generated by plan4learning.com 1 of 47 october 1, 2021 2

Lamar Consolidated Independent School District

Randle High School

2021-2022 Campus Improvement PlanAccountability Rating: Not Rated: Declared State of Disaster

Randle High SchoolGenerated by Plan4Learning.com 1 of 47 October 1, 2021 2:34 PM

Mission StatementAt Dr. Thomas E. Randle High School, we are dedicated to creating a

tradition of excellence in all that we do, while providing a relevant and high-quality education.

VisionDr. Thomas E. Randle High School will empower students to acquire,

demonstrate, articulate, and value the knowledge and skills that will supportthem, as life-long learners while contributing to a global society.

Value Statement

"Where Excellence is the Standard"


Table of Contents

Comprehensive Needs Assessment 4Demographics 4Student Learning 5School Processes & Programs 6Perceptions 7

Priority Problem Statements 8Comprehensive Needs Assessment Data Documentation 9Goals 10

Goal 1: By May 2022, TRHS 9th and 10th grade students will increase student performance by 7% (73-80) in approaches, by 10% (50-60) in meets, and by 5% (15-20)in masters, as evidenced by the 2022 English Language Arts EOC results. 11Goal 2: By May 2022, TRHS 9th and 10th grade students will increase student performance by 8% (72-80) in approaches, by 5% (35-40) in meets, and by 5% (15-20) inmasters, as evidenced by the 2022 Mathematics EOC results. 19Goal 3: By providing a collaborative culture of learning and creating an engaging and welcoming environment, TRHS will strive to receive 75% or higher on all student,parent, and staff climate survey responses. 28Goal 4: By equipping students with knowledge and skills to succeed in a global society, TRHS will have 80% of the student population College, Career, and MilitaryReadiness (CCMR) rate. The percentage will be determined by calculating the number of students on track to earn Level I or II certificates, as evidenced by endorsementcourse enrollment. 34

State Compensatory 36Budget for Randle High School 37Personnel for Randle High School 37

Campus Leadership Team 37Campus Shared Decision Making Committee 38Campus Funding Summary 39Addendums 40


Comprehensive Needs AssessmentDemographics

Demographics Summary

Dr. Thomas E. Randle High School is the 6th high school in one of the fastest growing school districts in the state of Texas, LamarConsolidated Independent School District. The student and staff population is a direct representation of the diverse and multi-culturalcommunity within Fort Bend county. As a new high school, we strive to involve all stakeholders in creating a tradition of excellence in allthat we do while providing a relevant and high quality education.

Campus Demographics

Hispanic: 245 (38%)African American: 222 (34%)Asian/Pacific Islander: 47 (7%)White: 87 (14%) American Indian: 46 (7%)

Gender

Female: 325 (50%)Male: 322 (50%)

Special Education

104 (14%)

English Language Learners

89 (13%)

Economically Disadvantaged


410 (55%)

Demographics Strengths

Dr. Thomas E. Randle High School student and staff demographics are a direct reflection of the community of which it serves.

Problem Statements Identifying Demographics Needs

Problem Statement 1: TRHS has a diverse population including 55% socioeconomically disadvantaged students, 14% special education, and 13% English Language Learners(ELLs). There is a gap between all students and At-Risk, Special Education, and ELL students. Root Cause: Students require a differentiated curriculum and intentional supportsthat are consistently implemented to accelerate learning and close the gaps. Due to changes in the learning modalities, attendance, etc. during 2020-21 school year, these supportswere not consistently implemented.


Student Learning

Student Learning Summary

Based on the needs assessment, the areas of English Language Arts and Mathematics have been identified as areas in need of support. Between 2018-2019 and 2020-2021, there was a decrease in state standardized scores:

8th Grade STAAR Reading 9th Grade English I EOC8th Grade STAAR Mathematics9th Grade Algebra I EOC

Information reviewed from the STAAR/EOC data supports there was a decrease in all student and subpopulation performance. It is ourbelief the decrease in scores is due to the fluctuating modes of instructional choices as a result of the global pandemic. Due to thisacademic need, within the master schedule, a course was created for 10th grade students who did not meet standard on the STAAR EnglishI and Algebra I EOC tests; however, they earned satisfactory progress in the school year course. The courses, Reading I and StrategicMath, are designed to support math and English language arts skills taught in 9th grade.

Student Learning Strengths

9th grade students were able to maintain solid scores in areas other than English Language Arts and Mathematics.

Problem Statements Identifying Student Learning Needs

Problem Statement 1: There is a need to develop a multi-tiered system of support for English Language Arts and Mathematics for incoming 9th and 10th grade students. RootCause: It is our belief the decrease in scores is due to the fluctuating modes of instructional choices as a result of the global pandemic.


School Processes & Programs

School Processes & Programs Summary

Our programs and processes are consistent with the opening of a new campus. We are offering all extracurricular activities in the areas ofUIL fine arts and athletics that all other LCISD high schools provide, with the exception of our sports competition culminating at the JVlevel this school year. Other school organizations/clubs are being developed, as sponsors are identified and by-laws/Constitutions aredeveloped (i.e. student council, chess club, HOSA, DECA, etc.). With regards to personnel, approximately 55% of staff members wererecruited from LCISD schools, both elementary and secondary, with the remaining 45% of staff members recruited from outside schooldistricts and new teacher programs.

