orangefield independent school district orangefield junior

Orangefield Junior High School –Campus Improvement Plan 1

Orangefield Independent School District

Orangefield Junior High School

Comprehensive Needs Assessment and Campus Improvement Plan for School Year 2020-2021




Needs Assessment and Campus Improvement Plan for School Year 2020-2021

Contents

Site-Based Decision Making Committee 4

Needs Assessment for School Year 2020-2021 5

Introduction 5

Demographics 5

Student Findings 8

Current Programs 8

Staff Findings 9

Parent and Community Involvement Findings 10

Technology Findings 11

Facilities Findings 12

Programs and Services 14

Appendix 1—State Compensatory Education Budget 44


Site-Based Decision Making Committee

NAME POSITION

Marci Butler Teacher

Michael Rose Teacher

Jennifer Durbin Parent

Deidra Montagne Business

Tana Merendino Parent

Sharon Meads Community Member

Beverly Francis Library aide

Becky Crysel Teacher

Tori Erickson Teacher

Rea Wrinkle Administrator

T.J. Reed Administrator




___________________________________________________________________

Needs Assessment for School Year 2020-2021

Introduction

The Site-Based Decision-Making Committee met to develop a comprehensive needs assessment and campus improvement plan for

Orangefield Junior High School for school year 2020-2021. The principal and members of the SBDM Committee were in attendance.

During the meeting, members of the committee discussed the strengths and needs of the school focusing on six areas: students; staff;

parental involvement; community involvement; plant facilities; and technology. The committee also considered the results of state

and local assessments, experience in the school and community, and professional opinions to arrive at the strengths and needs

discussed in this report.

Demographics

The school is located in the so called Golden Triangle of Beaumont, Orange, and Port Arthur and its population is made up primarily

of blue collar refinery workers, construction workers, and the school district. The population does not tract that of the State of Texas

as is illustrated by the following chart.


Student Groups

OISD Demographics 2000, 2005, 2010, 2012 - 2019

DISTRICT

Year White African Amer. Hispanic Asian ED

2000 93.5% (1516) 0.3% (5) 3.3% (53) 2.0% (33) 26.0% (422)

2005 92.5% (1477) 0.8% (12) 4.3% (68) 1.8% (28) 29.7% (475)

2010 89.5% (1534) 1.3% (22) 7.2% (123) 1.4% (24) 35.7% (608)

2012 87.4% (1518) 0.5% (9) 7.5% (130) 2.2% (38) 37.7% (654)

2013 86.9% (1484) 0.4% (7) 8.2% (140) 2.4% (41) 39.5% (675)

2014 87.0% (1530) 0.4% (8) 7.9% (139) 2.2% (39) 39.5% (675)

2015 86.03%(1533) 0.22% (4) 9.03%(161) 2.08% (37) 38.3% (683)

2016 85.8% (1510) .3% (5) 9.1% (160) 1.9% (33) 36.7% (646)

2017 86.7% (1518) 0.4% (7) 8.4% (147) 1.7% (29) 34.6% (605)

2018 86.5% (1539) 0.5% (9) 8.5% (152) 1.7% (31) 71% (1264)

2019 85.8% (1586) 0.5% (9) 9.4% (173) 1.7% (32) 43.6% (801)


Attendance Rate

YEAR STATE DISTRICT CAMPUS

2013/2014 95.9% 96.4% 96.3%

2014/2015 95.7% 96.0% 95.85%

2015/2016 95.8% 96.0% 95.83%

2016/2017 95.7% 95.9% 95.69%

2017/2018 95.4% 95.17% 95.0%

2018/2019 95.63% 95.66%

2019/2020 ???????? 95.28%

2018-2019 STAAR Comparison, District, Region 5 and State (No 2019-2020 STAAR testing due to Covid-19)

All Students Percent Passing

State Region 5 District

Grade 5 Reading * 77 80 *82

Grade 5 Math * 83 82 *85

Grade 5 Science 74 66 59

Grade 6 Reading 66 60 71

Grade 6 Math 79 73 76

Grade 7 Reading 74 69 75

Grade 7 Math 73 67 77

Grade 7 Writing 69 66 67

Grade 8 Reading * 77 80 *79

Grade 8 Math * 81 82 *72

Grade 8 Social Studies 67 59 62

Grade 8 Science 79 73 80


Student Findings

Research shows that a number of personal, social, and health factors impinge on students' academic performance. In considering the

overall learning outcomes, it is important to take into account the learning environment, student characteristics, and the nature of the

learning tasks. Schools in Texas are judged primarily by the performance of students on the State of Texas Assessments of Academic

Readiness (STAAR). Other data considered in determining student strengths and needs included language skills, report cards,

teacher-made tests, daily work, discipline referrals, attendance/tardy records, benchmarks, other standardized assessments and

dropout rates where applicable. Also significant is the identification of students in special circumstances such at risk, and what their

special social and instructional needs might be.

Student Strengths:

The school’s Accountability Rating was “Met Standard” based on the Texas Education Agency’s rating system for school year

2018/2019. The school received a 75 out of 100 in student achievement, 70 out of 100 on school progress, and 70 out of 100 for

closing the gaps. The overall rating was 74 out of 100.

The attendance was rate was 95.28%. The decrease in attendance rate was attributed to families flooding again during Tropical Storm

Imelda. We will continue to use incentives for students with high and perfect attendance rates.

The committee felt that, as a rule, students entering the Junior High from the Elementary School were prepared. The district has a

pre-kindergarten program that helps prepare students for public school. There is also a Head Start Program that serves the county

that, like the pre-kindergarten program, helps prepare children for public school.

Discipline was cited by the committee as good and did not generally interfere with the instructional program. Students are recognized

when they do something above and beyond what is normally expected. This helps the students feel important and contributes to their

overall performance.

A math lab class has been added for the 2020-2021 school year to help address some gaps in math that have occurred due to extended

periods of missed class due to severe weather and a pandemic.


Student Needs:

The district went into school improvement beginning with school year 2012-2013 based on the fact that it failed to meet adequate

yearly progress for previous two consecutive years in both reading and mathematics. In an effort to address this need, after school

programs are being considered.

The committee cited the lack of transportation for economically disadvantaged students as working a hardship on the students in that

they are not able to participate in after school activities.

Current Programs

Currently there are several programs in place to enhance the basic instructional program at the campus. Programs presently in place

to enhance the general education or basic instructional program include, but are not limited to: State Compensatory Education (SCE

199 (PIC 24)), English as a second language (ESL), and special education. These programs provide funding for supplemental

programs that address the needs of students who are at-risk of failing the state assessment or dropping out of school, have limited

English language skills, and who have special needs as determined by the Admissions Review and Dismissal (ARD) Committee

Staff Findings

Researchers have compiled some impressive evidence that healthy and sound school organizational cultures correlate strongly with

increased student achievement and motivation, and with teacher productivity and satisfaction. The organizational culture of any

educational institution is critical to the success of the students it serves. Campus atmosphere must foster collegiality and be able to

maintain a high level of staff morale. Among the most important elements of organizational culture is the ability of administration

to create an environment of trust through open, two-way communication and a monitoring of staff attitudes and opinions.


