Rusk High School 2021 - 2022 Campus Plan - Rusk ISD
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Rusk High School
2021 – 2022
Campus Plan
Mission
We Learn. We Grow. We Succeed. We Graduate
Vision
Our School Must Become a Professional Learning Community
Values
* Working in collaborative teams that takes collective responsibility for student learning
* Implementing a guaranteed and viable curriculum
* Monitoring student learning through formative assessments
* Using results of formative assessments to improve practice, achieve goals and intervene and enrich on
behalf of students
* Providing systematic process for intervention and enrichment
* Communicating with ALL Stakeholders
Goals
We will increase student achievement, promote student growth, close the achievement gap, and
develop college and career readiness.
Sept 2021 PEIMS
Campus #037-907-002
Total student population: 594
Total student At Risk: 272
45.2% At Risk studentsTable of Contents
Campus Improvement Committee and PLC Members
Comprehensive Needs Assessment Summary ELA
Goals/Objectives and Activities/Strategies ELA
Comprehensive Needs Assessment Summary Math
Goals/Objectives and Activities/Strategies Math
Comprehensive Needs Assessment Summary Science
Goals/Objectives and Activities/Strategies Science
Comprehensive Needs Assessment Summary SS
Goals/Objectives and Activities/Strategies SS
Comprehensive Needs Assessment Summary Campus
Goals/Objectives and Activities/Strategies Campus
Plan Evaluation
The formative evaluation will be based upon the progress toward the enactment,
completion, and perceived effect of the strategies detailed in this plan. Necessary
changes discovered during the formative evaluation will be put into effect
immediately. Formative evaluation will occur quarterly.
A summative evaluation will be started during the last quarter of the school year
and will be completed with the development of the new district plan. The
summative evaluation will be incorporated into the needs assessment and will be
a major component in the development of the new plan.
The formative and summative evaluation will include analysis of the academic
achievement of at-risk students.
2Campus Improvement Committee
Ronny Snow, Principal
Karlie Sitton, Assistant Principal
Brian Tarvin Assistant Principal
Theresa Gates, Counselor
Kenzie Bixler, Counselor
Crawford Reyes College and Career Counselor
Tammi Arnwine, Teacher
Adam Nimitz, Teacher
J Rawlings, Teacher
Cherise Poland, Teacher
Bryan Givens, Parent
Mike Stanley, Parent
Brandy Garner, Community/Business Representative
Austin Young, Community/Business Representative
English Language Arts PLC Science PLC
Sheryl Parks J Rawlings
Brittany Watson Mick Guess
Suzanne Putnam Michelle Goff
Cherise Poland Cassi Fletcher
Caressa Simmons Brandy Austin
Math PLC Social Studies PLC
Tammi Arnwine Adam Nimitz
Laura Thomas Shannon Martin
Jacob Arnold Katie Stover
Katherine Schmidt
Ashley Ramsey
Vicki Beard
Each year the principal of the campus, with the assistance of the campus-level committee,
shall develop, review, and revise the campus improvement plan. The purpose of the campus
level plan is to improve student performance for all student populations, including students in
special education programs. The campus level committee shall be involved in decisions in
the area of planning, budgeting, curriculum, staffing patterns, staff development, and school
organization.
3Each level committee shall hold at least one public meeting per year. The required meeting
shall be held after the receipt of the annual campus rating from the agency to discuss the
performance of the campus and the campus performance objectives.
Comprehensive Needs Assessment Summary
For School Year: 2021-2022
Rusk High School – 2021-2022
Area Reviewed Data Sources Summary of Summary of Prioritized
Reviewed Strengths Weakness objectives,
describing use of
funding
Priority #1 Campus master Pay raises, 80% Retention Continue Campus
Recruit, support, and schedule/data longevity rate of all staff improvements
retain teachers and increases in (teachers & (interior/exterior that
principals Retention Rate salary, and admin.) Up 3% started last year)
incentive pay from previous
year. Needs to be Utilize common
Common above 85% planning times for
Planning mentorship and
Periods Mentoring of collaboration.
new teachers
Implement mentoring
program for new
teachers with possible
stipends to mentors.
