide instructional framework for dyslexia instruction and timely interventions for dyslexic students. 18
Person(s) Responsible: Principal Evidence of Implementation: - Conduct needs assessment
- Dyslexia program evaluation
- Teacher and Advisory Committee
surveys
Evidence of Impact (Formative): Progress Monitoring mastery
checks; improved Istation trends
Evidence of Impact (Summative): Student growth between
Beginning and End of Year
Performance through multiple
measures (e.g., Istation, DRA,
Barton, Fluency, Comprehension,
spelling)
Funding: Local Funds; Title I, Part A $755.00; Timeline: 8/28/2018 - 6/4/2019 (Daily)
Needs: B5;
Action: Provide challenging learning experiences using differentiated instruction and incorporating pacing, depth and complexity to
enable students receiving "Gifted and Talented" services to demonstrate self-directed learning, thinking, research, and
communication.
19
Person(s) Responsible: Principal Evidence of Implementation: - Implementation of G/T 3 yr
plan
- PD records
- Meeting minutes
- Student work samples
Evidence of Impact (Formative): Improved performance of
G/T
identified students on district
assessments
Evidence of Impact (Summative): Improved performance of G/T
identified students on state
assessments
Funding: Gifted & Talented $49,673.00; Local Funds; Title I,
Part A $6,875.00;
Timeline: 8/28/2018 - 6/4/2019 (Daily)
Needs: B2; B9;
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Action: Provide supplemental instruction/support and timely interventions for students identified as English Learners (EL). 20
Person(s) Responsible: Principal Evidence of Implementation: - Professional development
records
- FTEs assigned (if applicable)
Evidence of Impact (Formative): Increase in student
attendance;
success in core academics; meeting
expectations on check-point and
benchmark assessments
Evidence of Impact (Summative): Improved standardized test
data
Funding: Bilingual/ESL (199) $129,415.00; Local Funds; Timeline: 8/28/2018 - 6/4/2019 (Daily)
Needs: B2; B5;
Action: Provide supplemental instruction/support and timely interventions for students receiving Special Education services. 21
Person(s) Responsible: Principal Evidence of Implementation: - Training for SB1196 (Behavior
Support) and SB1727 (support for
general education teachers who instruct
special education students) completed
Evidence of Impact (Formative): Improved performance of
special
education students on district
assessments
Evidence of Impact (Summative): Improved performance of
special education students on state
assessments
Funding: Local Funds; Special Education Funds (199)
$1,011,410.00;
Timeline: 8/28/2018 - 6/4/2019 (Daily)
Needs: E4;
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Action: Increase student achievement scores in Reading, Writing, SS and Science for all students on STAAR by incorporating the
use of technology and hands-on activities into their daily lesson.
22
Person(s) Responsible: Core Classroom Teacher Evidence of Implementation: Classroom observations will be
conducted along with data-reviews to determine improvement
levels for our students.
Evidence of Impact (Formative): Reviews will be conducted
during every 3 - week progress report to examine increase in
student achievement and the correlation of the use of
technology. Classroom observations to determine the frequency
of the use of technology along with the effectiveness of the
implementation will be conducted. The review of lesson plans
will be lesson plans will be conducted to determine the
strategies performed.
Evidence of Impact (Summative): Summative exam scores,
District Benchmark assessments, STAAR results,
Funding: Title I, Part A $41,180.00; Timeline: 2/1/2018 - 6/1/2019 (Daily)
Needs: E2
Action: Increase professional development opportunities for counselors to provide training and insight to staff regarding Whole child
Initiatives.
23
Person(s) Responsible: Counselors Evidence of Implementation: Summary of professional
development attended in addition to training provided to staff
with strategies that address Whole Child initiatives and
components. Classroom observations will be conducted to
determine effect of implementation based on frequency of use
and strategies observed.