Teacher Demographics

Under the No Child Left Behind Act, districts participating in Title I, Part A should have all teachers meeting the standards to be

considered highly qualified. The campus reports that 100 percent of its teachers and paraprofessionals meet the standards for being

highly qualified. Texas Academic Performance Reports (TAPR) 2018/2019 illustrate the following teacher demographics for campus.

Category Afri Amer Hispanic White Other Beginning Over 20

OJH 0.0% 5.2% 94.8% 0.0% 5.2% 19.5%

State 10.6% 27.7% 58.4% 3.3% 7.0% 15.7%

Difference -10.6% -22.5% 36.4% -3.3% -1.8% 3.8%

Teachers by Years of Experience

Beginning Teachers 2.0 5.2%

1-5 Years Experience 6.8 17.7%



0ver 20 Years Experience 7.5 19.5%

Average Years of Experience

Average Years of Experience of Teachers 12.2 Years

Average Years of Experience of Teachers with the District 6.0 Years


Staff Strengths:

Teachers at Orangefield Junior High are experienced. Over 35% percent of the teachers have 6-10 years of teaching experience, and

over 21% percent have 11-20 years of experience. On the average, Orangefield Junior High teachers have 12.2 years of experience.

Staff work as a team and have frequent grade level team collaboration time. A cross-curricular approach is utilized across the campus.

Administration is working towards providing teachers with a common planning time with others in their department and/or grade

level.

New teachers are assigned a mentor to support for their first year of teaching. Multiple teachers are working on administration

certificate to become future school or district leader.

Staff shares successes and concerns during department meetings. Similar grade levels are physically located in the same wing

enabling teachers to communicate with each other face-to-face in the same area as their classrooms. Staff also uses e-mail extensively

to communicate with each other.

Staff Needs:

On the staff survey more than 45 percent of respondents rated campus communication as good and 29 percent as excellent. Staff

rated “Collaborative Coworkers” under excellent for the most positive aspect of the campus. The highest rated category under “good”

is “Successful curriculum”. More staff or volunteers was rated the “Greatly Needs Improvement” with a rating of over 25 percent.

Over twenty-five percent rated “Facilities” was the area identified with “Greatly Needs Improvement”. The area for greatest need for

future training is “Technology”.

Professional Development: Teachers expressed a need for technology based professional development to support the integration of

curriculum and instruction with technology. Additional training and modeling is needed to support teachers implementing technology

into their instructional practice along with effective implementation and coordination of inclusion strategies with a co-teacher.


Parent and Community Involvement Findings

Governing boards, administrators and employees of school districts have the responsibility to encourage parents and the community

to share their knowledge, skills, energies and abilities with the schools. A key ingredient in any successful instructional program is

the involvement of students’ parents and community members. From parent volunteers in the classroom to strong support in financing

the educational program through bond issues, involvement of parents and the community is essential. Parents and the community

must become involved in supporting the school through being responsible for their students’ attendance, homework, participation in

the campus improvement committee, maintaining a dialogue with teachers of their students, and through donations and Adopt-a-

School programs. It is therefore worthy of any school’s time to foster the enhancement of the relationship between the community

and the school.

Parent/Community Strengths:

Requests for parent teacher conferences are well-attended. Teachers will conference with each child’s parent(s) at least once a year

and additionally as needed. Newsletters and calendars are sent home regularly. The campus also uses a Facebook page, emails, texts,

notes, and the marquee to keep parents informed. The district utilizes an online parent portal that has been effective for communicating

students’ progress and informing parents of how their child is progressing in school. Remind 101 has been successful with

communicating with parents about upcoming events and reminders of assignment due dates.

Parents Survey: Twenty-seven percent of respondents were junior high parents who completed the Orangefield Parent Survey. Results

of the parent survey indicate the following:

● 45% of parents selected “Good” as the highest scoring rating for being satisfied with campus communication

● 54 % of parents indicated that email is the best way for the campus to deliver communication.

● 81% of parents check the district website weekly.

● 63% of parents have not visited their child’s classroom this school year.

● STAAR Night and PTA/PTO received the highest ratings for parent involvement activities.

● Open House was the highest rated parent involvement activity attended by parents.

● Instruction was rated the highest aspect of the school with “Staff respect/friendliness”, “Technology”, “and “Response to

students’ academic needs” tied for second.

● 70% of parents selected “More course offerings” as an improvement needed at their child’s school. 40% of parents selected

“Access to technology/Technology training” and “Facilities” as the second highest rating for what needs to be improved.


Parent Teacher Organization (PTO) actively supports the campus. PTO provides gift cards and incentives to promote good grades,

attendance, and positive behavior. Staff members are welcoming to parents. A Spanish translator is provided at meetings for parents

who do not speak English.

The campus employs the following methods of communication which have been effective:

● Remind 101 text messages

● Classroom website

● Emails

● Twitter feed

● Parent Portal

Parent /Community Involvement Needs:

The committee would like to see more parent volunteers participating at the school as a means of becoming involved with the

education of their students.

Site Based Decision Meeting (SBDM) team meets at least twice a year. There is a need to recruit new members who have students

currently enrolled at the school. The campus has found it challenging for parents to attend the SBDM meetings.

Technology Findings

While students still need the age-old subjects of reading, writing and arithmetic, basic curricula must also include accessing,

manipulating, and communicating information through a variety of technological avenues. Today’s students must learn the skills

they will need to live and work in the future. Technology curriculum must provide access and equity to all students. A school district’s

technology program must be about more than just the acquisition of hardware, software, peripherals and connectivity; it must include

how the technology is integrated with the instructional program as well as what professional development programs will help the

district achieve its goals in this vital area. Any decisions concerning the direction and integration of instructional technology at the

campus level should begin with a thorough review of the district’s technology plan.


Technology Strengths:

Computers are replaced as needed; the campus is installing Box Lights and has multiple carts of Chromebooks available on campus.

The district is good about putting technology in the hands of students.

Technology integration has been effective as an ongoing need as the district prepares students to be career and/or college ready.

Technology Needs:

Professional Development: Teachers expressed a need for technology based professional development to support the integration of

curriculum and instruction with technology.

Facilities Findings

The importance of a sound, safe, healthy and modern school infrastructure is fundamental since students should not be expected to

learn in buildings that are crumbling and outdated or in classrooms that are overcrowded and uncomfortable. Maintenance should be

a high priority to ensure a safe, comfortable, and stable environment. Deferred maintenance should be tracked on a five year planning

basis with the plan reviewed and updated annually, and presented for Board approval. A safe, well-lighted, heated, ventilated, and

cooled environment with adequate and appropriate supplies, furniture, and equipment is essential in rounding out the instructional

staff and parent and community involvement.

Facility Strengths:

Although old, constructed in 1979, it still serves its purpose well. The janitorial service is excellent maintaining the classroom, halls,

and offices in excellent condition. The committee appeared to be generally satisfied with the building. Air conditioning was replaced

over the summer of 2015. Lockers were also replaced during the summer of 2017. The building meets the standards set by the

Americans is Disabilities (ADA) Act and is regularly inspected by the local fire department.