School Processes & Programs Strengths

Our programs and processes are consistant with the opening of a new campus. We offer a comprehensive CTE and UIL fine arts/athleticsprograms, where there is over 60% student participation.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: TRHS is developing a positive campus culture that focuses on students' needs, both academic and social-emotional. Root Cause: We are a new campus,where our student population is comprised of 3 feeder patterns.

Problem Statement 2: Some TRHS students have experienced trauma and need support. Root Cause: Some students are experiencing the impact of COVID. Also, somestudents' primary residence is a residential treatment center (RTC).


Perceptions

Perceptions Summary

As we develop processes and procedures for Randle High School, the focus will be to create positive perceptions among our communityand staff, as we work collaboratively to support student success.

Perceptions Strengths

As we develop processes and procedures for Randle High School, this will have a direct impact on the perceptions of our community andstaff. Strengths will be identified as we review our campus improvement plan (CIP) throughout the school year.

Problem Statements Identifying Perceptions Needs

Problem Statement 1: TRHS will develop processes and procedures that will promote a positive culture and climate for students, staff, and community. Root Cause: RandleHigh School opens Fall 2021.


Priority Problem Statements


Comprehensive Needs Assessment Data DocumentationThe following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsHB3 CCMR goalsCampus/District improvement plans (current and prior years)Covid-19 Factors and/or waivers for Assessment, Accountability, ESSA, Missed School Days, Educator Appraisals, etc.State and federal planning requirementsCovid-19 Factors and/or waivers

Accountability Data

Texas Academic Performance Report (TAPR) dataStudent Achievement Domain

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)


GoalsGoal 1: By May 2022, TRHS 9th and 10th grade students will increase student performance by 7% (73-80) in approaches, by 10% (50-60) in meets, and by5% (15-20) in masters, as evidenced by the 2022 English Language Arts EOC results.

Performance Objective 1: TRHS instructional and support staff will utilize The Fundamental Five strategies daily as the campus foundation for Tier 1instruction. These strategies will include:- FRAMING THE LESSON: Providing students clear expectations as it relates to the learning objective with daily reflection - POWER ZONE: Checking for understanding, reinforcing positive behavior, frequent and ongoing formative assessment - PURPOSEFUL SMALL-GROUP TALK: Teacher begins discussion and provides students opportunity to review, discuss, and predict- RECOGNIZE & REINFORCE: Recognize all successes and reinforce desired behaviors, participation, and completing expectations- WRITING CRITICALLY: Students will demonstrate daily their understanding of the identify learning objective through a variety of critical activities(comparisons, summary, mind maps, graphic organizers, exit tickets, or essays)

Targeted or ESF High Priority

Evaluation Data Sources: English Language Arts EOC Classroom Walkthroughs Lesson PlansProfessional Learning Communities Campus Common Formative Assessments TEA Interim AssessmentsProgress Monitoring Assessments

Strategy 1 Details ReviewsStrategy 1: Provide all campus staff professional development to support Tier 1, Tier 2, and Tier 3, frequentquestioning and feedback opportunities, and critical writing assessments. TRHS will utilize strategies provided by theFundamental Five.

Strategy's Expected Result/Impact: Student increase in scores on campus, district, and nationalassessments.Staff Responsible for Monitoring: Administration TeachersSpecialist CounselorsTEA Priorities: Recruit, support, retain teachers and principals, Build a foundation of reading and math,Connect high school to career and college, Improve low-performing schools

Formative SummativeNov Feb Apr June


Strategy 2 Details ReviewsStrategy 2: TRHS will utilize the MTSS process to provide quality Tier 2 and Tier 3 academic support to all studentsincluding At-Risk, Special Education, and English Language Learners. TRHS will provide weekly supplementalinstruction every Tuesday and Thursday afternoon and on select Saturdays throughout the school year, in alignmentwith House Bill (HB) 4545. TRHS 10th grade students were pre-identified and enrolled in strategically, master-scheduled reading and math accelerated instruction courses.

Strategy's Expected Result/Impact: Students will receive a more individualized level of instruction whilereceiving additional attention, focus, and support by adjusting the pace of instruction as it relates toindividual needs. Students will be provided additional opportunities for intervention during advisory periodsand supplemental instruction.Staff Responsible for Monitoring: AdministrationTeachersDepartment ChairsCounselorsCampus PersonnelTEA Priorities: Build a foundation of reading and math, Improve low-performing schoolsFunding Sources: Tutors and tutoring supplies - 199 PIC 24 State Compensatory Ed (SCE) Accelerated - $4,983, Intervention/accelerated instruction - 199 PIC 24 State Compensatory Ed (SCE) Accelerated - $8,680, ESL personnel - 199 PIC 24 State Compensatory Ed (SCE) Accelerated - $23,181.50, Creditrecovery/restoration personnel - 199 PIC 24 State Compensatory Ed (SCE) Accelerated - $10,554


Strategy 3 Details ReviewsStrategy 3: TRHS will implement a variety of instructional strategies that focus on providing opportunities to useactivities and materials in a collaborative effort to promote differentiation for all students (i.e. Flipgrid, Nearpod,Kahoot, Quizizz, Quizlet, etc.). This will include At-Risk, Special Education, and English Language Learners. TRHSwill utilize strategies provided by the foundation of Fundamental Five, especially Talk, Read, Talk, Write and studentdiscourse.