Evidence of Impact (Formative): Reviews will be conducted
during each 9 week grading period to determine correlation
between student attendance, behavior infractions and grade
increases due to the implementation of strategies and
philosophy of Whole Child research.
Evidence of Impact (Summative): Summative exam score,
District Benchmark assessments, STAAR results, EOY Attendance and
Behavior data.
Funding: Title I, Part A $3,000.00; Timeline: 7/1/2018 - 7/1/2019 (Daily)
Needs: C2; C3; C8
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Goal #2: Implement and enhance proactive safety systems throughout the district to ensure proper levels of safety for all staff
and students
Performance Objective: The number of behavior incidents as documented in eSchool will decrease by approximately 5% by June 2019.
Performance Objective: Complete all monthly safety drills
Action: Implement strategies for violence prevention and intervention 1
Person(s) Responsible: Principal, Assistant Principal,
Counselor
Evidence of Implementation: - No Place for Hate
activities/curriculum
- Individual and group counseling logs
Evidence of Impact (Formative): Reduced discipline referrals,
improved grades, increased attendance rates
Evidence of Impact (Summative): Year-over-year comparison
demonstrates reduced discipline referrals, improved grades, increased
attendance rates, and improved retention rates
Funding: Timeline: 8/1/2018 - 5/1/2019 (Daily)
Needs: C8;
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Goal #3: Attract and retain the best staff for students
Performance Objective: Increase the score on Question 1 of the Employee Survey: "My principal provides
descriptive feedback pertaining to my work." from 4.02 - 4.12 this school year
Performance Objective: By the end of the year all teachers will be trained in incorporating rigor and relevance into common classroom instruction, in
analyzing student achievement data, and in developing classroom assessments that match instructional practices.
Performance Objective: I will provide training for all Academic Lead Teachers in the area of instructional coaching techniques during the Fall and
Spring of the 2018/2019 school year.
Action: Train all staff members in behavior management techniques 1
Person(s) Responsible: Principal Evidence of Implementation: Agenda
Evidence of Impact (Formative): Teacher feedback Evidence of Impact (Summative): Discipline referrals
Funding: Local Funds $500.00; Title I, Part A $9,588.00; Timeline: 8/1/2018 - 1/1/2019 (Biannually)
Needs: C7;
Action: Provide SIOP training for teachers so that they can address student vocabulary levels. 2
Person(s) Responsible: Alts
Principal
Evidence of Implementation: Agendas
Evidence of Impact (Formative): Report card grades Evidence of Impact (Summative): Increase in STAAR scores
Funding: Local Funds; Timeline: 8/1/2018 - 3/1/2019 (Biannually)
Needs: B6;
Action: Provide training to teachers on incorporating rigor and relevance into common classroom instruction, in analyzing student
achievement data, and in developing classroom assessments that match instructional practices. Lesson plans will be created that
correspond with the CIR rubrics.
3
Person(s) Responsible: Principal
Alts
Evidence of Implementation: Assessments
Evidence of Impact (Formative): Student grades Evidence of Impact (Summative): Increase in STAAR scores
Funding: Title I, Part A $17,225.00; Timeline: 7/1/2018 - 3/1/2019 (Ongoing)
Needs: B6;
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Action: Provide content training to co-teachers so they have the skills necessary to instruct students at the proper levels. 4
Person(s) Responsible: Alts Evidence of Implementation: PLC agendas
Evidence of Impact (Formative): Student learning Evidence of Impact (Summative): Increase in STAAR progress
measure of co-teach students
Funding: Local Funds; Timeline: 7/1/2018 - 3/1/2019 (Ongoing)
Needs: B6;
Action: Employ During-the- Day academic Interventionists during the Fall and Spring semesters to help with focused student
academic interventions.
