IMPROVEMENT PLAN 2018-2019 - BRENHAM MIDDLE SCHOOL - Brenham ISD
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BRENHAM MIDDLE SCHOOL
IMPROVEMENT PLAN 2018-2019
BRENHAM ISD DOES NOT DISCRIMINATE ON THE BASIS OF RACE, RELIGION, COLOR, NATIONAL ORIGIN, SEX, AGE, OR DISABILITY IN PROVIDING EDUCATION SERVICES, ACTIVITIES,
AND PROGRAMS, INCLUDING VOCATIONAL PROGRAMS, IN ACCORDANCE WITH TITLE VI OF THE CIVIL RIGHTS ACT OF 1964, AS AMENDED; TITLE IX OF THE EDUCATIONAL
AMENDMENTS OF 1972; AND SECTION 504 OF THE REHABILITATION ACT OF 1973, AS AMENDED.
1Legal References
● Each school d istrict shall have a district improvement plan that is developed, evaluated, and revised
annually, in accordance with district policy, by the superintendent with the assistance of the district-level
committee. ( Section 11.251 of the Texas Education Code)
● Each school year, the principal of each school campus, with the assistance of the campus-level committee,
shall develop, review, and revise the campus improvement plan for the purpose of improving student
performance for all student populations, including students in special education programs under Subchapter
A, Chapter 29, with respect to the academic excellence indicators adopted under Section 39.051 and any
other appropriate performance measures for special needs populations. (Section 11.253 of the Texas
Education Code)
2Planning and Decision Making Committee
Name Position
Parent, Business, Community, Teacher, etc
Peggy Still Principal
Lori Prewitt Teacher
Kurt Koronka Teacher
Katie Moehlmann Teacher
Jamie O’Brien Teacher
Angela Powell Teacher
Kristie Smith Teacher
Tiffany Ward Teacher
Janae Wittner Teacher
Shannon Zwahr Teacher
Natalie Lange Community
Kim Strauss Central Office
Missy Robinson Parent/Community
3Comprehensive Needs Assessment
A Comprehensive Needs Assessment was conducted with the Committee on September 25,
2018.
Participants in Attendance Data Sources Examined
Peggy Still Examining STAAR data from Spring of 2018, the committee
determined the following areas of concern
Julie Haferkamp ● Overall passing rate in Reading for both 5th and 6th
grade declined from previous years, specifically a low
Larry Hughes percentage passing in 6th grade.
● Significantly large number of students in all tested
Mary Gold areas with limited growth. 35% in 5th grade Math, 58%
in 6th grade Math, 43% in 5th grade Reading and 64%
Susan Acker in 6th grade Reading.
● Student groups needing additional support for Domain
April Allen III: 2 or more races and Special Ed.
● Only 15% of our students taking TELPAS increased
Shannon Zwahr their proficiency by one level.
Larissa Olson PIEMS data indicate the number of referrals for the 17-18
school year to be consistent with previous years. Committee
Allyson Skuza determined that BMS should continue to address behavior
concerns as to not show an increase in that number in the
18-19 school year.
4Comprehensive Needs Assessment: Accumulated data
Student Enrollment
2013-2014 2014-2015 2015-2016 2016-2017 2017 - 2018 2018-2019
Total 666 668 718 692 740 750
Enrollment
White 41% 40% 40% 38% 35% 37%
Hispanic 32% 37% 36% 36% 36% 36%
African American 24% 19% 21% 23% 23% 24%
Other 3% 4% 3% 3% 6% 3%
Eco Disadvantaged 61% 54% 58% 55% 59% 58%
Special Program Data
# students in program 2014-2015 2015-2016 2016-2017 2017-2018 2018-1019
ESL 114 111 132 122 79
GT 53 50 46 37 55
504 59 60 55 62 54
Spec Ed 109
5Student Achievement:
grade Reading
STAAR data: 5th
2012 2013 2014 2015 2016 2017 2018
st nd nd nd nd nd
1 round 2 round 2 round 2 round 2 round 2 round 2nd
round
All students - % 76 81 85 80 77 78 73
approaches
Hispanic 70 77 80 78 72 77 66
African American 55 64 77 59 66 61 56
White 90 93 92 91 88 89 89
Economically 69 74 78 76 64 71 61
Disadvantaged
LEP 67 67 75 78 66 60 62
Special Education 26 24 53 41 23 20 23
6 grade Math
STAAR data: 5th
2012 2013 2014 2015 2016 2107 2018
st nd nd st nd nd
1 round 2 round 2 round 1 round 2 round 2 round 2nd round
only
All students – 81 83 88 82 87 91 88
Percent approaches
Hispanic 75 77 81 86 90 89 86
African American 68 73 85 56 70 86 76
White 91 93 92 89 93 96 97
Economically 76 77 82 78 79 87 84
Disadvantaged
LEP 72 76 85 84 59 74 80
Special Education 46 40 63 33 45 77 49
7 grade Reading
STAAR data: 6th