Facility Needs:

Facilities: With the 5th grade moving to Orangefield Elementary for the 2019-2020 school year, the space issues have greatly

improved. The campus continues to utilize every space available, including converting closets into office space for administration

and utilizing portables to address shortages.

FMNV Days

10-30-20

11-20-20

12-18-20

2-12-21

4-1-21

5-27-21


Programs and Services

ORANGEFIELD JUNIOR HIGH SCHOOL CAMPUS IMPROVEMENT PLAN

DISTRICT GOAL STUDENT: Orangefield ISD will measure student success in many ways. Student success is systematically measured and reported using a variety of

methods, including traditional state required tests, along with other oral and written processes and products, including career and tech projects. In addition, participation and

success in all extracurricular activities including academic, athletic and fine arts are areas that are considered. Academic planning will be based on all relevant data, and

instruction will be adjusted accordingly with appropriate resources allocated.

CAMPUS GOAL: O.J.H.S. will strive to increase ADA to 96.5% or better for students enrolled in the junior high school. ADA for 2019-2020 was 95.28%

Measurable

Performance Objective

Strategy & Initiative

Person

Responsible

Resources &

Allocations

Timeline Formative Evaluation Summative Evaluation

Increase of ADA to

96.5%.

A. Notify parents of students with

attendance problems.

B. Acknowledge and reward students

who maintain perfect attendance each six

weeks.

C. Acknowledge and reward students

who maintain perfect attendance for the entire

year.

D. Involve attendance officer for

students who violate the compulsory attendance

law.

E. Require students with excessive

absences to attend Saturday school and or after

school make up hours.

F. Allow students to use technology

devices during lunch as an incentive for

reaching the ADA.

Attendance

Officer

Attendance

Clerk

Attendance

Clerk

Attendance

Officer

Attendance

Clerk/AP

Attendance

Clerk/AP

Local Funds

199

Local Funds

199/PTO

Local Funds

199/PTO

Local Funds

199

Local fund

Daily in 2020-2021

2020-2021.school

year

2020-2021.school

year

2020-2021.school

year

2020-2021.school

year

2020-2021.school

year

Attendance records

Increased ADA every 6

weeks and for the year.

Attendance records

Increase ADA to 96.5% for

the year.

Increase ADA to 96.5% for

the year.


ORANGEFIELD JUNIOR HIGH SCHOOL CAMPUS IMPROVEMENT PLAN DISTRICT GOAL STUDENT: Orangefield ISD will measure student success in many ways. Student success is systematically measured and reported using a variety of



instruction will be adjusted accordingly with appropriate resources allocated

CAMPUS GOAL: Increase teacher and staff attendance and morale. A.R.E. (Appreciation, Recognition & Encouragement)

Measurable Performance

Objective


Person Responsible Resources &

Allocations


Cut costs of sub pay for

the campus and teacher

satisfaction with work

atmosphere.

A. Acknowledge staff members

with perfect attendance each six weeks.

B. Acknowledge staff members

with perfect attendance for the year.

C. Names of staff members with

perfect attendance will be put into a box

each six weeks for gift certificate

drawings.

D. Staff lunches for Christmas

and special holidays

E. Recognition of staff birthdays

F. A.R.E. (Appreciation,

Recognition, Encouragement)

Principal

Activity Fund

PTO

Local business

donations

2020-2021

Staff members

attendance records

Staff attendance rate will

increase and sub pay will

decrease.






CAMPUS GOAL: O.J.H.S. will reward or recognize students, faculty, and staff, for unique achievements, academic accolades, and athletic accomplishments to foster an

attitude of support and well-being among campus membership. A.R.E. (Appreciation, Recognition & Encouragement)

Measurable

Performance

Objective



Allocations


Recognize students,

faculty, and staff for

achievements

throughout the school

year.

A. Publish honor rolls in the local media

each six weeks and school website.

B. Recognize students who achieve

highest honors on the STAAR test.

C. Continue to recognize all members of

the learning community for achievements.

Employee of the month – department of

the month

D. Involve students in the recognition of

their peers for academic achievement.

Principal

Principal

Principal

Principal

Local funds 199

Local funds 199

Local funds 199

Local funds 199

2020-2021

2020-2021

2020-2021

2020-2021

Each 6 weeks will be

published.

Minutes of School

Board Meeting.

Plan developed for

recognizing learning

community member’s

achievements.

Students will be

recognized for their

achievements.

Number of students on the

honor roll will increase.

Number of students achieving

highest honors on the STAAR

is recognized.

Plan identifies outstanding

employees.

Obtain feedback from

students on the method and

delivery of recognition.






CAMPUS GOAL: O.J.H.S. will sponsor student groups to promote community involvement and to build leaders. A.R.E. (Appreciation, Recognition & Encouragement)


Objective



Allocations


Student organizations will

be active on campus to

teach teamwork,

leadership skills and

community service.

A. National Jr. Honor

Society will be active on campus.

B. Student Council will

be active on campus. The focus will be

on community service.

C. Use students as pledge

leaders during announcements

Sponsors

Sponsor

Student Activity

account

Student Activity

account

2020-2021

2020-2021

Students will be

expected to meet the

entrance requirements

to become a member.

Students in the

council will earn

points to maintain

their membership.

Number of students inducted

in the spring.

Student Council will receive

recognition at the state level.


ORANGEFIELD JUNIOR HIGH SCHOOL CAMPUS IMPROVEMENT PLAN DISTRICT GOAL OPERATIONS/FISCAL: Orangefield ISD will develop a budget that is balanced and directed toward student success. OISD will have facilities that are clean, safe, and assure a positive learning environment. Facilities will be maintained to the highest levels by assuring that infrastructure is monitored and upgraded as appropriate. Technology infrastructure, operations infrastructure, and transportation will be included. Preventative maintenance will be stressed and new equipment will be efficient and of the highest quality. CAMPUS GOAL: O.J.H.S. will help to provide and maintain safe and orderly facilities for all students.

Measurable

Performance Objective



Allocations

Timeline Formative

Evaluation

Summative Evaluation

A safe and orderly

environment will be

maintained at all times.

Crisis team will receive

annual training updates

related to

campus/district safety

procedures.

Threat Assessment and

Safe and Supportive

School Team will be

established and will

meet at semester unless

a meeting is required

prior to that time.

A. Students will be encouraged to

report all threats to themselves and

others to teachers, counselors, and

administrators.

B. Staff members, counselors,

and administrators will investigate all

reports of potential acts of violence.

C. Incidents of violence on

campus will be reported to law

enforcement officers.

D. Zero tolerance toward

weapons, fights, gangs, drugs, alcohol,

tobacco, and violence will be enforced.

E. Teen Leadership Classes will

be implemented to help improve the

learning environment.

F. Professional development

training to update staff on drug abuse,

violence, and safety concerns in the

community

.

Threat Assessment and Safe and

Supportive School Team will be chosen

by the principal.

Campus Resource

Officer

Asst. Principal,

Asst. Principal,

Asst. Principal,

Principal, Asst.