Strategy's Expected Result/Impact: All students (At- Risk, Special Education, and English LanguageLearners) will receive tailored instructional support that matches student needs and are tailored to meet IEPgoals and support small group instruction.Staff Responsible for Monitoring: Special Education Department ChairSpecial Educational Inclusion/Resource/SESC/SLC Teachers English Language Learners Inclusion/TeachersTeachersAdministratorsCounselorsTEA Priorities: Recruit, support, retain teachers and principals, Build a foundation of reading and math



Strategy 4 Details ReviewsStrategy 4: TRHS will implement a standardized PLC process to support instructional planning, review data, andmonitor student progress for all students including At- Risk, Special Education, and English Language Learners.

Strategy's Expected Result/Impact: Teachers and administrators will work collaboratively to planaccordingly and improve both the teaching skills and student academic performance. Administrators willconduct instructional walkthroughs in alignment with T-TESS (10 per week) and instructional rounds inalignment with Fundamental Five (10 per week). Instructional walkthroughs and rounds will providecontinuous feedback to help teachers improve in instructional delivery and practices.Staff Responsible for Monitoring: AdministrationDepartment ChairsInstructional CoachesTEA Priorities: Recruit, support, retain teachers and principals, Build a foundation of reading and math


No Progress Accomplished Continue/Modify Discontinue


Goal 1: By May 2022, TRHS 9th and 10th grade students will increase student performance by 7% (73-80) in approaches, by 10% (50-60) in meets, and by5% (15-20) in masters, as evidenced by the 2022 English Language Arts EOC results.

Performance Objective 2: By May 2022, TRHS 9th and 10th grade students will close the performance gap by 5% between Special Education and GeneralEducation students in approaches as evidenced by the 2022 English Language Arts EOC results. The gap for 2020/21 is 47% and decrease the gap for2021/22 to 42%.


Evaluation Data Sources: English Language Arts EOCLesson plansProfessional Learning CommunitiesCampus Common Formative AssessmentsTEA Interim AssessmentsProgress Monitor Assessments

Strategy 1 Details ReviewsStrategy 1: Provide all campus staff professional development to support Tier 1, Tier 2, and Tier 3 instruction, IEPprogress monitoring, ARD process, frequent questioning and feedback opportunities, and critical writing assessments.TRHS will utilize strategies provided by the Fundamental Five.





Strategy's Expected Result/Impact: Students will receive a more individualized level of instruction whilereceiving additional attention, focus, and support by adjusting the pace of instruction as it relates toindividual needs. Students will be provided additional opportunities for intervention during advisory periodsand supplemental instruction.Staff Responsible for Monitoring: AdministrationTeachersDepartment ChairsCounselorsCampus PersonnelTEA Priorities: Build a foundation of reading and math, Improve low-performing schoolsFunding Sources: ESL personnel - 199 PIC 24 State Compensatory Ed (SCE) Accelerated - $23,181.50, Intervention/accelerated instruction - 199 PIC 24 State Compensatory Ed (SCE) Accelerated - $8,330, Tutoring and tutoring supplies - 199 PIC 24 State Compensatory Ed (SCE) Accelerated - $4,983, Intervention/accelerated instruction - 199 PIC 24 State Compensatory Ed (SCE) Accelerated - $9,212, Creditrecovery/restoration personnel - 199 PIC 24 State Compensatory Ed (SCE) Accelerated - $10,554






Strategy 4 Details ReviewsStrategy 4: TRHS will implement a standardized PLC process to monitor instructional planning, data, and studentprogress for all students including At- Risk, Special Education, and English Language Learners.





Goal 1: By May 2022, TRHS 9th and 10th grade students will increase student performance by 7% (73-80) in approaches, by 10% (50-60) in meets, and by5% (15-20) in masters, as evidenced by the 2022 English Language Arts EOC results.

Performance Objective 3: By May 2022, TRHS 9th and 10th grade students will close the performance gap by 5% between English Language Learnersand General Education students in approaches as evidenced by the 2022 English Language Arts EOC results. The gap for 2020/21 is 33% and decrease thegap for 2021/22 to 28%.


Evaluation Data Sources: English Language Arts EOCLesson plansProfessional Learning CommunitiesCampus Common Formative AssessmentsTEA Interim AssessmentsProgress Monitor Assessments

Strategy 1 Details ReviewsStrategy 1: Provide all campus staff professional development to support Tier 1, Tier 2, Tier 3, and shelteredinstructional strategies, frequent questioning and feedback opportunities, and critical writing assessments. TRHS willutilize strategies provided by the Fundamental Five.





Strategy's Expected Result/Impact: Students will receive a more individualized level of instruction whilereceiving additional attention, focus, and support by adjusting the pace of instruction as it relates toindividual needs. Students will be provided additional opportunities for intervention during advisory periodsand supplemental instruction.Staff Responsible for Monitoring: AdministrationTeachersDepartment ChairsCounselorsCampus PersonnelTEA Priorities: Build a foundation of reading and math, Improve low-performing schools






Goal 2: By May 2022, TRHS 9th and 10th grade students will increase student performance by 8% (72-80) in approaches, by 5% (35-40) in meets, and by5% (15-20) in masters, as evidenced by the 2022 Mathematics EOC results.

