College Station Independent School District - Annual Campus Improvement Plan for College Station High School 2020-2021
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College Station Independent School District
AnnualCampus Improvement Plan for
College Station High School
2020-2021
CSHS Campus Improvement Board Approval Date: TBD
1Mission Statement
Success Each Life, Each Day, Each Hour
Vision
All learners in CSISD will be afforded real world, challenging, authentic experiences that develop their creativity, confidence, and competence
in a safe and healthy learning environment that celebrates diversity through meaningful relationships.
Together, as a community, we will work to prepare our students to meet the needs of their future success each life, each day, each hour.
Board Commitments
CSISD will ...
● Recruit, develop, and retain qualified and dedicated staff.
● Provide a challenging, relevant, engaging and aligned curriculum.
● Provide an array of services, programs and opportunities to meet the needs of each student, and provide the opportunity for each student to reach his or
her full potential.
● Create classroom and campus cultures that involve each family.
● Commit to the responsible use of taxpayer resources.
Goals
1. Recruit, develop, and retain qualified and dedicated teachers and staff.
2. Provide a challenging, relevant, engaging and aligned curriculum to achieve the profile of a learner.
3. Provide an array of services, programs and opportunities to meet the emotional, social, physical, and academic needs of each student, and provide the
opportunity for each student to reach his or her full potential.
4. Create classroom and campus cultures that involve each family.
5. We will fully utilize resources to meet the needs of all students.
2Table of Contents
Executive Comprehensive Needs Assessment Summary …………………………………………………………..……………………………………………………………………….4
Data used for Comprehensive Needs Assessment….………………………………………………………………………………………………………………………………….……...7
Goals……………………………………………………………………………………………………………………………………………………………………………………………….…...8
Goal 1, Objectives and Activity Statements - Recruit, develop, and retain qualified and dedicated teachers and staff……………………………………..………...……….8
Goal 2, Objectives and Activity Statements - Provide a challenging, relevant, engaging and aligned curriculum to achieve the profile of a learner……………………....11
Goal 3, Objectives and Activity Statements - Provide an array of services, programs and opportunities to meet the emotional, social, physical, and academic
needs of each student, and provide the opportunity for each student to reach his or her full potential…………………….…………………………………………....……..…...14
Goal 4, Objectives and Activity Statements - Create classroom and campus cultures that involve each family……………………………………………………..………….......19
Goal 5, Objectives and Activity Statements - We will fully utilize resources to meet the needs of all students………..……………………………………………………….20
CSHS Professional Development Plan………………………………………………………………………………………………………………………………………………………….21
Appendix A: Federal and State Requirements……………………………………………………………………………………………………………………………………………..…...30
Appendix B: District Educational Improvement Council Members 2017-2018……………………………………………………………………………………………………...…….34
District Improvement Plan Acronyms & Definitions Sheet
3Executive Comprehensive Needs Assessment Summary
Areas Examined Summary of Strengths Summary of Needs Priorities
(What Strengths were identified?) (What needs were identified?) (What are the priorities for the
campus?)
Demographics College Station High School has grown Additional staff and capacity for students Request additional professional staff to
rapidly since opening with 715 freshmen continues to be a need as our population meet the needs of student course
and sophomores in 2012 to having 2080 grows. The demographics of our student requests and to better serve struggling
students at the beginning of this school population are not reflected in all AP and students; improve Tier I instruction to
year. Between 15-16 and 16-17, our honors courses, in upper level Fine Arts better meet the needs of our learners;
student body grew by 6%, and we grew and CTE classes (years 3 and 4), or in all continue to train in co-teach structures;
another 7% percent between 16-17 and extracurricular activities. Increase opportunities for students to
17-18, a net of 261 students in two years. connect classroom learning to real-world
Our Special Education enrollment experiences.
continues to increase as well as our LEP
students, economically disadvantaged,
and at-risk populations.
Student Achievement Students at College Station High School As we look at individual groups of The core departments will utilize district
perform well above the state averages in students, African American students did curriculum resources and documents to
most areas of STAAR EOC Testing. On not perform as well as their peers across provide equitable access for all students.
the Spring 2018 EOCs, first time testers in the state on the Biology I, English I, and Campus-based professional development
US History passed at 97% vs 93% English II EOCs in Spring 2018, and our will focus on strong Tier I instructional
statewide, Biology I at 96% vs 90%, ESL students did not perform as well as strategies, specifically content area
Algebra I at 96% vs 88%, English I at 84% their statewide peers on U.S. History reading and on cultural capital to provide
vs 71% , and English II at 85% vs 75%. EOC. We would like to close the recommended strategies to embed in
Career and Technology Education (CTE) achievement gap for student groups lessons to address cultural gaps in
participation is strong and certifications indicating an achievement gap of more learning. Tier 2 intervention opportunities
are being earned. Our students are than 5-10%. Our success rates for EOC need to be expanded to all on-level
successful in completing high school with retesters are lower than first time testers, courses.