Principal

Principal

Principal

Dir. Of Support Svcs.

Local Funds 199

Local Funds 199

Local Funds 199

Local Funds 199

Local Funds 199

Local Funds 199

Local Funds 199

Ongoing

2020-2021

Daily

2020-2021

Daily

2020-2021

Daily

2020-2021

2020-2021

Start of

School

Year

2020-2021

Student reports

of threats.

Student reports

of threats

Student reports

of threats

Student reports

of threats

Student reports

of threats

Drills

throughout year.

Documentation

of team

members and

meeting notes.

End of year discipline report will show

improvement.


improvement.


improvement.


improvement.


improvement.

Decrease in the number of referrals.

Prevention/reduction of threats of

violence, harmful, threatening, or violent

behavior.


ORANGEFIELD JUNIOR HIGH SCHOOL CAMPUS IMPROVEMENT PLAN DISTRICT GOAL BOARD/COMMUNITY/STAFF RELATIONS: Orangefield ISD believes that the school is the heart of the community. OISD is a district where parents and the community are informed, welcome, and vital to the success of our students. The school and community are partners in the education of our students and parents are provided multiple opportunities to be involved. CAMPUS GOAL: O.J.H.S. will promote community/parent involvement by developing innovative forms of positive communication which will include: newspaper articles,

television appearances, district website, a proactive Site Based Decision Making (SBDM) Committee, Parent Teacher Organizations, Parent Portal, Remind 101, and parent

volunteers.


Objective


Person

Responsible

Resources &

Allocations


Increase communication and

involvement throughout the

campus and community.

Involve parents and

community to improve

student success.

A. Continue a media liaison position on

campus whose responsibility will be to

disseminate school related information to the

media and district website coordinator.

B. Campus will have Parent Orientation

meetings by grade levels at the beginning of

the year.

C. Campus will host an Open house.

D. Provide parents access to school

computers so they can access Grade Book.

E. The campus will participate in STAAR

Night and Family Night.

Principal

Principal

Teachers

Principal

Principals

Local Funds

199

Local Funds

199

Local Funds

199

Local Funds

199

Local Funds

199

2020-2021

2020-2021

Fall

2020-2021

2020-2021

2020-2021

The Media Liaison

Representative will develop a

plan and form to disseminate

information and create a

calendar of events to enhance

communication with local

media and district personnel.

Teachers will make

presentation to parents

regarding classroom

procedures and expectations.

Teachers will have work and

or projects for parents to

view.

Computers made available

Sign in sheets

Meet with Media Liaison

bi-weekly to discuss

campus activities and the

effectiveness of the

position.

Teachers and parents will

form relationships that will

benefit the students.

Students will want their

parents to see their work.

Parents will use school

computers to access Grade

Book.

Increase in parent/family

involvement will result in

improvements in math and

reading.






CAMPUS GOAL: O.J.H.S. will continue to provide contemporary staff development programs that encourage increased use of technology in the classroom by teachers and

students.


Objective



Allocations


Fully implement the

technology program in all

classes with emphasis on

core courses.

A. Provide training for all new

teachers on use of the Smart Boards

and Senteos. And update all other

teachers as needed. Teachers use

Remind101.

B. Administrators will be looking

for the use of technology during walk

through evaluations.

C. Students will participate in at

least one technology related project or

classroom assignment during the

school year in each of the core

subjects.

E. Provide professional

development skills for

administrators, teachers, and

instructional staff on the

effective integration of

technology into the curriculum

and instruction program

Technology Personnel

Principal, Assist.

Principal

Teachers

Administrators,

teachers, and

instructional

assistants

Local Funds 199

Local Funds 199

Local Funds 199

Local Funds 199

2020-2021

2020-2021

2020-2021

2020-2021

Administrators will

monitor complete needs

assessments for staff

development including

input and decision from

SBDM Committee.

Walk through-

evaluations carried out

throughout the year

.

Student project and

classroom assignments

made.

Observe students

activities and use teacher

evaluations to monitor

progress.

Walk through-

evaluations carried out

throughout the year

Teachers fully trained on

use of the Smart Boards

and Senteos.

TTESS walkthrough

evaluations indicate high

usage of technology in

the classrooms.

All students complete at

least one technology

related project or

classroom assignment.

TTESS walkthrough

evaluations indicate high

usage of technology in

the classrooms.


ORANGEFIELD JUNIOR HIGH SCHOOL CAMPUS IMPROVEMENT PLAN DISTRICT GOAL OPERATIONS/FISCAL: Orangefield ISD will develop a budget that is balanced and directed toward student success. OISD will have facilities that are clean, safe, and assure a positive learning environment. Facilities will be maintained to the highest levels by assuring that infrastructure is monitored and upgraded as appropriate. Technology infrastructure, operations infrastructure, and transportation will be included. Preventative maintenance will be stressed and new equipment will be efficient and of the highest quality. CAMPUS GOAL: O.J.H.S. will implement throughout the school year a Positive Behavioral Support and Restorative Discpline program that will improve the productivity and

achievement of teachers and students.


Objective



Allocations


Develop a Positive

Behavioral Support (PBS)

program that will be

implemented throughout the

school year to guide

administrators and teachers

in managing student

behavior.

Attend training on

Restorative Discipline and

implement strategies.

A. Develop strategies that will meet

the needs of our campus and student

body.

B. Reduce disciplinary referrals

for behavior that can be addressed

through parent/guardians communication

or other forms of intervention.

C. “Do the Write Thing”

Challenge for 7th and 8th graders. Provide

the opportunity to objectively look at

their conduct and think about the near and

long term effects.

Assist. Principal,

Asst. Principal,

Teachers

Local Funds 199

Local Funds 199

Local Funds 199

2020-2021

2020-2021

Every six weeks

2020-2021

Administration,

faculty, and staff will

model appropriate

behavior and

encourage student

support.

Increased contact

with parent/guardians

by letter or other

forms of

communication.

Consistently discuss

PBI program at staff

meetings, SBDM

Committees, and

Department

Leadership meetings

to monitor

effectiveness.

Reduced number of

disciplinary referrals

Reduced number of

disciplinary referrals.

Reduced number of

disciplinary referrals.


ORANGEFIELD JUNIOR HIGH SCHOOL CAMPUS IMPROVEMENT PLAN DISTRICT GOAL STUDENT: Orangefield ISD will measure student success in many ways. Student success is systematically measured and reported using a variety of methods, including traditional state required tests, along with other oral and written processes and products, including career and tech projects. In addition, participation and success in all extracurricular activities including academic, athletic and fine arts are areas that are considered. Academic planning will be based on all relevant data, and instruction will be adjusted accordingly with appropriate resources allocated. CAMPUS GOAL: To improve Special Education services to all qualified students.

Measurable

Performance

Objective



Allocations


Training will be

provided to all

employees who work

with Special Ed.

students

Inclusion

Teacher/Aide will

assist students in the

regular classroom in

core subject areas.

A. A pre-referral committee will be

established, identified and trained to

direct unsuccessful students into

programs designed to meet their needs

(i.e. RTI, 504, ESL, STAAR,

English/Math and Special Ed./Inclusion)

B. Staff development to identify

all eligibility criteria and options

available.