Performance Objective 1: TRHS instructional and support staff will utilize The Fundamental Five strategies daily as the campus foundation for Tier 1instruction. These strategies will include:- FRAMING THE LESSON: Providing students clear expectations as it relates to the learning objective with daily reflection - POWER ZONE: Checking for understanding, reinforcing positive behavior, frequent and ongoing formative assessment - PURPOSEFUL SMALL-GROUP TALK: Teacher begins discussion and provides students opportunity to review, discuss, and predict- RECOGNIZE & REINFORCE: Recognize all successes and reinforce desired behaviors, participation, and completing expectations- WRITING CRITICALLY: Students will demonstrate daily their understanding of the identify learning objective through a variety of critical activities(comparisons, summary, mind maps, graphic organizers, exit tickets, or essays)


Evaluation Data Sources: English Language Arts EOC Classroom Walkthroughs Lesson PlansProfessional Learning Communities Campus Common Formative Assessments TEA Interim AssessmentsProgress Monitoring Assessments

Strategy 1 Details ReviewsStrategy 1: Provide all campus staff professional development to support Tier 1, Tier 2, and Tier 3 instruction, frequentquestioning and feedback opportunities, and critical writing assessments. Teachers will utilize research-based strategies(Fundamental Five and Lead4Ward Instructional Strategies Playlist and Thinking Stems) and resources (district mathcurricular lesson plans, Region 4 Make/Take, and Lead4Ward Rockin' Review) to improve math calculation andproblem-solving skills.

Strategy's Expected Result/Impact: Student increase in scores on campus, district, and nationalassessments.Staff Responsible for Monitoring: Administration TeachersSpecialist CounselorsTEA Priorities: Recruit, support, retain teachers and principals, Build a foundation of reading and math,Connect high school to career and college, Improve low-performing schools - ESF Levers: Lever 2:Effective, Well-Supported Teachers, Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction






Strategy 3 Details ReviewsStrategy 3: TRHS will implement a variety of instructional strategies that focus on providing opportunities to useactivities and materials in a collaborative effort to promote differentiation for all students (i.e. Flipgrid, Nearpod,Kahoot, Quizizz, Quizlet, etc.). This will include At-Risk, Special Education, and English Language Learners. TRHSwill utilize strategies provided by the foundation of Fundamental Five, especially standards-based teaching/learning andlaminate desk, problem-solving paired with student discourse.





Performance Objective 2: By May 2022, TRHS 9th and 10th grade students will close the performance gap by 5% between Special Education and GeneralEducation students in approaches as evidenced by the 2022 Mathematics EOC results. The gap for 2020/21 is 32% and decrease the gap for 2021/22 to27%.


Evaluation Data Sources: Algebra I EOCLesson plansProfessional Learning CommunitiesCampus Common Formative AssessmentsTEA Interim AssessmentsProgress Monitor Assessments

Strategy 1 Details ReviewsStrategy 1: Provide all campus staff professional development to support Tier 1, Tier 2, and Tier 3 instruction, IEPprogress monitoring (including goals met status and updates to ensure students are on track to meet annual IEP goals),ARD process (including conducting brief, progress, and review ARDs, as necessary, to revise students' specializedinstructional needs for optimal student progress), frequent questioning and feedback opportunities (including purposefulchecks for understanding to clarify concepts), and critical writing assessments. TRHS will utilize strategies provided bythe Fundamental Five.

Strategy's Expected Result/Impact: Student increase in scores on campus, district, and nationalassessments.Staff Responsible for Monitoring: Administration TeachersSPED Master List TeachersSPED Department ChairARD FacilitatorDiagnosticianCounselorsDistrict SPED Compliance CoordinatorTEA Priorities: Recruit, support, retain teachers and principals, Build a foundation of reading and math,Connect high school to career and college, Improve low-performing schools






Strategy 5 Details ReviewsStrategy 5: TRHS will foster and intentionally plan for collaborative partnerships between leadership team, generaleducation teachers, and special education master list teachers through weekly check-ins; a scheduled, six weeks gradingperiod meeting during the 3rd week of the six weeks; and an as-needed, six weeks grading period follow-up meetingduring the 5th week of the six weeks.

Strategy's Expected Result/Impact: Student increase in scores on campus, district, and nationalassessments, as well as academic course progress and report card grades.Staff Responsible for Monitoring: Administration TeachersSPED Master List TeachersSPED Department ChairARD FacilitatorDiagnosticianCounselorsDistrict SPED Compliance CoordinatorESF Levers: Lever 1: Strong School Leadership and Planning





Performance Objective 3: By May 2022, TRHS 9th and 10th grade students will close the performance gap by 5% between English Language Learnersand General Education students in approaches as evidenced by the 2022 Mathematics EOC results. The gap for 2020/21 is 21% and decrease the gap for2021/22 to 16%.


Evaluation Data Sources: Algebra I EOCLesson plansProfessional Learning CommunitiesCampus Common Formative AssessmentsTEA Interim AssessmentsProgress Monitor Assessments

Strategy 1 Details ReviewsStrategy 1: Provide all campus staff professional development to support Tier 1, Tier 2, Tier 3, and shelteredinstructional strategies, frequent questioning and feedback opportunities, and critical writing assessments. TRHS willutilize strategies provided by the Fundamental Five.




Goal 3: By providing a collaborative culture of learning and creating an engaging and welcoming environment, TRHS will strive to receive 75% or higheron all student, parent, and staff climate survey responses.

Performance Objective 1: THRS will develop processes and procedures that actively encourage students to participate in both extra-curricular and co-curricular activities.

Evaluation Data Sources: Campus Culture and Climate Survey Socioemotional Student Survey Principals Advisory Committee Feedback Parent Feedback SurveyExtra-Curricular RostersLions' CoalitionFall Open HouseSpring Curriculum Night

Strategy 1 Details ReviewsStrategy 1: TRHS will conduct an annual Randle Rush during the Spring semester, in alignment with course selection. By providing this extra-curricular showcase/fair, students and parents will be invited to learn about clubs andorganizations to increase student enrollment and involvement.