a dropout rate of less than 1% and and anecdotally low performance by
students compete with high levels of retesters on Algebra I, Biology, and U.S.
success at the region and state levels in History is linked to low reading levels of
academic and extracurricular areas students. Relative to our population, we
CSHS has a robust RtI program for Tier 2 would like for students to earn more CTE
instruction in Algebra I and in Reading for certifications and for more girls to
9th graders. Students have the participate in CTE classes. Our Response
4opportunity to fill gaps in knowledge and to Intervention programs are limited to our
understanding before falling irrevocably freshman classes.
behind through our Recovery of Credits
programs for on-level 9th and 10th grade
classes. In addition, our students who
chose to participate in the summer
retesting opportunities made significant
gains.
Culture and Climate College Station High School has been More and more of our students are We will reteach the Cougar Qualities with
deliberately working on Social Emotional showing issues of concern with mental all students and teachers and reiterate
Learning since opening, including training health, behavior, and social and emotional them throughout the year, such as
teachers in Conscious Discipline, Safe needs. when redirecting behaviors. We will use
and Civil Schools, and additional SEL our previous Foundations work to
topics such as growth mindset, brain continue to be proactive in establishing
research, expectations, and self-control. procedures through building, including
Our campus SEL team is an outlet for transitioning to portable buildings.
teacher feedback to help address Social We will implement Trauma Informed
Emotional Learning at our campus and is Instruction and Mental Health First Aid
pivotal in maintaining the common Training for counselors, administrators,
expectations established throughout our and teachers.
campus. We have established the Cougar
Qualities and they are posted and referred
to often. A large majority of students meet
the behavioral expectations of CSHS, and
we have 50+ clubs and organizations on
campus to get students involved in our
school community outside of class.
Technology CSHS utilizes the “bring your own device” Access to the network is sometimes slow We will explore methods to gain greater
program to allow for more students to and inhibits efficiency in teaching and access to devices that will support the
have access to technology for their learning in the classrooms in parts of our implementation of our new Learning
learning throughout the day. Teachers building. A lack of devices for classroom Management System.
and students use a variety of technologies use and limited computer lab space will
to support learning. limit the use of our Learning Management
System and its benefits for students,
teachers, and parents.
5Family/Community Involvement School events are well-attended by CSHS The majority of our parent volunteers tend Utilize the features in Schoology that
families. We have a wide variety of to come from specific neighborhoods in support parent involvement in classroom
opportunities for parents and community the district leaving some schools with a learning. Examine opportunities for
members to engage with our school both strong volunteer workforce and financial volunteering and communicate them
during the day and in the evenings. support, while other neighborhoods are clearly to parents. Schedule multiple
Businesses actively seek to partner with not as involved. In addition, the size of our opportunities for family members to attend
us to support educational and facilities limits the number of community campus events and to do outreach
extracurricular opportunities for students. members who may be in attendance at activities.
the same time (such as auditorium
seating).
6Data Used for Campus Comprehensive Needs Assessment
• STAAR • ACT • SAT
• AP • Organizational Health Inventory 2018 • TELPAS
• PBMAS Report • Texas Academic Performance Report • Accountability Report
• Failure Rates (Six Weeks, Dept, Subject) • CTE Participation and Certifications Earned • Administrator Input
• Community and Business Partner Input • CSISD Vision • CSISD Learner Profile
• Technology Input from Stakeholders • Demographics • TSIA
• Attendance • PEIMS Discipline •
• Special Education • RtI
• Curriculum Documents • Counselor Input on Mental Health
• Dropout Prevention Programs • Staff Surveys
• ASVAB • Professional Development
7Goal: 1 Recruit, develop, and retain qualified and dedicated staff.
Objective 1 Increase the recruitment in the number of highly qualified professional, paraprofessional,
and auxiliary staff by 10% over the 2020-2021 school year.
Summative Evaluation (to be filled in by June 2021 by administration)
Strategies and Action Steps Person(s) Resources Timelines Special Evidence of Success Formative Reviews Supported by
Responsible Populations State or Federal
Funds
Oct. Feb. May
Interview and recruit highly Administration/ Recruit and Hire Fall 2020, All Hiring records,
qualified staff for vacancies Leadership Team software. Spring 2021 Demographic
at CSHS (to align with
District Improvement Plan)
8Goal: 1 Recruit, develop, and retain qualified and dedicated staff.
Objective: 2 Embed supports for teachers of culturally and linguistically diverse students in order to
decrease the achievement gap.