C. Staff development for all

teachers and campus administrators.

D. The Special Education

Teacher/Aide will be responsible for

providing assistance to regular education

teachers who need help with

modifications for students in their classes.

Special Programs Dir.


Principal


Local Funds 199

Local Funds 199

Federal Funds 224

Local Funds 199

Federal Funds 224

Local Funds 199

Federal Funds 224

2020-2021

2020-2021

2020-2021

2020-2021

Review of number of

referrals to each

program each six

weeks during 2020-

2021 compared to

previous years.

Staff development

schedule

Sign-in sheets

.

Staff development

schedule

Sign-in sheets

SPED students will

receive instruction in

the regular classroom

for all subject areas.

Students in need of special assistance

referred to appropriate program(s).

Mainstream higher percentage of

students in the regular classroom.

Strategies learned through training

will be implemented in all

classrooms.

Documentation during annual ARDs

will reflect the full implementation

of all modifications.


ORANGEFIELD JUNIOR HIGH SCHOOL CAMPUS IMPROVEMENT PLAN DISTRICT GOAL PERSONNEL/LEADERSHIP: Orangefield ISD believes that the teachers and staff members in the district are the key to the success of our

students. We will recruit highly qualified and effective professionals for all academic areas is of importance and place an emphasis on strategies to retain these staff members. Supporting these individuals with appropriate staff development opportunities, competitive compensation, and administrative support are examples of strategies that will be considered. CAMPUS GOAL: O.J.H.S. will provide all teachers opportunities for staff development and professional growth.


Objective



Allocations


All staff members will attend

workshops and conferences in

order to improve the leadership,

academics, discipline and culture

of the campus.

A. Administrators will attend

seminars and workshops, as

appropriate to improve management,

leadership skills, and conferences

dealing with legal issues

B. Teachers will attend additional

training on the STAAR and teacher

webpages.

C. Staff development time will be

used to familiarize staff with new and

innovative techniques for improving

instruction.

D. Provide opportunities for G/T

teachers to attend selected workshops.

Superintendent

Curriculum Coordinator

Technology Coordinator



Local Funds 199

Local Funds 199

Local Funds 199

Local Funds 199

2020-2021

2020-2021

2020-2021

designated on

calendar

2020-2021

Staff development

schedule

Sign-in sheets

Staff development

schedule

Sign-in sheets

Staff development

evaluation sheets and

lesson plans

Staff development

schedule

Sign-in sheets

Administrator's

certificates of completion

Certificates of completion

are evidence of

implementation

Teachers will use new

techniques and

instruction deliveries to

meet the needs of all

students.

Workshop certificates,

staff development

evaluations






CAMPUS GOAL: All students at O.J.H.S. will be expected to meet or exceed requirements for a “Met Standard” rating.


Objective



Allocations


Scores on STAAR will meet

or exceed the state standards

for a Recognized campus.

A. Emphasis will be placed on

STAAR preparation campus-wide, with

an emphasis in science for the Econ.

Disadv. Pop. Teachers 5-8 will use

STAAR strategies based on the TEKS to

ensure passage.

B. Improved method of disseminating

and collecting STAAR study materials.

Also, teachers are encouraged to attend

STAAR workshops.

C. Increased emphasis will be placed

on teaching STAAR objectives. 5th-8th

grade teachers will realign their

curriculum to teach the TEKS by STAAR

objectives.

D. A STAAR Analysis Program

(AWARE) from Region V will be used to

assist in analyzing both individual and

groups of students needs for instruction.

Department Heads

Department Heads

Department Heads

Department Heads

Local Funds 199

Local Funds 199

Local Funds 199

Local Funds 199

2020-2021

2020-2021

2020-2021

2020-2021

Review objectives

weekly. Lesson Plans

will address

objectives taught.

STAAR scores will

improve in all areas.

All teachers will use

available STAAR

materials.

The most current

released STAAR tests

questions will be used

as diagnostic pre- and

post- test.

Teachers will use

AWARE to identify

objectives and needs

for individuals and

classes.

All students will master

STAAR prep. Activities

taught.

Improved passing rates on

the STAAR

End-of-year STAAR test

results will be evaluated to

determine the effectiveness

instruction.

Review of teachers

comments regarding

AWARE program.






CAMPUS GOAL: All students at O.J.H.S. will be expected to meet or exceed requirements for a “Met Standard” rating.


Objective



Allocations


Scores on all versions of

STAAR will meet the ESSA

accountability standards.

A. The campus will meet the

standards required to meet PBMAS

indicators of growth.

Principal

Local Funds 199 2020-2021

TEKS objectives

mastered

Annual PBMAS report will

reflect growth in all areas.






CAMPUS GOAL: O.J.H.S. will develop strategies' to increase STAAR scores in all subjects and reduce the number of students not meeting standard in the Economically

Disadvantaged and Special Education subgroups/categories to become an exemplary campus.


Objective



Allocations


Campus faculty and staff will

collaborate to meet the needs

of our students in

Economically

Disadvantaged, ELL, and

Special Education

subgroups/categories.

(safeguards)

Utilize STAAR data to meet

the objectives for each tested

subject and grade to increase

first time achievement on

STAAR tests.

A. Implement an after school program

for reading and math for students in at-

risk situations. (Reading the Most Coast

to Coast)

B. Collaborate with Special Education

Dept. to establish a standard for special

education referrals.

C. Special education students will be

in classes according to their grade level

and will be taught TEKS for that subject.

A. Use AWARE program to review

objectives and student performance on

STAAR test.

B Continue to use benchmark

testing format to introduce students to

STAAR based questioning and analysis.

Principal

Special Programs

Director

Special Programs

Director

Curriculum

Coordinator

Teachers

Local Funds 199

Local Funds 199

Local Funds 199

Local Funds 199

Local Funds 199

2020-2021

2020-2021

2020-2021

2020-2021

2020-2021

Program

implemented

Meet regularly with

Special Education

Dept. to discuss

methods and

intervention

techniques to reach

struggling students.

Students will be

exposed to grade

level information on

the STAAR M test.

Instructors will create

a plan of action to

meet the needs of

students in their

classes based off

AWARE data.

Compile testing data

each six weeks to

meet the needs of

students testing

success.

Improved passing rates on

the STAAR.

Provide survey to teachers

for feedback to meet the

needs of students.

Review testing data to

monitor student progress.

Improved passing rate on the

STAAR M.

Review teacher lesson plans

and STAAR goals.

Increase in student

performance of benchmark

testing as STAAR test nears.


ORANGEFIELD JUNIOR HIGH SCHOOL CAMPUS IMPROVEMENT PLAN DISTRICT GOAL STUDENT: Orangefield ISD will measure student success in many ways. Student success is systematically measured and reported using a variety of methods, including traditional state required tests, along with other oral and written processes and products, including career and tech projects. In addition, participation and success in all extracurricular activities including academic, athletic and fine arts are areas that are considered. Academic planning will be based on all relevant data, and instruction will be adjusted accordingly with appropriate resources allocated.