2012 2013 2014 2015 2016 2017 2018
All students – 69 70 67 74 65 67 54
Percent approaches
Hispanic 63 61 64 60 62 56 55
African American 44 44 48 64 34 57 28
White 83 89 85 89 82 86 72
Economically 57 57 59 62 54 52 43
Disadvantaged
LEP 31 53 39 46 47 38 24
Special Education 27 21 19 25 24 12 7
8 grade Math
STAAR data: 6th
2012 2013 2014 2015 2016 2017 2018
All students – 75 72 69 77 70 79 77
Percent approaches
Hispanic 66 66 59 69 67 77 79
African American 49 44 58 62 53 69 61
White 82 92 84 91 80 90 86
Economically 60 60 65 69 65 70 72
Disadvantaged
LEP 64 71 45 67 65 77 61
Special Education 19 25 21 29 15 15 29
9 grade Science
STAAR data: 5th
2012 2013 2014 2015 2016 2017 2018
All students – Percent 79 69 80 70 75 78 74
approaches
Hispanic 75 63 70 70 71 79 71
African American 51 45 64 42 58 62 59
White 93 86 94 83 87 89 87
Economically 65 59 68 65 64 69 63
Disadvantaged
LEP 67 58 72 68 73 59 71
Special Education 55 30 37 21 20 43 32
10Campus STAAR Data
% % Limited % Expected % Accelerated
Approaches % Meets % Masters Growth Growth Growth
5th Math 82 49 23 35 48 17
6th Math 77 39 15 58 36 6
5th Reading 69 41 16 43 39 18
6th Reading 54 29 15 64 27 8
5th Science 74 39 18
11Prioritized Areas of Concern
Areas of Concern Data Source
Increase overall percentage of students passing the Reading assessment State Accountability (STAAR - Overall % meeting approaches,
meets & masters)
Increase percentage of students who receive Expected or Accelerated State Accountability (STAAR Growth measure)
growth
Increase number of students gaining a level of proficiency rating on State Accountability (TELPAS - Composite Rating)
TELPAS
Maintain current level of yearly office referrals PIEMS report
12State Compensatory Education
This District has written policies and procedures to identify the following:
● Students who are at risk of dropping out of school under state criteria
● Students who are at risk of dropping out of school under local criteria
● How students are entered into the SCE program
● How students are exited from the SCE program
● The cost of the regular education program in relation to budget allocations per student and/or instructional
staff per student ratio
Total SCE funds allotted to this campus is $354,473
13State Compensatory Education State of Texas Student Eligibility Criteria: A student under 21 years of age and who: 1. Is in prekindergarten – grade 3 and did not perform satisfactorily on a readiness test/assessment given during the current school year. 2. Is in grades 7-12 and did not maintain a 70 average in two or more subjects in the foundation curriculum during a semester in the preceding or current school year OR is not maintaining a 70 average in two or more foundation subjects in the current semester. 3. Was not advanced from one grade to the next for one or more school years 4. Did not perform satisfactorily on a state assessment instrument, and has not in the previous or current school year performed on that instrument or another appropriate instrument at a level equal to at least 110 percent of the level of satisfactory performance on that instrument 5. Is pregnant or is a parent 6. Has been placed in an AEP during the preceding or current school year 7. Has been expelled during the preceding or current school year 8. Is currently on parole, probation, deferred prosecution, or other conditional release 9. Was previously reported through PEIMS to have dropped out of school 10. Is a student of limited English proficiency 11. Is in the custody or care of DPRS or has, during the current school year, been referred to DPRS 12. Is homeless 13. Resided in the preceding school year or resides in the current school year in a residential placement facility in the district, including a detention facility, substance abuse treatment facility, emergency shelter, psychiatric hospital, halfway house, or foster group home. 14
Goal 1: BMS will provide a coordinated curriculum that is implemented through effective instructional
practices.
Objective 1: By May 2019, 80% of students will pass the state assessment, specifically Reading in 5th and 6th grade,
and 75% of students will gain expected or accelerated growth.
Summative Evaluation: 80% of all students pass all portions of the state test, and meet accountability in all
Domains.