Summative Evaluation (to be filled in June 2021 by campus administration)
Strategies and Action Steps Person(s) Resources Timelines Special Evidence of Success Formative Reviews Supported by State or
Responsible Populations Federal Funds
Oct. Feb. May
Professional learning on Parkerson/Ayala Time, prepared May 2021 LEP All teachers of ESL
instructional strategies s/Foster training materials students complete
and ELPs for teachers of training
ESL students
Ongoing monitoring of Ayala Grades and testing August LEP Data review in
progress for ELLs and /Foster data 2020-May LPAC
teacher support as 2021
needed
Implement Strategic Foster/ Region VI, teacher August LEP Elective Credit
Math for English Bowen resources, time 2020-May Earned, Academic
Language Learners 2021 Vocabulary
Acquisition
Training in and Administration/ AVID Resources, August All Use of essential
implementation of AVID Site training, time 2020-May questions,
strategies for students Team/ 2021 metacognitive
to communicate with Leadership practices, reflective
academic language with Team practices, cultural
peers and teachers as capital,
practitioners of the TRFs,learning
content logs, etc.
√ =Accomplished C =Considerable S =Some Progress N =No Progress X =Discontinue
9Goal: 1 Recruit, develop, and retain qualified and dedicated staff.
Objective: 3 Provide professional development that is responsive to individual needs of stakeholders
Summative Evaluation (to be filled in June 2019 by campus administration)
Strategies and Action Steps Person(s) Resources Timelines Special Evidence of Success Formative Reviews Supported by State
Responsible Populations or Federal Funds
Oct. Feb. May
Provide all teachers Parkerson Time,, Schoology, August All Completion of training
disciplinary reading Disciplinary 2020-May and implementation
training Literacy b y Releah 2021 of strategies in
Lent classes
Monitor implementation Parkerson/ Time, Training August All Completion of training Title II, Part A
of Restorative/Relational Rodgers/Chandler Materials 2020-May and implementation
practices campus-wide 2021 of strategies in
classes, monitoring
responses of students
during activities, and
development of
inclusive environment
Provide choice Parkerson Time, Hoonuit, August All Completion of training
professional learning for Schoology 2020-May and implementation
staff aligned to 2021 of strategies in
individual instructional classes, goal
goals conferences
√ =Accomplished C =Considerable S =Some Progress N =No Progress X =Discontinue
10Goal: 2 Provide a challenging, relevant, engaging and aligned curriculum.
Objective: 1 Implement CSISD’s new curriculum for math, language arts, science, and social studies.
Summative Evaluation (to be filled in June 2021 by campus administration)
Strategies and Action Person(s) Resources Timelines Special Evidence of Success Formative Reviews Supported by State
Steps Responsible Populations or Federal Funds
Oct. Feb. May
Ongoing curriculum Parkerson/ CSISD August All All staff complete
training for Assistant Curriclum 2020-May training
Understanding by Principals/ Traning 2021
Department
Design Framework
Chairs
Core content area Parkerson/ Time August All Department and
teachers will utilize Assistant 2020-May level meeting
year at a glance and Principals/ 2021 agendas and
Department
scope and sequence notes
Chairs/
documents to design Level Leaders
lessons
Structured time for all Department Time, Master August All Planning time
core content areas to Chairs/ Schedule 2020-May attendance,
plan with professional Level Leaders/ 2021 agendas, and
Core Content
learning communities notes
Teachers
√ =Accomplished C =Considerable S =Some Progress N =No Progress X =Discontinue
11Goal: 2 Provide a challenging, relevant, engaging and aligned curriculum.
Objective: 2 Use a variety of data to ensure strong Tier I instruction
Summative Evaluation (to be filled in June 2021 by campus administration)
Strategies and Action Person(s) Resources Timelines Special Populations Evidence of Success Formative Reviews Supported by
Steps Responsible State or Federal
Funds
Oct. Feb. May
Analyze data to make Administration/ Mizuni, Eduphoria August All Data analyzed in
curriculum adjustments Leadership Aware, eSchool 2020-May Leadership Team
Team/Teachers
and training decisions 2021 and Department
Meetings; PLCs
and level
meetings;
Comprehensive
Needs
Assessment;
Walkthroughs;
T-TESS
evaluations
Analyze data to address Administration/ Time, Printing August Hispanic; Data reports by
gaps in performance of Leadership 2020-May African American; student population
Team/Teachers Eco Dis.; ELLs; Sp.
underperforming 2021 from PBMAS,
Ed.; Two or More
populations TELPAS, STAAR;
Races
Analysis of data
Monitor attendance Administration/ Time, Printing August All Data reports by
data in relation to Leadership 2020-May student population
Team/Teachers
academic performance 2021 from eSchool
√ =Accomplished C =Considerable S =Some Progress N =No Progress X =Discontinue
12Goal: 2 Provide a challenging, relevant, engaging, and aligned curriculum.
Objective: 3 Integrate a variety of technology in the curriculum to enhance instruction and to increase
educator and student proficiency and learner voice and choice.