CAMPUS GOAL: O.J.H.S. will achieve Advanced Academic Performance status.


Objective



Allocations


Determine STAAR scores in

each tested area.

A. Students that were unsuccessful in

STAAR math will be assigned STAAR

tutorials during advisory or DEAR time

B. Fifth grade students that were

unsuccessful on the math STAAR test

will be evaluated and placed in STAAR

math tutorials during advisory or DEAR

time.

Counselor

Principal &

Counselor

SCE 199 (PIC 24)

Funds

2020-2021

2020-2021

STAAR math scores

will be evaluated for

the campus and the

student.

STAAR math scores

will be evaluated for

the campus and the

student.

Students will improve in

math which will help them

be more successful in school

Students will improve in

math which will help them

be more successful in school





instruction will be adjusted accordingly with appropriate resources allocated. CAMPUS GOAL: O.J.H.S. will emphasize vertical and horizontal curriculum alignment in the planning for the 2020-2021 school year.


Objective



Allocations


Enhance teacher

understanding and

implementation of

effective horizontal and

vertical alignment

among departments of

the campus to improve

STAAR scores.

A. Involve Department Leaders in

the development and implementation of

the alignment plan. After school

workday

Curriculum

Coordinator

Local Funds 199

2020-2021

Schedule will allow

time within school

day for teachers to

meet and plan to

improve STAAR

scores.

Better alignment of

curriculum within each

grade level. Improved

communication between

administration & teachers.



CAMPUS GOAL: All students at O.J.H.S. will be expected to meet or exceed requirements for an Advanced Academic Performance rating.


Objective



Allocations


Identify and reward

outstanding students and

their achievements.

Number of awards given

will reflect an increase

over previous years.

A. Recognition of outstanding

students and their achievements on a

weekly, six weeks and yearly basis.

B. Students in grades 5-8 will have

opportunity to participate in literary UIL

events.

C. The FitnessGram Test will be

administered to all 5th through 8th grade

students.

Asst. Principal,

& Media Liaison

Jr. High UIL

Coordinator

PE Teachers &

Coaches

Awards and Prizes

donated. Newspaper

articles. Positive

Behavior Reports

mailed home.

Local Funds 199

Local Funds 199

2020-2021

Weekly, 6-weeks

& end of year

Dec. 2019

2020-2021

Teachers will monitor

student progress,

accelerated reader

summary sheets, 6-

week honor roll lists

and perfect

attendance lists. Lists

will be posted in local

papers and at the

District's website.

Sponsors will be

obtained for events

and students will

have an opportunity

to participate.

Students will show

improvement

throughout the year

on FitnessGram

assessments

Increased number of students

will receive awards.

Attendance will improve;

increased number of AR

books read

Students will participate in

the District Jr. High Contest.

Number of students passing

the fitness test will increase


ORANGEFIELD JUNIOR HIGH SCHOOL CAMPUS IMPROVEMENT PLAN DISTRICT GOAL STUDENT: Orangefield ISD will measure student success in many ways. Student success is systematically measured and reported using a variety of methods, including traditional state required tests, along with other oral and written processes and products, including career and tech projects. In addition, participation and success in all extracurricular activities including academic, athletic and fine arts are areas that are considered. Academic planning will be based on all relevant data, and instruction will be adjusted accordingly with appropriate resources allocated. CAMPUS GOAL: All students at O.J.H.S. will be expected to meet or exceed requirements for a Satisfactory Academic Performance rating.


Objective



Allocations


All teachers will teach

lessons geared toward all

learning styles.

A. Meetings with the district level

Department Heads (Team Leaders) and

campus Team Leaders as needed.

B. All classroom teachers will

identify and use strategies to differentiate

instruction.

Department Heads

Department Heads

Local Funds 199

Local Funds 199

2020-2021

2020-2021

District teacher-

leaders will meet

once every 6 weeks.

Lesson plans, and

data from

administrative

observations.

District and campus level

calendars reflect school

meetings.

All classroom teachers will

teach at least one

differentiated lesson. Lesson

plans and observations will

be used for documentation.






CAMPUS GOAL: O.J.H.S. will provide all students a challenging and balanced curriculum.


Objective



Allocations


All students will

participate in campus-

wide curriculum and

instruction activities

Increase in the number

of students admitted to

institutions higher

education

A. School-wide reading challenge

activities.

A. Implement strategies for

providing to middle school, junior high

school, and high school students, those

students teachers and counselors, and

those students’ parents information about:

1. higher education admissions

and financial aid opportunities;

2. the TEXAS grant program and

the Teach for Texas grant

program established under TEC

Chapter 56;

3. the need for students to make

informed curriculum choices to

be prepared for success beyond

high school; and

4. sources of information on

higher education admissions

and financial aid.

Reading Department

& Librarian

Principal &

Counselor

To be determined by

staff. Local Funds

199

Local Funds 199

2020-2021

March-May 2020

Students will read the

number of books

required to earn the

prize.

Meeting agenda

Counselor’s contact

log

Qualifying students will

receive the prize.

Increase in the number of

higher education admissions.


ORANGEFIELD JUNIOR HIGH SCHOOL CAMPUS IMPROVEMENT PLAN DISTRICT GOAL STUDENT: Orangefield ISD will measure student success in many ways. Student success is systematically measured and reported using a variety of methods, including traditional state required tests, along with other oral and written processes and products, including career and tech projects. In addition, participation and success in all extracurricular activities including academic, athletic and fine arts are areas that are considered. Academic planning will be based on all relevant data, and instruction will be adjusted accordingly with appropriate resources allocated. CAMPUS GOAL: O.J.H.S. will identify and serve all students in special population groups.


Objective



Allocations


Students identified for

special services - GT,

Special Ed. and ESL-

will be identified and

served in an ongoing and

timely manner.

A. Identify and serve the top 5% of

each grade as G/T.

B. Identified G/T students will

receive accelerated instruction that is

different from their peers.

C. Develop an individualized

curriculum for special program

participants.

D. EL students will be served in the

studies skills class taught by an ESL

teacher.

Counselor

G/T Teachers

Principal, Special

Populations Teachers

Principal, Asst.

Principal, Counselor,

ESL Teacher & ESL

Aide

Local Funds 199

Local Funds 199

Local Funds 199

Local Funds 199

2020-2021

2020-2021

2020-2021

2020-2021

Present year teachers

complete a profile

sheet on each child

who shows

characteristics of

gifted and talented to

be considered as G/T

Program participants

for the next year.

Lesson plans will

reflect higher order

learning activities for

identified students.

Individual plans are

written on students as

they enter special

programs.

As ELL students

enroll, the ESL

teacher will interview

and test the students.

The gifted and talented

students will be served by the

G/T teacher.

G/T students will receive

accelerated instruction

Passing rates on the STAAR

will increases.

Students needing the ESL

program will be placed into

the program. Progress will be

monitored annually.