Data All Students H W AA LEP Spec. Ed. Eco Dis
Reading 17-18
% Approaches 73% 66% 89% 56% 62% 21% 61%
5th grade
% Approaches 54% 53% 65% 41% 24% 7% 43%
6th grade
Data All Students H W AA LEP Spec. Ed. Eco Dis
Math 17-18
% Approaches 88% 86% 97% 76% 80% 49% 84%
5th grade
% Approaches 77% 79% 86% 61% 61% 29% 72%
6th grade
Data All Students H W AA LEP Spec. Ed. Eco Dis
Science 17-18
% Approaches 74% 71% 87% 59% 71% 32% 63%
% Limited Growth % Expected Growth % Accelerated Growth
5th Math 35 48 17
6th Math 58 36 6
5th Reading 43 39 18
6th Reading 64 27 8
15STRATEGY RESOURCE PERSON TIMELINE EVALUATION
RESPONSIBLE
Incorporate forty-five Local and State Campus Administration, Each six Failure rates, STAAR
minute Enrichment period Compensatory teachers and Counselor weeks data, lesson plans, data
time for small group meetings, department
instruction and additional
meetings,MAP scores,
instructional time in tested
areas. CBA and benchmark
data.Campus Schedule
Adjust master schedule to Local Campus Administration Each six Failure rates, STAAR
include a cohesive ELAR and Counselor weeks data, lesson plans, data
period. Students will have meetings, department
one teacher for Reading
meetings, MAP scores,
and Language Arts in both
5th and 6th grade. CBA and benchmark
data.Campus Schedule
Provide MRS instruction to Local and State Reading Specialist, Each six Student record of
identified Dyslexia Compensatory Counselor weeks progress
students
Meet as Enrichment Local Campus Administration, Twice a six Student data,
groups to Identify students Classroom teachers weeks
who need specific leveled
instruction and group
accordingly for
Enrichment/Intervention.
16Provide accelerated Local and State Campus Administration, Each six Student Report cards,
instruction for sixth grade Compensatory counselor and weeks lesson plans and STAAR
students who did not meet See appendix Interventionist data
state requirements for
promotion
Incorporate Accelerated Instructional Materials Librarian, Reading Each six Student progress on AR
Reader into Reading Allotment Teachers and Campus weeks MAP data
instruction to help increase Administration
reading fluency and
comprehension
Provide a Learning Lab for Special Ed and State Campus Administration Each six Learning Lab sign in
small group assistance for Compensatory and Special Education weeks sheets and Student
all students See Appendix Department chair progress on STAAR
Schedule weekly half day Local CSI instructors, Each six Student survey, CSI
pull out program for all Administration weeks lesson plans
identified Gifted &
Talented students.
Provide self contained Local Special Programs Each six Lesson plans, student
Gateway program for Director, Gateway weeks progress on STAAR and
identified 5th grade Gifted teachers, and universal screener
& Talented students.
administration
17Provide professional Title II Campus Administration Each six Teacher Survey, support through PD and Rural Low Income and Assistant weeks Eduphoria walkthroughs organized Grant Superintendent of by Instructional Specialist Curriculum and and Instructional Instruction Technologist Provide weekly Local Campus Administration Weekly Teacher Survey and newsletter to all staff that Friday Focus includes upcoming Documentation events, best practices and campus information Provide instructional Local Campus Administration Each six Individual Student technology programs to weeks progress on Reading Plus increase student and DreamBox performance. Programs include Reading Plus and DreamBox Conduct meetings each Local Campus Administration, Each six Six week grades, parent six weeks to discuss teacher weeks contact log, and meeting each student who has notes failed one or more subjects. 18
Incorporate Reading State Comp (level Campus Administration, Weekly Lesson plans, student workshop in all ELAR 5th reader books and Instructional Specialist growth on MAP, CBA’s and 6th grade resources) and Content Specialist and STAAR classrooms which include Level Readers Weekly PLC/planning Local Teachers, Weekly Lesson plans time for teachers to Administration, Content PLC Agendas evaluation TEKS/discuss and Instructional good teaching strategies specialist and create engaging lesson plans Conduct an Universal State Comp Assistant Principals Sept. Jan. & NWEA Map data Screener in the Fall, May Winter and Spring to evaluate student progress Meet with each individual Local Instructional specialist, Early Fall MAP and STAAR data students to discuss MAP, counselor and and Spring including Map goal setting STAAR, and progress to administration semester data. set goals Conduct meetings to Local Campus Administration, Twice each Intervention Data, MAP discuss previous STAAR teachers, content semester scores, STAAR and scores, student growth specialist benchmark data, and analyze benchmark scores and develop plan to address campus and teacher concerns. Use 19
data boards to display individual student growth Evaluate professional Local Campus Administration On-going T-Tess Appraisal staff using the T-Tess documentation instrument. 20
Goal 1: BMS will provide a coordinated curriculum that is implemented through effective instructional
practices.