5
Person(s) Responsible: Principals
ALTs
Evidence of Implementation: Time-sheets, student rosters
Evidence of Impact (Formative): Improved student
engagement
Evidence of Impact (Summative): increased STAAR scores
Funding: Local Funds; Title I, Part A $32,557.00; Timeline: 10/1/2018 - 5/1/2019 (Daily)
Needs: B7;
Action: Provide teacher training on integrating technology in the classroom 6
Person(s) Responsible: Academic Lead Teachers and Staff Evidence of Implementation: Training date and sign in sheet
Evidence of Impact (Formative): Teachers will implement
learned strategies in the classroom with their students.
Evidence of Impact (Summative): Teachers will implement
learned strategies in the classroom with their students.
Funding: Local Funds; Timeline: 8/1/2018 - 6/1/2019 (Daily)
Needs: H1;
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Action: Train Academic Lead Teachers in instructional coaching techniques across all content areas. Also provide leadership
training for better evaluation and coaching of staff to administrators.
7
Person(s) Responsible: Principal Evidence of Implementation: A log of completed coaching
sessions of teachers within each ALT's department will be
maintained and monitored to ensure completion. Completed
surveys and evaluations will be collected at the conclusion of the
session.
Evidence of Impact (Formative): Observations will be
conducted both formal and informal to determine if
competencies covered during coaching sessions are being
covered. Improved teacher performance will be evidenced
based on the TTESS Rubrics
Evidence of Impact (Summative): Formal Teacher observations
will reflect the adoption of recommendations offered by Academic Lead
Teachers during coaching sessions. Lesson plans will reflect clear
understanding of required components of curriculum rubrics provided
by TTESS.
Funding: Local Funds; Title I, Part A $1,185.00; Timeline: 8/1/2018 - 6/1/2019 (Ongoing)
Needs: E4;
Action: Provide training for administrators in the areas of communication and coaching techniques across all content areas. Also
provide leadership training for better evaluation and coaching of staff to administrators.
8
Person(s) Responsible: Principal Evidence of Implementation: A log of completed agendas with
coaching sessions of teachers and ALT's will be maintained
and monitored to ensure completion. Completed surveys and
evaluations will be collected at the conclusion of the session.
Evidence of Impact (Formative): Observations will be
conducted both formal and informal to determine if
competencies covered during coaching sessions are being
covered within the classrooms. Improved teacher-feedback will
be evidenced based on the TTESS Rubrics
Evidence of Impact (Summative): Formal Teacher observations
will reflect the adoption of recommendations offered by Academic Lead
Teachers and administrators during coaching sessions. Lesson plans
will reflect clear understanding of required components of curriculum
rubrics provided informal walkthroughs and TTESS.
Funding: Timeline: 7/1/2018 - 7/1/2019 (Daily)
Needs: C1; C4
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Goal #4: Grow and maintain community support
Performance Objective: Increase parent participation rate of the end of the year school survey by 25% from the previous school year.
Performance Objective: Increase the number of participants during our February Career Day 20%.
Action: Provide programs linked to learning that encourage Parent and Family Engagement ( e.g. Hold Parent University workshops
to train parents on math and reading strategies to use with helping their child, incorporating Parenting Partners curriculum, etc).
1
Person(s) Responsible: Principal, Assistant principals,
RELA/Math ALTS, Parent Involvement Liaison, Campus Staff
Evidence of Implementation: Advertising to parents,
attendance logs, agendas, attendance sheets
Evidence of Impact (Formative): Number of parents attending
different events
Evidence of Impact (Summative): Increased parental involvement
Funding: Title I, Part A $923.00; Timeline: 8/29/2018 - 6/1/2019 (Ongoing)
Needs: F4; F5;
Action: Meet with Academic Lead Teachers, Literacy Specialist, Admin Team biweekly to discuss progress and possible
adjustments needed.