ORANGEFIELD JUNIOR HIGH SCHOOL CAMPUS IMPROVEMENT PLAN DISTRICT GOAL PERSONNEL/LEADERSHIP: Orangefield ISD believes that the teachers and staff members in the district are the key to the success of our students. We will recruit highly qualified and effective professionals for all academic areas is of importance and place an emphasis on strategies to retain these staff members. Supporting these individuals with appropriate staff development opportunities, competitive compensation, and administrative support are examples of strategies that will be considered. CAMPUS GOAL: O.J.H.S. will provide staff members adequate resources to increase productivity.


Objective



Allocations


To utilize all staff

members, including

those with expertise in

key areas, in order to

enhance student

achievement.

A. Selection of qualified

Department Heads/Team leaders

B. STAAR meetings with 5th-8th

and special populations' teachers to

discuss areas of concern and brainstorm

ideas.

Principal

Principal &

Counselor

Local Funds 199

Local Funds 199

2020-2021

2020-2021

As needed

Grade level teams

will meet once per

month.

Agendas and minutes

of meetings are

evaluated monthly.

Meeting agendas

Minutes

Sign-in sheets

Department Heads selected

All students will meet or

exceed state standards on

STAAR.


ORANGEFIELD JUNIOR HIGH SCHOOL CAMPUS IMPROVEMENT PLAN DISTRICT GOAL BOARD/COMMUNITY/STAFF RELATIONS: Orangefield ISD believes that the school is the heart of the community. OISD is a district where

parents and the community are informed, welcome, and a vital to the success of our students. The school and community are partners in the education of our students, and parents are provided multiple opportunities to be involved. CAMPUS GOAL: O.J.H.S. will provide ongoing communication with parents throughout the year.


Objective



Allocations


Parents will be notified

of all school activities

and events throughout

the year.

A. Teacher letters explaining

classroom procedures and expectations,

Parent Orientation, PTO activities.

B. Parents will have access to the

district web site, the parent portal,

campus wide Remind, digital newsletter

and teacher webpages.

Teachers

Director of

Technology/Teachers

/Principal

Local Funds 199

Local Funds 199

2020-2021

2020-2021

Parents will become

more involved. Sign-

in sheets, copies of

announcements, and

newsletters will be

maintained and

monitored.

Parents will have

access to timely

communication

regarding all district

events.

Parents will receive timely

communication regarding all

campus events.

The number of parents

accessing the district web site

will increase.



CAMPUS GOAL: O.J.H.S. will continue implementation of Response to Intervention program for reading and math.


Objective



Allocations


“Response to

Intervention”(RTI) for

reading and math will

continue to increase the

passing rates on the

STAAR

A. The RTI teacher will assist

teachers in planning, monitoring, and

evaluating effectiveness of Tier 1

intervention in the regular education

classrooms. Teachers will develop Tier I

interventions that will allow lower

readers and math students to make gains

to work on grade level.

B. RTI teachers will investigate

reading and math software programs and

training to assist with RTI.

Principal, RTI

Teacher

Curriculum

Coordinator,

Principal, Teacher

SCE 199 (PIC 24)

Funds

2020-2021

2020-2021

Meetings with the

RTI teacher

Teacher will work

with Curriculum

Coordinator and

independently to seek

materials to assist our

students.

Students will make gains in

reading fluency and

comprehension. Students

will gain skills in math that

will enable them to work

on grade level.

Tier I will be effective for

most students. The

remainder of the students

will be identified through

RTI assessment and will be

assigned for pull out.

Software selected and

implemented.



students. We will recruit highly qualified and effective professionals for all academic areas is of importance and place an emphasis on strategies to retain these staff members. Supporting these individuals with appropriate staff development opportunities, competitive compensation, and administrative support are examples of strategies that will be considered. CAMPUS GOAL: O.J.H.S. will employ teachers and aides who meet the "highly effective" requirements mandated under ESSA.


Objective



Allocations


All employees will meet

the ESSA "highly

effective" requirement by

the end of the 2020-2021

school year.

A. Instruction will be provided by

highly qualified professional teachers

who meet or who will meet the standards

prescribed the ESSA.

B Teachers will be assisted by

paraprofessionals who meet or who will

meet the standard prescribed in the

ESSA.

Paraprofessionals will be provided

training and successfully complete the

assessment administered by Region V

Education Service Center.

C. The Site-Based Decision-Making

Committee will serve as clearing house

for professional development activities

with all staff having input into types of

professional development to be offered.

All professional development activities

will be “intensive and sustained.”

Principals, paraprofessionals, teachers,

and parents will participate in the training

to the maximum extent possible

Principal and the

SBDM Committee

Principal and the

SBDM Committee

SBDM Committee

All fund sources

All fund sources

All fund sources

2020-2021

2020-2021

2020-2021

Conduct review of

qualifications of

teachers through

SBEC.

Personnel records

Personnel records

The SBDM

Committee will

recommend staff

development

activities.

Agendas

Minutes

Sign-in sheets

All teachers will meet

"highly effective" standards.

All paraprofessional staff

members will meet "highly

effective" standards.

Professional development

training schedule developed

based on SBDM Committee

recommendations.

Staff survey regarding

quality of professional

development activities



students. We will recruit highly qualified and effective professionals for all academic areas is of importance and place an emphasis on strategies to retain these staff members. Supporting these individuals with appropriate staff development opportunities, competitive compensation, and administrative support are examples of strategies that will be considered. CAMPUS GOAL: O.J.H.S. will employ teachers and aides who meet the "highly qualified" requirements mandated under ESSA.


Objective



Allocations


SBDM will meet during

the spring to evaluate

applicant profiles and job

descriptions

A. SBDM Committee will be

consulted on qualifications most desirable

for personnel.

B. Selected teachers will be assigned

to orientation sessions and/or mentors.

C. Promote friendly, accepting

environment for new employees.

D. Department level committees will

be used to hire new employees.

SBDM Members

Principal, Curriculum

Coordinator

Superintendent,

Principal

Principal, Teachers

Local Funds 199

Local Funds 199

Local Funds 199

Local Funds 199

2020-2021

Beginning of

2020-2021

2020-2021

2020-2021

SBDM agendas

Minutes

Sign-in sheets.

Mentors/mentees will

attend all training

sessions throughout

the year.

New staff members

will receive three

additional days of

orientation to OISD.

Grade level

committee will

interview potential

hires and help decide

on the best fit for our

campus.

Qualifications for new hires

recommended by the SBDM

Committee.

Teachers become acquainted

with Orangefield ISD

policies and procedures and

become effective teachers.

Review at the end of year to

ensure that the level of

guidance and support has

been adequate.

Best qualified personnel are

selected and hired.

New hires are retained for

the following school year.


ORANGEFIELD JUNIOR HIGH SCHOOL CAMPUS IMPROVEMENT PLAN DISTRICT GOAL STUDENT: Orangefield ISD will measure student success in many ways. Student success is systematically measured and reported using a variety of methods, including traditional state required tests, along with other oral and written processes and products, including career and tech projects. In addition, participation and success in all extracurricular activities including academic, athletic and fine arts are areas that are considered. Academic planning will be based on all relevant data, and instruction will be adjusted accordingly with appropriate resources allocated. CAMPUS GOAL: All students at O.J.H.S. will receive technology-based instruction.


Objective



Allocations


All students will have

access to technology-

related services.