Objective 1.2: Increase number of students receiving an increase on TELPAS Composite Rating.
Summative Evaluation: Increase number of students gaining at least one proficiency rating on TELPAS by at 10%.
Grade Level 5th grade 6th grade
Number of students who increased a proficiency rating 14 out of 53 14 out of 40
Number of students who decreased a proficiency rating 10 out of 53 4 out of 40
Provide instructional technology Local Campus Administration with Each six STAAR, TELPAS, and
programs to increase TELPAS Reading/Math Teachers weeks Program progress report
scores using English in a Flash,
Reading Plus, and Imagine
Language & Learning
Provide PLC trainings on effective Local Campus Administration and End of the STAAR, TELPAS, lesson
teaching strategies for our English District ELL director school plans, Report card grades
Language Learners. year
Conduct LPAC Meetings to address Local Counselor Ongoing STAAR, TELPAS, Report
needs of all ELL students Card grades
Notes from Meeting
21Goal 2: BMS will attract and retain quality staff.
Objective 2: 100% of all teachers and paraprofessionals will be highly effective.
Summative Evaluation: 100% of teachers and 100% of paraprofessionals with instructional duties will receive high
quality professional development
% Classes taught by % highly trained Teachers % highly trained
Data 2017 -2018 highly trained Teachers Paraprofessionals
100 % 100% 100%
Strategy Resource Person Responsible Timeline Evaluation
Employ Highly Effective faculty Local Campus Principal and Beginning of SBEC record of
Human Resource School year certification
Employ properly Certified Staff Local Campus Principal and Beginning of SBEC record of
Human Resource School year certification
Provide opportunities for Local Instructional and Content On-going Training sign-in sheets
professional staff and support Specialist and Campus and teacher
staff to attend professional Administration. participation survey
development as needed.
Conduct walkthroughs and Local Campus Administration Each six Walkthrough reports
provide feedback to teachers weeks
22Goal 3: BMS will develop responsible, respectful and collaborative citizens.
Objective 1 By May 2019, at least 85% of all students’ parents and/or family member will participate in at least one
school sponsored activity.
Summative Evaluation: School records indicate that at least 85% of students’ parents/family members participated
in partnership in education opportunities.
STRATEGY RESOURCE PERSON TIMELINE EVALUATION
RESPONSIBLE
Provide opportunity for students Local Campus August 2018 Parent sign-in
and parents to meet teachers Administration
and tour the building.
Provide opportunities for Local Campus September 2018 Parent sign-in
parents to learn about BMS and Administration
how to better help their student
through Dance into Learning
Conduct annual ARD Meetings Local ARD Facilitator Each six weeks ARD minutes
Conduct annual LPAC Meetings Local LPAC Coordinator September, February LPAC minutes
and May
23Provide opportunities for Local Campus On-going Parent sign-in parents to be involved in Administration Parent feedback instructional activities before and after school that include: Fall into Learning, Innovation Day, JABiz Town, Film Festival, Incentive Days. Provide parent communication Local Campus On-going Documentation of through a variety of media Administration news reports sources: Remind 101, Newsletters, School Messenger, Twitter, etc. Conduct district wide parent Local FAME coordinator On-going Sign-in sheets informational meetings Agendas 24
Goal 4: BMS will provide a safe and secure environment at all facilities. Objective 1: Maintain an overall referral count of 350 or less. Summative Evaluation: PIEMS data demonstrates a total number of office referrals being below 350. Year # of referrals 2017-2018 267 Include a behavior requirement for Local Campus Each six weeks Discipline Report Incentive Day Administration Conduct RTI meetings in which behavior Local Campus Each six weeks Discipline reports interventions are discussed and plan of Administration RTI documentation implementation is created A weekly Folder is sent to parents to Local Campus Each six weeks Friday folder communicate behavior concerns. Administration signature pages Safety Drills are conducted throughout Local Campus On-going Log and calendar, the year Administration police walk-through 25
Guidance Lessons and activities are Local Counselor and Each Six weeks Discipline reports
conducted each six weeks Campus
Administration
Medal of Honor lessons will be Local Classroom teachers Each six weeks Medal of Honor
conducted to discuss core values and Campus lesson plans
Administration
Conduct PD to give teachers specific Local Classroom teachers October 2018 Classroom
ideas for balancing positive classroom and Campus walkthroughs, and
incentives and punitive steps for Administration discipline reports
classroom disruptions.
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