Summative Evaluation (to be filled in June 2021 by campus administration)
Strategies and Person(s) Resources Timelines Special Evidence of Success Formative Reviews Supported by
Action Steps Responsible Populations State or Federal
Funds
Oct. Feb. May
Utilize Schoology Administration/L Schoology August All Schoology Usage
for staff training eadership 2020-May Reports
needs Team/Campus 2021
Technology
Facilitators
Teachers include Department Schoology, August All Department and Level
technology tools, Chairs/Level Instructional 2020-May Meeting Notes/Lesson
apps, and other Leaders/Teache Resources 2021 Plans/Walkthroughs,
resources when rs/Campus T-TESS evidence
designing Technology
lessons Facilitators
√ =Accomplished C =Considerable S =Some Progress N =No Progress X =Discontinue
13Goal: 3 Provide an array of services, programs and opportunities to meet the needs of each student,
and provide the opportunity for each student to reach his or her full potential.
Objective: 1 Expand learning options for faculty, staff, and students
Summative Evaluation (to be filled in June 2021 by campus administration)
Strategies and Action Steps Person(s) Resources Timelines Special Evidence of Success Formative Reviews Supported by State
Responsible Populations or Federal Funds
Oct. Feb. May
Increase industry Parkerson Certification August All Data regarding
certifications offered in Southard/ Tests and 2020-May certifications in
CTE classes Clinkscales Curriculum 2021 CTE
Increase enrollment in Parkerson Course Catalog, August All Course Request
CTE classes and in Southard/ 5 Year Plans, 2020-May Data, TAPR Data
students completing Clinkscales Course 2021
coherent course /CTE Requests
sequences Teachers/
Counselors
Increase students’ Administrati Time, August All Student Surveys
exposure to post-high on/ 2020-May through Advocate,
school options (especially Leadership 2021 Reflections on
freshmen) Team Events, Field Trips
as Appropriate,
Senior Signing
Day, AVID
College & Career
Center
14Implement opportunities Parkerson/ Partner PE August SpEd Pre & Post Unit for Symank/ Curriculum 2020-May Assessments students with disabilities Hollis/ 2021 to participate in Daniel cooperative and engaging activities with general education students through partner PE Provide customization of Parkerson/ Edgenuity Cost, August All Data from credit recovery Admin Team Time 2020-May Edgenuity opportunities by adding 2021 layers of support & explore other options for curriculum Expand Recovery of Parkerson/ Time, Hourly August All Course Credits by Credit Program beyond Admin Team Pay 2020-May student, grade only 9th and 10th grade 2021 level, and course core classes Create and implement a Parkerson/ Time, August All Dropout systematic dropout Admin Team 2020-May Prevention Plan, prevention program to 2021 Student Data better serve struggling learners Implement universal Parkerson/ Time, MAPS August All MAPs Data screeners as part of a Admin Team 2020-May strong Response to 2021 Intervention process 15
Redesign the RtI Tier II Parkerson/ Time, MAPS August All RtI Plan
interventions through the Admin Team 2020-May Document,
Ascending the Climb to 2021 Student Data
Excellence Advocate
Program
√ =Accomplished C =Considerable S =Some Progress N =No Progress X =Discontinue
Goal 3: Provide an array of services, programs and opportunities to meet the needs of each
student, and provide the opportunity for each student to reach his or her full potential.
Objective: 2 Develop a system of supports for students’ social-emotional needs.
Summative Evaluation (to be filled in June 2021 by campus administration)
Strategies and Action Steps Person(s) Resources Timelines Special Evidence of Success Formative Reviews Supported by
Responsible Populations State or Federal
Funds
Oct. Feb. May
Review Cougar Qualities Campus Time, Training September All Teacher/Student
with staff during staff Administration Materials 2020 feedback,
development and discipline data
advocate classes
Reintroduce the Campus Time August- All Teacher/Student
Foundations/Procedure/C Administration September feedback,
OVID-19 Protocols to 2020 discipline data
teachers and students
during Staff Development
and at the beginning of
the year
16SELT will meet regularly Campus Time August All SELT
Administration, SELT
to problem-solve common 2020-May notes/agendas,
area issues and other 2021
concerns.
Implement behavioral Campus PBIS training, August All Discipline reports,
Administration,
practices which focus on Hero, NEDRP 2020-May Teacher/student
Director of Student
positive approaches to Services training 2021 feedback
student behavior and
reduce exclusionary
discipline
Implement Trauma Campus Time, Funding for August All Teacher feedback
Informed Instruction Administration, training 2020-May
Counselors, Director
training for staff. of Student Services 2021
Utilize lessons from the SELT, Counselors Time, Training August All Teacher
CSISD Social Emotional 2020-May implementation of
Learning Website 2021 lessons for
advocate classes
√ =Accomplished C =Considerable S =Some Progress N =No Progress X =Discontinue
17Goal 3: Provide an array of services, programs and opportunities to meet the needs of each
student, and provide the opportunity for each student to reach his or her full
potential.