2
Person(s) Responsible: Principals
ALTS
Evidence of Implementation: Agendas, Sign-in sheets
Evidence of Impact (Formative): increased student
engagement and classroom achievement
Evidence of Impact (Summative): Improved academic
achievement
Funding: Local Funds; Timeline: 8/1/2018 - 6/1/2019 (Ongoing)
Needs: E4;
Action: Members of the staff will be trained on topics pertaining to increasing Parent and Family Engagement 3
Person(s) Responsible: Parent Involvement Liaison
Parent Involvement Liaison assistant
Evidence of Implementation: Completed training certificate
Evidence of Impact (Formative): Implementation of plans to
increase parent involvement
Evidence of Impact (Summative): Overall increased parent
involvement in overall programming and events
Funding: Local Funds; Timeline: 9/1/2018 - 5/1/2019 (As needed)
Needs: F5;
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Goal #5: Efficiently maximize district resources to support staff, students, and taxpayers
Performance Objective: Increase student attendance rate from 95%-96%
Performance Objective: Maintain a balanced budget for the school with no more than 10% of carryover funds.
Action: Develop student incentive program to increase attendance 1
Person(s) Responsible: Administrators Evidence of Implementation: Increase in student attendance
Evidence of Impact (Formative): Student learning Evidence of Impact (Summative): ADA report
Funding: Local Funds $1,000.00; Timeline: 10/1/2018 - 4/1/2019 (9 weeks)
Needs: C6;
Action: A Comprehensive Needs Assessment will be conducted each year that examines data across all programs and fund sources
available at the school that was part of an evaluation of the prior year plan. Campus Staff (including teachers), Parents and
community members will participate in examining the data and identifying needs that must be addressed. The team will create a
comprehensive plan of action based on the prioritized needs determined in the CNA will be completed.
2
Person(s) Responsible: Principal Evidence of Implementation: Documentation from teachers,
parents, and community members participating in the CNA.
Areas of concern will be addressed in the Campus Improvement
Plan.
Evidence of Impact (Formative): Areas of concern will be
addressed in the Campus Improvement Plan and will show
improvement through assessment data and surveys.
Evidence of Impact (Summative): State assessment scores will
improve as will survey data.
Funding: Local Funds; Timeline: 1/1/2018 - 6/1/2019 (Annually)
Needs: G1;
Action: Staff will coordinate the use of funds across all programs (including Title I, State Comp Ed, At-Risk funds, and local funds) to
maximize efficiency and reduce duplication of effort.
3
Person(s) Responsible: Principal Evidence of Implementation: All funding will be used to
increase student achievement.
Evidence of Impact (Formative): Ross Sterling Middle School
will meet standard as per TEA's Accountability Summary.
Evidence of Impact (Summative): The number of students
passing state assessment will increase.
Funding: Local Funds; Timeline: 8/1/2018 - 6/1/2019 (Ongoing)
Needs: G1;
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Page 32Campus Improvement Plan Humble Independent School District
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ADDITIONAL TARGETED SUPPORT
Student Success Two or More
During PLCs, checkpoint/benchmark data will be analyzed to monitor the progress of student subgroups identified by TEA as
needing additional targeted support. Timely interventions will be provided to address students' identified needs.
Goal #1, Action #8
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FUNDING
$129,415.00Bilingual/ESL (199)
$49,673.00Gifted & Talented
$5,000.00Local Funds
$451,470.00 7.00State Comp Ed Funds FTEs
$1,011,410.00Special Education Funds (199)
$356,626.00 2.50Title I, Part A FTEs
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Title I
This campus is consolidating Title I, Part A funds only.
Title I Element #1: Conduct a Comprehensive Needs Assessment
Increase student achievement scores in Reading, Writing, SS and Science for all students on STAAR by incorporating the
use of technology and hands-on activities into their daily lesson.
* Goal #1, Action #22
During PLCs, checkpoint/benchmark data will be analyzed to monitor the progress of student subgroups identified by TEA as
needing additional targeted support. Timely interventions will be provided to address students' identified needs.
* Goal #1, Action #8
Provide training for administrators in the areas of communication and coaching techniques across all content areas. Also
provide leadership training for better evaluation and coaching of staff to administrators.