Strategy's Expected Result/Impact: Increase extra-curricular student participation in CTE, UIL finearts/athletics, and clubs/organizations by 10%Increase parental support by 10% in the areas of PTO and booster clubsIncrease parent attendance by 10% in the areas of campus events (Lions' Coalition, Fall Open House, SpringCurriculum Night, etc.)Staff Responsible for Monitoring: Club Sponsors and DirectorsCoachesCCMR CounselorsAdministratorsTEA Priorities: Recruit, support, retain teachers and principals, Connect high school to career and college



Strategy 2 Details ReviewsStrategy 2: TRHS will provide an SEL and campus informational resource for students and parents through a campuscounselor Canvas course, where regular announcements will be directly relayed to students and parents through emailand allowable text messages.

Strategy's Expected Result/Impact: Increase extra-curricular student participation in CTE, UIL finearts/athletics, and clubs/organizations by 10%Increase parental support by 10% in the areas of PTO and booster clubsIncrease parent attendance by 10% in the areas of campus events (Lions' Coalition, Fall Open House, SpringCurriculum Night, etc.)Staff Responsible for Monitoring: Club Sponsors and DirectorsCoachesCCMR CounselorsAdministratorsTEA Priorities: Connect high school to career and college





Performance Objective 2: TRHS will implement a standardized SEL curriculum for all students that will focus on character education and support the corevalues (Perseverance, Respect, Integrity, Discipline, Excellence).

Evaluation Data Sources: AdministrationTeachersCounselorsSupport Staff

Strategy 1 Details ReviewsStrategy 1: TRHS' standardized SEL curriculum will be implemented during regularly scheduled advisory period.Curriculum will include lessons, activities, and videos provided by the counseling department and college and careerfacilitator (CCF).

Strategy's Expected Result/Impact: Establish a positive culture and climate, with a decrease in the areas ofcounselor and discipline referrals by 10%, including reduction in reported bullying, from fall to springsemester.Staff Responsible for Monitoring: AdministratorsTeachersCounselorsCollege and Career Facilitator (CCF)TEA Priorities: Connect high school to career and college - ESF Levers: Lever 3: Positive School Culture


Strategy 2 Details ReviewsStrategy 2: TRHS' daily announcements will be utilized as an opportunity to support SEL curriculum. celebratediversity, and promote cultural awareness.

Strategy's Expected Result/Impact: Establish a positive culture and climate, with a decrease in the areas ofcounselor and discipline referrals by 10% from fall to spring semester.Staff Responsible for Monitoring: AdministratorsTeachersCounselorsCollege and Career Facilitator (CCF)ESF Levers: Lever 3: Positive School Culture



Strategy 3 Details ReviewsStrategy 3: TRHS will partner with SEL stakeholders (HGI therapist, counselors, family support specialist, and campusstaff) to provide students who exhibit a need for individual or small group counseling and support.

Strategy's Expected Result/Impact: Establish a positive culture and climate, with a decrease in the areas ofcounselor and discipline referrals by 10% from fall to spring semester.Staff Responsible for Monitoring: AdministratorsTeachersCounselorsHGI TherapistFamily Support SpecialistESF Levers: Lever 3: Positive School Culture





Performance Objective 3: TRHS will actively recruit and engage parents and members of the community to participate and lead in parentalorganizations/groups (i.e. PTO, booster club, etc.).

Evaluation Data Sources: Fall and Spring Media DaySneak Peek Fall Open HouseSpring Curriculum Night

Strategy 1 Details ReviewsStrategy 1: TRHS will create four or more parent/family engagement opportunities during the school year.

Strategy's Expected Result/Impact: Establish a positive culture and climate, with parent climate surveyresponses 75% or higher.Staff Responsible for Monitoring: AdministratorsTeachersDepartment ChairsClub SponsorsCollege and Career Facilitator (CCF)ESF Levers: Lever 3: Positive School Culture


Strategy 2 Details ReviewsStrategy 2: TRHS will conduct a Randle Sneak Peek before the start of the school year to introduce students, parents,and the community to the campus.

Strategy's Expected Result/Impact: Establish a positive culture and climate, with parent climate surveyresponses 75% or higher.Staff Responsible for Monitoring: AdministratorsTeachersDepartment ChairsClub SponsorsCollege and Career Facilitator (CCF)ESF Levers: Lever 3: Positive School Culture



Strategy 3 Details ReviewsStrategy 3: TRHS will establish a strong father figure/male role model parent organization (POP).

Strategy's Expected Result/Impact: Establish a positive culture and climate, with parent climate surveyresponses 75% or higher.Increase parent attendance by 10% in the areas of campus events (Lions' Coalition, Fall Open House, SpringCurriculum Night, etc.)Staff Responsible for Monitoring: AdministratorsPOP VolunteersESF Levers: Lever 3: Positive School Culture


Strategy 4 Details ReviewsStrategy 4: TRHS will communicate upcoming campus events and important information with parents and studentsthrough a Sunday newsletter, Randle Recorder, and social media (Twitter, Facebook, and Instagram).