Objective: 3 Improve outcomes for students receiving special education services.
Summative Evaluation (to be filled in June 2021 by campus administration)
Strategies and Action Steps Person(s) Responsible Resources Timelines Special Evidence of Formative Reviews Supported by
Populations Success State or Federal
Funds
Oct. Feb. May
Utilize the co-teach Special Education and Time, Master August Special Co-teach
instructional model for General Education Schedule, Training 2020-May Education Student Data,
students in English I, Teachers 2021 Students
English II, Biology I, IPC,
Algebra I, Geometry, and
Algebraic Reasoning,
Chem Comm, and
English III.
Train all teachers in Administration/Leaders Time, Schoology August Special Completion of
strategies to help hip Team/ Teachers 2020-May Education Training
students served through 2021 Students
special education be
more successful.
√ =Accomplished C =Considerable S =Some Progress N =No Progress X =Discontinue
18Goal 4 Create classroom and campus cultures that involve each family.
Objective 1 Increase family involvement in campus activities and opportunities.
Summative Evaluation (to be filled in June 2019 by campus administration)
Strategies and Action Steps Person(s) Resources Timelines Special Evidence of Formative Reviews Supported by
Responsible Populations Success State or Federal
Funds
Oct. Feb. May
Present a CSHS event/ Administration/ Time, Schoology August All Completion of
open house in the Leadership Team/ 2020-May event and
community Teachers 2021 feedback
Provide outreach to Administration/ Time, Schoology August All Number of
families who may not be Leadership Team/ 2020-May Home Visits
able to come to campus Teachers 2021 Completed
(home visits with teams)
Provide academic Teachers Time, August All Calendar with
instructional information Technology 2020-May Academic
and campus event Support 2021 Achievement
information for parents grades/
through Schoology Parent
Communica-
tion via
Schoology
√ =Accomplished C =Considerable S =Some Progress N =No Progress X =Discontinue
19Goal 5: Commit to the responsible use of taxpayer resources.
Objective 1 Utilize district resources to meet instructional needs.
Summative Evaluation (to be filled in June 2021 by campus administration)
Strategies and Action Steps Person(s) Resources Timelines Special Evidence of Formative Reviews Supported by State
Responsible Populations Success or Federal Funds
Oct. Feb. May
Utilize the Understanding Leadership Team/ Time, Curriculum August All Implementa-
by Design Curriculum Administration Documents 2020-May tion of new
Framework with Marzano’s 2021 curriculum in
Design Questions to classroom
design lessons walkthroughs,
lesson plans
Expand and align the use Campus Schoology, Time August All Additions to
of Schoology for Technology 2020-May Schoology
instructional purposes Facilitator, 2021 throughout
Administration the year
√ =Accomplished C =Considerable S =Some Progress N =No Progress X =Discontinue
20College Station High School Campus Professional Learning Plan
2020-21
English Department
PD Strategies Target Audience Resources Needed & Staff Responsible & Evaluation Tool CIP / DIP Goal &
Duration Length of Presenters Objective
Session
New TEKS English teachers Resources: New Department Chair and Checklist of TEKS for 2.1
TEKS and resources Level Leaders each course; lesson
related and district plan documentation;
curriculum documents alignment of
for on-level courses curriculum documents
and campus for on-level courses
curriculum documents
for honors and AP
curriculum
Time: initial ½ day of
review and then
ongoing reflection and
refinement
Vertical alignment by English teachers Resources: on-level Department Chair and Lesson plan 2.1
level (on-level, curriculum Level Leaders documentation;
honors, AP) documents; honors alignment of
curriculum plans; AP curriculum documents
curriculum for on-level courses
Time: initial ½ day of
review and then
ongoing reflection and
refinement
Academic remediation English teachers Resources: Plans for Department Chair and Number of students 5.1
ROC, EOC Level Leaders and who successfully
remediation, and RtI Reading Teacher meet objectives
Time: initial ½ day of
review and then
21ongoing planning and
reflection and
refinement
ELL/LEP student All teachers Resources: ESOL Teacher Number of students 1.2
support Time: earning credits and
passing EOCs
Physical Education
PD Strategies Target Audience Resources Needed & Staff Responsible & Evaluation Tool CIP / DIP Goal &
(Topics) Duration Length of Presenters Objective
Session
Phase I of UBD PE Department Symank & Brock 2.1
implementation teachers
Continue Disciplinary PE Department This is Disciplinary 1.3
Literacy within P.E. teachers Literacy and devices
for article selections
Options for Students Select general Class period Symank 3.1
w/ Special Needs: education students Adapted PE: Daniel &
Partner P.E. Hollis
Experience multiple Aerobic activities morning Community members: 3.1
Aerobic activity teachers
options at TAMU or
local gyms
22Social Studies Department
PD Strategies Target Audience Resources Needed & Staff Responsible & Evaluation Tool CIP / DIP Goal &
Duration Length of Presenters Objective
Session
Curriculum writing SS Teachers District curriculum Social Studies Teacher reflection of 2.1
Phase I and 2 of UBD documents Curriculum Director, finalized documents at