All teachers will have

access to technology-

related services.

A. All students will have access to

both computer labs; as well as

Chrome Book Carts. All classes

will have access to Smart Board

technology.

B. Schedule technology director on

campus as needed.

C. Teachers will utilize the Smart

Boards/Senteo to facilitate

instruction throughout the year.

Principal, Asst.

Principal, Computer

Teacher

Technology Director

Technology Director

Local Funds 199

Local Funds 199

Local Funds 199

2020-2021

2020-2021

2020-2021

Revised schedule will

reflect more time in

computer lab, Lesson

plans; increased

number of student

products.

Documentation of

assistance/classroom

visits will be

reviewed annually.

Classroom visits will

show evidence of

increased use of

technology by

classroom teachers.

All students will be served in

a computer lab and have

access to technology.

Technology Director will be

available to assist staff as

needed.

Smart Boards will be used by

all teachers annually. Senteo

will be used by all classes.


ORANGEFIELD JUNIOR HIGH SCHOOL CAMPUS IMPROVEMENT PLAN DISTRICT GOAL BOARD/COMMUNITY/STAFF RELATIONS: Orangefield ISD believes that the school is the heart of the community. OISD is a district where parents and the community are informed, welcome, and vital to the success of our students. The school and community are partners in the education of our students and parents are provided multiple opportunities to be involved. CAMPUS GOAL: O.J.H.S. students will utilize the Orangefield/Cormier Museum.


Objective



Allocations


Seventh Grade students

will visit the Cormier

Museum

A. Orangefield Jr. High students will

utilize the Orangefield/ Cormier Museum

to learn more about the history of our

community.

Seventh Grade

Teachers

Local Funds 199

2020-2021

Teachers will

document the field

trip in their plan.

Teachers will provide

input regarding the

success of the trip.

Seventh graders will have a

better understanding and

appreciation of their

community.



students. We will recruit highly qualified and effective professionals for all academic areas is of importance and place an emphasis on strategies to retain these staff members. Supporting these individuals with appropriate staff development opportunities, competitive compensation, and administrative support are examples of strategies that will be considered. CAMPUS GOAL: O.J.H.S. will provide leaders and potential leaders opportunities to excel in our Site Based Decision Making Committee, campus organizations, teacher

presentations, and encourage all members to use their specific talents for the betterment of the campus as a whole.


Objective



Allocations


`Develop future teacher

leaders and campus

leaders by giving those

individuals’ opportunities

to get involved in campus

programs.

A. Observe potential leaders and

utilize mentor teacher input to help

provide a platform for individuals to

excel and become productive campus

team members.

B. Work with and utilize

Administrative Interns, and recruit those

that are interested in becoming campus

leaders.

Principal, Counselor

Principal

Local Funds 199

Local Funds 199

2020-2021

2020-2021

Observation

memoranda, Staff

recommendations

Observation

memoranda, Staff

recommendations

Campus leaders developed

through this process to meet

the needs of our district in

the future.

Campus leaders developed

through this process to meet

the needs of our district in

the future.


ORANGEFIELD JUNIOR HIGH SCHOOL CAMPUS IMPROVEMENT PLAN DISTRICT GOAL PERSONNEL/LEADERSHIP: Operations/Fiscal: Orangefield ISD will develop a budget that is balanced and directed toward student success. OISD will

have facilities that are clean, safe, and assure a positive learning environment. Facilities will be maintained to the highest levels by assuring that infrastructure is monitored

and upgraded as appropriate. Technology infrastructure, operations infrastructure, and transportation will be included. Preventative maintenance will be stressed and new

equipment will be efficient and of the highest quality.

CAMPUS GOAL: O.J.H.S. will continually work with all stakeholders in efforts to reduce bullying and provide every opportunity for students to feel safe at school.


Objective



Allocations


The district will

implement a policy

concerning bullying of a

student as required by

TEC 37.0832(d)(2)

A. District policy concerning

bullying of a student will be reviewed

annually.

B. Claims of retaliation will be

investigated, documented, and addressed

appropriately.

C. Parents of an alleged victim of

bullying will be notified on or before the

third business day after the date of the

incident is reported.

D. Parent/Guardian of the alleged

bully will be contacted within a

reasonable time after the incident (within

the week).

D. Students will receive

information on the actions to obtain

assistance and intervention in response to

bullying.

E. Available counseling options

will be considered for a student who is a

victim of or witness to bullying or who

engages in bullying.

Superintendent

Administrator

Administrator

Administrator

Administrator

Administrator,

Counselor

Local/State Funds

(199)

Local/State Funds

(199)

Local/State Funds

(199)

Local/State Funds

(199)

Local/State Funds

(199)

Federal Funds

(TITLE IV)

Local/State Funds

(199)

July of each year

2020-21

2020-21

2020-21

2020-21

2020-21

Policy description

Records of reported

retaliation will be

kept

Date of reported

incident(s) and parent

contact will be

recorded

Date of reported

parent contact will be

recorded

Information will be

provided on district

website, in student

handbook, and

through student

training/ outside

presenters.

Counselors will keep

records of sessions.

Policy is in board manual

Records of reported

retaliation will be reviewed

Date of reported incident(s)

and parent contact will be

reviewed

Date of reported parent

contact will be reviewed

Website and handbook will

contain information for

students to obtain assistance

Counseling records will be

reviewed.


F. The school website will have a

link to report bullying anonymously.

G. Administrators will use the

district investigation and reporting form

when determining whether the reported

incident of bullying occurred. The form

will be sent to the Director of Special

Programs where it will be maintained for

a minimum of five years.

H. Discipline will not be imposed

upon students who are found to be a

victim of bullying who on the basis of

that used reasonable self-defense in

response to the bullying.

I. Discipline for bullying of a

student with disabilities will comply with

applicable requirements under federal

law, including the IDEA.

Superintendent

Director of

Technology

Administrators

Director of Sp.

Programs

Administrator

Administrator

Director of Sp.

Programs

Local/State Funds

(199)

Local/State Funds

(199)

Local/State Funds

(199)

Local/State Funds

(199)

2020-21

2020-21

2020-21

2020-21

Website link will be

reviewed.

Investigative forms

will be sent to the

Director of Sp.

Programs

Review of discipline

records by campus

admin.

Review of discipline

records by campus

admin.

Active link on website

Review of submitted

investigative forms

Discipline records will show

no discipline for those

students who used self-

defense in this manner

Discipline records will show

disciplinary measures that

comply with federal law,

including IDEA.


Appendix 1 - State Compensatory Education Budget JR. HIGH Coding Method

199 - Local (Including Comp Ed) Local 199

Object Amount

6100 $2,993,851.00

6200 $87,476.00

6300 $114,816.00

6400 $43,718.00

199 - Compensatory Education - Program Intent

Code 24 Local 199-24 FTE DATA

Object Amount Amount $246,098.00

6100 $292,976.00 Total FTE 5

6200 $2,013.00

6300 $400.00

6400 $0.00

224 - IDEA-B IDEA B 224

Object Amount

6100 $60,386.00

6200 $7,533.00

6300 $3,922.00

400 $500.00

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