Strategy's Expected Result/Impact: Establish a positive culture and climate, with parent climate surveyresponses 75% or higher.Increase parent attendance by 10% in the areas of campus events (Lions' Coalition, Fall Open House, SpringCurriculum Night, etc.)Staff Responsible for Monitoring: PrincipalInstructional CoachDepartment ChairsClub SponsorsStaffTEA Priorities: Recruit, support, retain teachers and principals - ESF Levers: Lever 3: Positive SchoolCulture




Goal 4: By equipping students with knowledge and skills to succeed in a global society, TRHS will have 80% of the student population College, Career,and Military Readiness (CCMR) rate. The percentage will be determined by calculating the number of students on track to earn Level I or II certificates, asevidenced by endorsement course enrollment.

Performance Objective 1: Ensure the LCISD curriculum prepares students to achieve their preferred career aspirations by enhancing both rigorous Careerand Technical Education (CTE) and college preparatory programs.

Evaluation Data Sources: School district course catalogStaff earned teacher certifications, degrees, and graduate college hours

Strategy 1 Details ReviewsStrategy 1: Advisory time will be used as an opportunity for gifted and talented (GT) and advanced students tocollaborate on assignments and group projects and develop test-taking, note-taking, and study strategies provided by theteacher.

Strategy's Expected Result/Impact: Increase in met CCMR criteria Increase in AP course student participation in the 2022-23 school yearStaff Responsible for Monitoring: PrincipalAssistant PrincipalInstructional CoachDepartment ChairsCounselorsESF Levers: Lever 4: High-Quality Curriculum, Lever 5: Effective Instruction


Strategy 2 Details ReviewsStrategy 2: CTE teachers will support student endorsements through industry certification by providing rigorousinstruction, including hands-on lab learning experiences.

Strategy's Expected Result/Impact: Increase in met CCMR criteriaIncrease in Level I and II certificationsIncrease number of students progressing through their endorsement pathwayStaff Responsible for Monitoring: PrincipalAssociate PrincipalCTE TeachersTEA Priorities: Connect high school to career and college - ESF Levers: Lever 4: High-QualityCurriculum, Lever 5: Effective Instruction




Goal 4: By equipping students with knowledge and skills to succeed in a global society, TRHS will have 80% of the student population College, Career,and Military Readiness (CCMR) rate. The percentage will be determined by calculating the number of students on track to earn Level I or II certificates, asevidenced by endorsement course enrollment.

Performance Objective 2: Ensure the road to college is clearly communicated and understood for all students and supports their individual situations andaspirations.


Evaluation Data Sources: SchooLinks

Strategy 1 Details ReviewsStrategy 1: All AP students' parents will receive personal correspondence from their AP teacher, encouraging them tosign up for the enrolled course AP test to give them an opportunity to earn college credit.

Strategy's Expected Result/Impact: Increase in AP test takersIncrease in students earning college creditStaff Responsible for Monitoring: PrincipalAssociate PrincipalAP TeachersTEA Priorities: Connect high school to career and college - ESF Levers: Lever 4: High-QualityCurriculum, Lever 5: Effective Instruction


Strategy 2 Details ReviewsStrategy 2: Notifications will be sent to parents and students about their personal SchooLinks account and whatfeatures are available for students and SchooLinks goals per grade level.

Strategy's Expected Result/Impact: Notification logIncrease in student and parent college and career awareness and understandingStaff Responsible for Monitoring: College and Career Facilitator (CCF)TEA Priorities: Connect high school to career and college - ESF Levers: Lever 3: Positive School Culture,Lever 5: Effective Instruction




State CompensatoryBudget for Randle High School

Total SCE Funds:Total FTEs Funded by SCE: 2.13Brief Description of SCE Services and/or Programs

Personnel for Randle High School

Name Position FTE

Jason Karam Math Teacher HS (Intervention) 0.14

Rose Causey English Language Arts (Intervention) 0.14

Sumaiya Awan Math Teacher HS (Intervention) 0.14

Tanesha Turner ESL Teacher 0.71

Vicki Garcia Credit Restoration/Intervention 1


Campus Leadership TeamCommittee Role Name PositionAdministrator John Montelongo Principal

Administrator Katrina Guillory Associate Principal

Classroom Teacher Trameasha Strickland Special Education Department Chair

Administrator Erika Bogarty Assistant Principal

Non-classroom Professional Ariel Jenkins Instructional Coordinator

Non-classroom Professional Brian Randle Campus Athletic Coordinator

Non-classroom Professional Tracy Walton Librarian

Nurse Jennifer Folkens Nurse

Non-classroom Professional Willie Yarber College and Career Facilitator (CCF)

Paraprofessional Roxanne Villafranco Administrative Assistant to Principal

School Resource Officer (SRO) Joseph Becerra Police Officer

Non-classroom Professional Kathryn Kulka Registrar


Campus Shared Decision Making CommitteeCommittee Role Name PositionAdministrator John Montelongo Principal

Administrator Katrina Guillory Associate Principal

Administrator Erika Bogarty Assistant Principal

Non-classroom Professional Ariel Jenkins Instructional Coordinator

Classroom Teacher Candice Brantley ELA Department Chair

Classroom Teacher Latonya Chalmers Math Department Chair

Classroom Teacher Kenya Johnson Science Department Chair

Classroom Teacher Jeremy Arterburn Social Studies Department Chair

Classroom Teacher Trameasha Strickland Special Education Department Chair

Classroom Teacher Phillip Thielemann CTE Department Chair

Classroom Teacher Saul Hernandez LOTE Department Chair

Classroom Teacher TaShane O'Haver Dance Teacher

Classroom Teacher Samantha McManus Fine Arts Department Chair

Non-classroom Professional Shalesha Pierce Assistant Campus Athletic Coordinator & PE DepartmentChair