Time: 4 pull out days Department Chair and the end of the year
are on Fall calendar Level Leaders and discussion on
and; teachers will also how to fully implement
need time throughout them
the school year to
update documents
Disciplinary literacy SS Teachers Department meetings Department Chair, Documentation of 1.3
throughout the year Level Leaders, and disciplinary literacy
on staff development Social Studies strategies in
days and each six Teachers department lesson
weeks, literacy plans and discussion
documents of effectiveness in
levels
Science
PD Strategies Target Audience Resources Needed & Staff Responsible & Evaluation Tool CIP / DIP Goal &
Duration Length of Presenters Objective
Session
Increase Inquiry Science Staff Time for PD, subs, Science Coordinator course survey; 1.3
Instruction Training resource implementation 2.1
materials, AVID survey; walkthroughs;
resources district science
assessments
Curriculum Science Staff Regular level CSHS Dept. Head, Lesson plans, CBM, 2.1
Implementation & meetings during Level Leaders, & unit objectives, YAG
Streamlining common conf; Curriculum Writers
23possible subs if
deemed necessary
Math
PD Strategies Target Audience Resources Needed & Staff Responsible & Evaluation Tool CIP / DIP Goal &
Duration Length of Presenters Objective
Session
Vertical alignment Middle and HS 8th and 9th grade Lead teachers from Lesson planning and 2.1
focused on the teachers math TEKS, each content area teaching strategies
transition from middle strategies and Calculator alignment
school to HS process used on
specific concepts,
calculator strategies
(½ to full day)
Algebra 1 focus on 9th grade math Literacy practices and Algebra leaders and Lesson plans and 1.3
literacy practices teachers strategies teachers daily meeting notes
Focus teaming on
how to implement
reading strategies into
our current lessons
Being more intentional
during daily planning
(ongoing)
ESL Support All teachers/ Strategic All time possible to Mary Selcer & Curriculum and 1.2
Math plan since they are Matthew Bowen lessons created
day to day and
constantly creating
(At least once per six
weeks for planning)
Curriculum All teachers TEKS and planning All teachers Curriculum and lesson 2.1
improvement, time by content plans 5.1
questioning strategies Changes need to be
24& TEK focus made and improved
(½ day each six
weeks to reflect on
curriculum)
Fine Arts
PD Strategies Target Audience Resources Needed & Staff Responsible & Evaluation Tool CIP / DIP Goal &
Duration Length of Presenters Objective
Session
Understanding by Fine Arts teachers UbD trainer, Fine Arts 2.1
Design curriculum Director
writing
Restorative Practices Fine Arts teachers ongoing SEL team walkthrough, surveys 1.3
representative,
Disciplinary Literacy Fine Arts teachers This is Disciplinary Department Chair Evidence in lesson 1.3
LIteracy texts plans, walkthroughs
Variety of Fine Arts
literature and
resources, available
online
Special Education Department
PD Strategies Target Audience Resources Needed & Staff Responsible & Evaluation Tool CIP / DIP Goal &
Duration Length of Presenters Objective
Session
Co-Teach Level 2 Teachers who have Training materials Director of Special Sign-in sheets 3.3
training participated in 1 or Time: ongoing Services
more years of
Co-teach
25Trauma Informed All teachers and Evidence based trainings Director of Student Services, Sign-in sheets 3.2
Teaching Practices paraprofessionals Time: ongoing Director of Special Services,
(Mental Health Psych Team
Practices)
PLAAFP/IEP All sped teachers (two Training materials, eSped, Director for Special Services; Schoology Records & Sign in 3.2
development levels - intro for new Instructional coordinators for Assistant Director for Special sheets
teachers on how to Special Education, Guidance Services, Instructional
from TEA and Regional Coordinators, Campus
develop and write
Service Centers Administrators
PLAAFP and IEP Time: ongoing
goals and level 2 for
teachers who have
been doing this for a
while and just need an
update on new
practices and
improvement)
In-class support Paraprofessionals Training materials Director for special Sign-in sheets 3.1
training who provide in-class Time: ongoing services
support
Disciplinary practices AB teachers, PBIS training, Campus Administration, Discipline reports 3.2
and monitor placements Administrators, Restorative Practices Training Director of Student Services,
Counselors, Time: ongoing Director of Special Services
Teachers with students
with behavioral needs
Content Area - Career & Technical Education
PD Strategies (topics) Target Audience Resources Needed & Staff Responsible & Evaluation Tool CIP / DIP Goal &
Duration Length of Presenters Objective
Session
CTE Certifications CTE Teachers Various - will need Receive training from Certification training 3.1
subs if during the the people that offer completion
school year, days if the certification
during the summer
26CTE Programs of CTE Teachers need a CTE Teachers need CSISD CTE Team, Survey CTE teachers 3.1
Study better understanding more time to learn may need to bring in after training
about this topic, outside presenters
Then we need to talk AFTER TEA finalizes
to the MS & HS the plan so we can
counselors figure out what if any
changes need to be
made
How does this affect
our course guide
book?