* Goal #3, Action #8
A Comprehensive Needs Assessment will be conducted each year that examines data across all programs and fund sources
available at the school that was part of an evaluation of the prior year plan. Campus Staff (including teachers), Parents and
community members will participate in examining the data and identifying needs that must be addressed. The team will
create a comprehensive plan of action based on the prioritized needs determined in the CNA will be completed.
* Goal #5, Action #2
Title I Element #2: Prepare a Comprehensive Schoolwide Plan
A Comprehensive Needs Assessment will be conducted each year that examines data across all programs and fund sources
available at the school that was part of an evaluation of the prior year plan. Campus Staff (including teachers), Parents and
community members will participate in examining the data and identifying needs that must be addressed. The team will
create a comprehensive plan of action based on the prioritized needs determined in the CNA will be completed.
* Goal #5, Action #2
Staff will coordinate the use of funds across all programs (including Title I, State Comp Ed, At-Risk funds, and local funds) to
maximize efficiency and reduce duplication of effort.
* Goal #5, Action #3
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Title I Element #3: Implement programs, activities, and procedures for the involvement of parents and family members
Establish a Transition Plan for students coming to us from 5th to 6th grade and also for those leaving SMS from 8th to 9th
grade.
* Goal #1, Action #13
Provide programs linked to learning that encourage Parent and Family Engagement ( e.g. Hold Parent University
workshops to train parents on math and reading strategies to use with helping their child, incorporating Parenting
Partners curriculum, etc).
* Goal #4, Action #1
Members of the staff will be trained on topics pertaining to increasing Parent and Family Engagement* Goal #4, Action #3
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TEXAS EDUCATION AGENCY STRATEGIC PRIORITIES
#1: Recruit, support, and retain teachers and principals
#2: Build a foundation of reading and math
#3: Connect high school to career and college
#4: Improve low-performing schools
THE STATE OF TEXAS PUBLIC EDUCATION MISSION AND ACADEMIC GOALS
The mission of the public education system of this state is to ensure that all Texas children have access to a quality education that enables them to achieve their
potential and fully participate now and the future in the social, economic, and education opportunities of our state and nation. That mission is grounded on the
conviction that a general diffusion of knowledge is essential for the welfare of this state and for the preservation of the liberties and rights of citizens. It is further
grounded on the conviction that a successful public education system is directly related to a strong, dedicated, and supportive family; and that parental involvement
in the school is essential for the maximum educational achievement of a child.
THE STATE OF TEXAS PUBLIC EDUCATION MISSION AND ACADEMIC GOALS
#1: The student in the public education system will demonstrate exemplary performance in the reading and writing of the English language.
#2: The students in the public education system will demonstrate exemplary performance in the understanding of mathematics.
#3: The students in the public education system will demonstrate exemplary performance in the understanding of science.
#4: The students in the public education system will demonstrate exemplary performance in the understanding of social studies.
THE STATE OF TEXAS PUBLIC EDUCATION OBJECTIVES
Objective #1: Parents will be full partners with educators in the education of their children.
Objective #2: Students will be encouraged and challenged to meet their full educational potential.
Objective #3: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma.
Objective #4: A well-balanced and appropriate curriculum will be provided to all students.
Objective #5: Educators will prepare students to be thoughtful, active citizens who have an appreciation for the basic values of our state and national heritage and
who can understand and productively function in a free enterprise society.
Objective #6: Qualified and highly effective personnel will be recruited, developed, and retained.
Objective #7: The state’s students will demonstrate exemplary performance in the comparison to national and international standards.
Objective #8: School campuses will maintain a safe and disciplined environment conducive to student learning.
Objective #9: Educators will keep abreast of the development of creative and innovative techniques as appropriate to improve student learning.
Objective #10: Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development, and
administration
Page 37Campus Improvement Plan Humble Independent School District