Paraprofessional Latisha Major Special Education Paraprofessional (SESC)

Business Representative Leonard Garza Business Representative

Parent Jac Norman Parent

Classroom Teacher Tanesha Turner ESL Teacher


Campus Funding Summary199 PIC 24 State Compensatory Ed (SCE) Accelerated

Goal Objective Strategy Resources Needed Account Code Amount1 1 2 Tutors and tutoring supplies $4,983.00

1 1 2 Intervention/accelerated instruction $8,680.00

1 1 2 ESL personnel $23,181.50

1 1 2 Credit recovery/restoration personnel $10,554.00

1 2 2 ESL personnel $23,181.50


1 2 2 Tutoring and tutoring supplies $4,983.00


1 2 2 Credit recovery/restoration personnel $10,554.00

Sub-Total $103,659.00

Budgeted Fund Source Amount $103,659.00

+/- Difference $0.00

Grand Total $103,659.00


Addendums


Lamar CISD 079901 STUDENT WELFARE FFI FREEDOM FROM BULLYING (LOCAL)

DATE ISSUED: 11/21/2017 1 of 3 UPDATE 109 FFI(LOCAL)-A

Note: This policy addresses bullying of District students. For

purposes of this policy, the term bullying includes cyber-

bullying.

For provisions regarding discrimination and harassment

involving District students, see FFH. Note that FFI shall

be used in conjunction with FFH for certain prohibited

conduct. For reporting requirements related to child

abuse and neglect, see FFG.

The District prohibits bullying, including cyberbullying, as defined

by state law. Retaliation against anyone involved in the complaint

process is a violation of District policy and is prohibited.

Bullying of a student could occur by physical contact or through

electronic means and may include hazing, threats, taunting, teas-

ing, confinement, assault, demands for money, destruction of prop-

erty, theft of valued possessions, name calling, rumor spreading, or

ostracism.

The District prohibits retaliation by a student or District employee

against any person who in good faith makes a report of bullying,

serves as a witness, or participates in an investigation.

Examples of retaliation may include threats, rumor spreading, os-

tracism, assault, destruction of property, unjustified punishments,

or unwarranted grade reductions. Unlawful retaliation does not in-

clude petty slights or annoyances.

A student who intentionally makes a false claim, offers false state-

ments, or refuses to cooperate with a District investigation regard-

ing bullying shall be subject to appropriate disciplinary action.

Reports of bullying shall be made as soon as possible after the al-

leged act or knowledge of the alleged act. A failure to immediately

report may impair the District’s ability to investigate and address

the prohibited conduct.

To obtain assistance and intervention, any student who believes

that he or she has experienced bullying or believes that another

student has experienced bullying should immediately report the

alleged acts to a teacher, school counselor, principal, or other Dis-

trict employee. The Superintendent shall develop procedures al-

lowing a student to anonymously report an alleged incident of bul-

lying.

Any District employee who suspects or receives notice that a stu-

dent or group of students has or may have experienced bullying

shall immediately notify the principal or designee.

Bullying Prohibited

Examples

Retaliation

Examples

False Claim

Timely Reporting

Reporting Procedures

Student Report

Employee Report


DATE ISSUED: 11/21/2017 2 of 3 UPDATE 109 FFI(LOCAL)-A

A report may be made orally or in writing. The principal or designee

shall reduce any oral reports to written form.

When an allegation of bullying is reported, the principal or design-

ee shall notify a parent of the alleged victim on or before the third

business day after the incident is reported. The principal or design-

ee shall also notify a parent of the student alleged to have engaged

in the conduct within a reasonable amount of time after the incident

is reported.

The principal or designee shall determine whether the allegations

in the report, if proven, would constitute prohibited conduct as de-

fined by policy FFH, including dating violence and harassment or

discrimination on the basis of race, color, religion, sex, gender, na-

tional origin, or disability. If so, the District shall proceed under poli-

cy FFH. If the allegations could constitute both prohibited conduct

and bullying, the investigation under FFH shall include a determi-

nation on each type of conduct.

The principal or designee shall conduct an appropriate investiga-

tion based on the allegations in the report. The principal or design-

ee shall promptly take interim action calculated to prevent bullying

during the course of an investigation, if appropriate.

Absent extenuating circumstances, the investigation should be

completed within ten District business days from the date of the

initial report alleging bullying; however, the principal or designee

shall take additional time if necessary to complete a thorough in-

vestigation.

The principal or designee shall prepare a final, written report of the

investigation. The report shall include a determination of whether

bullying occurred, and if so, whether the victim used reasonable

self-defense. A copy of the report shall be sent to the Superinten-

dent or designee.

If an incident of bullying is confirmed, the principal or designee

shall promptly notify the parents of the victim and of the student

who engaged in bullying.

If the results of an investigation indicate that bullying occurred, the

District shall promptly respond by taking appropriate disciplinary

action in accordance with the District’s Student Code of Conduct

and may take corrective action reasonably calculated to address

the conduct. The District may notify law enforcement in certain cir-

cumstances.

A student who is a victim of bullying and who used reasonable self-

defense in response to the bullying shall not be subject to discipli-

nary action.