Relational Practices CTE Teachers Reminders and CSHS Admin & CTE teachers 1.3
modeling of relational Department Heads incorporating these
practices into their daily plans?
5 minute review
10 minute work time
Disciplinary Literacy CTE Teachers Time to create some CSHS Admin & CTE teachers 1.3
disciplinary literacy Department Heads incorporating these
activities for classes into their daily plans?
Each teacher submits
15 minute refresher? 1 DL activity for a
45 minute work time course after their work
time in October?
UBD - CTE CTE Teachers ongoing CSISD Staff, CTE Number of curriculum 1.3
Director documents completed
27LOTE
PD Strategies Target Audience Resources Needed & Staff Responsible & Evaluation Tool CIP / DIP Goal &
Duration Length of Presenters Objective
Session
Curriculum writing All LoTE teachers Share the curriculum Kim Rodgers UbD hard copies to 2.1
UbD for Spanish become familiar with documents in Google Michelle Vizquerra make revisions and
levels 1 and 2 the work started. Drive. Look at each present to Marla
(French, German, and unit and roughly look Ramirez at Central
Latin will start some at what was taught, Office
time in the 2019-2020 the period of time
school year) required, depth, are
all teachers pacing
similarly, how will it
look for German and
French (Latin will be a
completely different
document).
ongoing.
Restorative Practices LOTE teachers ongoing SEL team walkthrough, surveys 1.3
representative,
Disciplinary Literacy LOTE teachers ongoing Department Chair Evidence in lesson 1.3
plans, walkthroughs
Campus-wide Professional Learning
PD Strategies Target Audience Resources Needed & Staff Responsible & Evaluation Tool CIP / DIP Goal &
Duration Length of Presenters Objective
Session
Cougar Qualities and Teachers Time, NEDRP training Administration Team Completion of 1.3
Relational Practices training,
28implementation
monitoring, staff
surveys
Schoology as an Teachers Time, Schoology, Administration Team Completion of 2.3
Instructional Tool Computers/iPads/ training,
Modeled Throughout Phones implementation
Professional Learning monitoring, staff
surveys
Schoology Set-up and Teachers Time, Schoology, Administration Team Completion of 2.3
Implementation Computers/iPads/ training,
Phones implementation
monitoring, staff
surveys
Disciplinary Literacy Teachers This is Disciplinary Administration Team Completion of 1.3
Across Content Areas Literacy by Releah training,
Lent, Time, implementation
Schoology, monitoring, staff
Computers/iPads/ surveys
Phones
Choice Professional Teachers Time, Schoology, Administration Team Completion of 1.3
Learning in Support of Computers/iPads/ training,
Instructional Goals Phones implementation
monitoring, end of
year goal conferences
Instructional Goal Teachers Time, Schoology, Administration Team Completion of 1.3
Setting & Computers/iPads/ training,
T-TESS/ATR Training Phones implementation
monitoring, end of
year goal conferences
Teen Mental Health All Staff Trauma Informed Administration Team Completion of 3.2
Instruction materials, training,
Mental Health Firstaid implementation
monitoring, staff
surveys
29Serving Students w/ Teachers Time, Schoology, Administration Team Completion of 3.3
Special Needs Computers/iPads/ training,
Phones implementation
monitoring, staff
surveys
APPENDIX A: STATE AND FEDERAL REQUIREMENTS
Community Based Accountability System
Strategies Resources Staff Responsible Evaluation
College Station ISD will continue to Local Funds Executive Director for Special Services CBAS document and evaluation tools
develop and refine a meaningful and Accountability complete and communicated to public.
accountability system that measures what
our community believes is important
through the Community Based
Accountability System.