Report Format

Notice of Report

Prohibited Conduct

Investigation of Report

Concluding the Investigation

Notice to Parents

District Action

Bullying

Discipline


DATE ISSUED: 11/21/2017 ADOPTED: 3 of 3 UPDATE 109 FFI(LOCAL)-A

The discipline of a student with a disability is subject to applicable

state and federal law in addition to the Student Code of Conduct.

Examples of corrective action may include a training program for

the individuals involved in the complaint, a comprehensive educa-

tion program for the school community, follow-up inquiries to de-

termine whether any new incidents or any instances of retaliation

have occurred, involving parents and students in efforts to identify

problems and improve the school climate, increasing staff monitor-

ing of areas where bullying has occurred, and reaffirming the Dis-

trict’s policy against bullying.

The principal or designee shall refer to FDB for transfer provisions.

The principal or designee shall notify the victim, the student who

engaged in bullying, and any students who witnessed the bullying

of available counseling options.

If the investigation reveals improper conduct that did not rise to the

level of prohibited conduct or bullying, the District may take action

in accordance with the Student Code of Conduct or any other ap-

propriate corrective action.

To the greatest extent possible, the District shall respect the priva-

cy of the complainant, persons against whom a report is filed, and

witnesses. Limited disclosures may be necessary in order to con-

duct a thorough investigation.

A student who is dissatisfied with the outcome of the investigation

may appeal through FNG(LOCAL), beginning at the appropriate

level.

Retention of records shall be in accordance with CPC(LOCAL).

This policy and any accompanying procedures shall be distributed

annually in the employee and student handbooks. Copies of the

policy and procedures shall be posted on the District’s website, to

the extent practicable, and shall be readily available at each cam-

pus and the District’s administrative offices.

Corrective Action

Transfers

Counseling

Improper Conduct

Confidentiality

Appeal

Records Retention

Access to Policy and Procedures

Lamar CISD 079901 STUDENT WELFARE FFI FREEDOM FROM BULLYING (LEGAL)

DATE ISSUED: 11/21/2017 1 of 3 UPDATE 109 FFI(LEGAL)-P

“Bullying”:

1. Means a single significant act or a pattern of acts by one or

more students directed at another student that exploits an im-

balance of power and involves engaging in written or verbal

expression, expression through electronic means, or physical

conduct that satisfies the applicability requirements below and

that:

a. Has the effect or will have the effect of physically harm-

ing a student, damaging a student’s property, or placing

a student in reasonable fear of harm to the student’s

person or of damage to the student’s property;

b. Is sufficiently severe, persistent, or pervasive enough

that the action or threat creates an intimidating, threaten-

ing, or abusive educational environment for a student;

c. Materially and substantially disrupts the educational pro-

cess or the orderly operation of a classroom or school;

or

d. Infringes on the rights of the victim at school; and

2. Includes cyberbullying.

“Cyberbullying” means bullying that is done through the use of any

electronic communication device, including through the use of a

cellular or other type of telephone, a computer, a camera, electron-

ic mail, instant messaging, text messaging, a social media applica-

tion, an Internet website, or any other Internet-based communica-

tion tool.

These provisions apply to:

1. Bullying that occurs on or is delivered to school property or to

the site of a school-sponsored or school-related activity on or

off school property;

2. Bullying that occurs on a publicly or privately owned school

bus or vehicle being used for transportation of students to or

from school or a school-sponsored or school-related activity;

and

3. Cyberbullying that occurs off school property or outside of a

school-sponsored or school-related activity if the cyberbully-

ing:

a. Interferes with a student’s educational opportunities; or

Definitions

Bullying

Cyberbullying

Applicability



b. Substantially disrupts the orderly operation of a class-

room, school, or school-sponsored or school-related ac-

tivity.

The board shall adopt a policy, including any necessary proce-

dures, concerning bullying that:

1. Prohibits the bullying of a student;

2. Prohibits retaliation against any person, including a victim, a

witness, or another person, who in good faith provides infor-

mation concerning an incident of bullying;

3. Establishes a procedure for providing notice of an incident of

bullying to:

a. A parent or guardian of the alleged victim on or before

the third business day after the date the incident is re-

ported; and

b. A parent or guardian of the alleged bully within a rea-

sonable amount of time after the incident;

4. Establishes the actions a student should take to obtain assis-

tance and intervention in response to bullying;

5. Sets out the available counseling options for a student who is

a victim of or a witness to bullying or who engages in bullying;

6. Establishes procedures for reporting an incident of bullying,

including procedures for a student to anonymously report an

incident of bullying, investigating a reported incident of bully-

ing, and determining whether the reported incident of bullying

occurred;

7. Prohibits the imposition of a disciplinary measure on a student

who, after an investigation, is found to be a victim of bullying,

on the basis of that student’s use of reasonable self-defense

in response to the bullying; and

8. Requires that discipline for bullying of a student with disabili-

ties comply with applicable requirements under federal law,

including the Individuals with Disabilities Education Act (20

U.S.C. Section 1400 et seq.).

The policy and any necessary procedures must be included annu-

ally in the student and employee handbooks and in the district im-

provement plan under Education Code 11.252. [See BQ]

The procedure for reporting bullying must be posted on a district’s

Internet Web site to the extent practicable.

Policy

Internet Posting



A district may establish a district-wide policy to assist in the preven-

tion and mediation of bullying incidents between students that:

1. Interfere with a student’s educational opportunities; or

2. Substantially disrupt the orderly operation of a classroom,

school, or school-sponsored or school-related activity.

Education Code 37.0832

Prevention and Mediation

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