Revise the CSISD Community-Based TPAC Support; Local Data Sources Executive Director for Special Services CBAS document and evaluation tools
Accountability System to align with data and Accountability complete and communicated to public.
and community feedback
Bullying Prevention
Strategies Resources Staff Responsible Evaluation
Develop and/or implement positive Campus Budgets Director for Student Services, School Discipline Referrals, Anecdotal Campus
proactive intervention strategies that counselors Reports
address offenses such as bullying (and
support student organizations and efforts
to address this), harassment, and violence
(dating and/or sexual abuse)
30Revise the bullying training module for District Budget Director for Student Services, School Revised Modules, Sign-in Sheets from teachers and students counselors trainings Child Abuse and Sexual Abuse Prevention Strategies Resources Staff Responsible Evaluation All district staff members will be trained in Online training through Hoonuit Campus Administrators, Director of Training records in Hoonuit Recognizing and Reporting Child Abuse Human Resources at the beginning of the year. All CSISD staff will follow child abuse N/A All staff Counselor documentation reporting requirements. Coordinated Health- SHAC Council Strategies Resources Staff Responsible Evaluation The SHAC Council will meet a minimum Student Activities Budget Director of Student Activities; SHAC Sign in Sheets, Minutes, Agendas of 4 times per year. Chairperson The council will provide the CISD Board N/A Director of Student Activities; SHAC Board Agenda with Presentation an annual report of their activities for the Chairperson year The majority of the council membership N/A Director of Student Activities; SHAC Membership List will be parents and the co-chair will be a Chairperson parent. Dating Violence Awareness Strategies Resources Staff Responsible Evaluation Develop and/or implement positive Campus Budgets Director for Student Services, School Discipline Referrals, Anecdotal Campus proactive intervention strategies that counselors, Campus Administrators Reports address offenses such as bullying, harassment, and violence (dating and/or sexual abuse) 31
Provide secondary teachers with staff Counselors, Campus administrators, Director for Student Services, School Discipline Referrals, Anecdotal Campus training on relationship abuse awareness, Hoonuit, Campus Budget counselors, Campus Administrators Reports detection and prevention. Suicide Prevention Strategies Resources Staff Responsible Evaluation All staff members will be trained in Suicide District Budgets, Hoonuit Director for Human Resources Training sign in sheets, Training Agendas Prevention Training Drug Prevention Strategies Resources Staff Responsible Evaluation College Station ISD will teach drug TEKS, Curriculum resources Director of Student Services, Counselors, Lesson Plans, Discipline Records awareness and prevention Educators Implement a drug testing program in the Funds for drug testing Director of Student Services, Campus Results of testing, Discipline Records district to be approved by the Board of Administrators, Chief Administrative Trustees Officer Federal Programs Compliance Strategies Resources Staff Responsible Evaluation The district will evaluate student Mizuni Software and Eduphoria Aware Curriculum and Instruction Staff, Campus Data reports; Comprehensive Needs achievement in the following programs: Administration, School Counselors Assessment Title I, Bilingual/ESL, LEP, Gifted and Talented, Special Education, Career and Technology Education and students in at risk situations. 32
Title I, Part A campuses will implement Title I Director of Special Programs Budget reports, Annual federal the supplemental funds to maximize compliance report student learning and achievement. All programs which receive federal Title I, Title II, Title III, Early Head Director of Purchasing, Director of Budget reports, Annual federal funding will maintain compliance with Start/Head Start Business Services, Directors over federal compliance report Education Department General funds Administrative Regulations (EDGAR) . Student Achievement Strategies Resources Staff Responsible Evaluation All students will have a graduation Campus counselors, printing, substitutes Director of Student Services, Campus Plans in place for 8th graders, meetings pathway plan developed in 8th grade, and for counselors counselors, Campus administration scheduled an annual review with parent notification will occur to ensure that students are progressing towards graduation with their cohort as expected. Services will be provided for at-risk State Comp Ed Funds Chief Academic Officer, Director for State Comp Ed Reports, Annual district students to increase academic Special Programs, Campus report to school board, School board achievement and reduce the dropout rate Administration, Campus Counselors, agenda for these students Campus Testing Coordinators 33
APPENDIX B: College Station High School Campus Improvement Team 2019-2020 Campus Representatives Tricia Allen Languages Other Than English Patricia Ayala Assistant Principal Viginia Babcock English Eboni Bailey-Bonaiti AVID Coordinator Yvette Bedell Special Education Chenika Brooks Career and Technical Education Austin Chandler Assistant Principal Jill Conlin Career and Technical Education Randi Costenbader Testing Coordinator Beth Creel Fine Arts Jessica Delgado Extracurricular Jeremy Dockan Science Judy Foster ESL Eddie Hancock Math Chad Lehrmann Social Studies Tiffany Parkerson Principal Valarie Reed Counselor Kim Rodgers Assistant Principal Chris Southard Assistant Principal JD Sullivan Athletics Megan Symank Physical Education Other Representatives Shannon Cashion Parent Stephanie Cashion Parent Paul Dorsett Business Rick HIll Community Mike Martindale CSISD Chief Financial Officer Tiffany Sizemore Business Darla Wootan Business Kelly Yates Business 34
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