Priority #2 State STAAR ELA met Identified for Create a systematic
Building a foundation of ELA and Math target additional process for
Reading and Math results 69% targeted support: intervention and
approached Rdg: enrichment to meet
51% at GL Academic HB 4545 standard
Achievement
Math- 81% AA, EL current Teachers will utilize
approached & monitored, common assessments
GL Standard SPED and DMAC data to
43% at GL Math: improve instruction,
Academic identify student needs,
Achievement and plan for
Overall, AA, H, meaningful
W, SPED interventions.
Math growth Use the built in
target not met. intervention time
(skinny) to intervene
4on behalf of the
student.
Attendance
accountability and
incentive focus for
students. Goal 98%
attendance rate
Priority #3 STAAR Career and College
Connect HS to Career and CCMR and CCMR 51% Increased Counselor will track
College: Post-Secondary Met Target performance on all students CCMR
Readiness data 100% ACT and sat readiness
participate in Increased dual credit
ACT reimbursement
Increased TSI Increased Push funding
offering Core Complete Expanded MOU with
Number of Objective neighboring Post
dual credit Secondary School to
offerings increase dual credit
IBC increased Pay for all students to
with revamped take the ACT
course of
study
Priority #4 N/A N/A N/A
Improve low performing
schools.
Identified Needs for the campus are prioritized below:
1. Improve campus morale and focus on staff retention.
2. Support teachers through master schedule adjustments that allow for collaboration among
subject teams.
3. Focus on student attendance rate and student incentive programs.
4. Create a systematic process for intervention, to improve on academic achievement, growth, and
closing the gaps in both math and reading. That meets HB 4545 requirements for all subjects.
5. See improved CCMR rates with hire of the College and Career Counselor
6. Focus on community outreach and building community relationship.
5English Language Arts
2021-2022
Goals and Objectives Chart
PLC Team Baseline Data Data Source
Year-end rosters and STAAR EOC results
1. STAAR EOC passing percentage was 69% for Renaissance Screener and STAAR results
ELA I and ELA II (avg. of the two) Current Reality
2. 51% On Grade Level for ELA 1-2 69% passing in ELA I
69% passing in ELA II
31% did not MEET standard for ELAII
31% did not MEET standard for ELAI
PLC Team Performance Measure (1 Year Goal) Data Source
1. Common Assessment & DMAC data, and
1. Achieve 80% passing rate for STAAR EOC Writing portfolios.
2. Class Rosters
ELA I and ELA II (avg. of the two).
Class Rosters>Assessments and Quick Checks
2. Focus on TEKS: Target Actual
a. 19B (understanding authors message 1. 90% Passing
and inferencing), 2. 75% GL
b. 13 (writing process),
Q1 Progress Q2 Progress Q3 Progress Q4 Progress Data Source for Quarterly
Monitor Monitor Monitor Monitor Monitoring?
Target Actual Target Actual Target Actual Target Actual
66% 72% Common Assessments and Writing
portfolios
PLC Team Performance Measure (5 Year Goal) Data Source
DMAC and STAAR Results
Have student passing percentage above 90% Target for Year 5
5 per year
Actual
Y1 Y2 Y3 Y4 Y5
69% 73% 69%
6Activities and Strategies
ELA
Activities/Strategies Who is Budget/Funding Target Dates/ Evidence of
responsible? Source Timeline Success
Rigor should be English Dept ELA Budget End of year EOC data
increased through 2022 DMAC data
reading selections Gradebook
Data driven Skinny Eng Dept ELA Budget Sept 2021- EOC data
period intervention May 2022 DMAC data
Gradebook
Utilize Quick Eng Dept ELA Budget August 2021- EOC data
Checks and other May 2022 DMAC data
tools to assess TEK Gradebook
goals
7Math 21-22 Goals and Objectives Chart
PLC Team Baseline Data Data Source
STAAR EOC Results
1. 69% of our Special Education Students Renaissance Screener and STAAR results
approached GL standard of STARR EOC (up Current Reality
34%) from 2019 See Baseline Data on Left
2. 75% of our ESL Students approached GL
standard on STARR EOC
3. 43% of Alg 1 Students met GL standard of
STARR EOC
4. 13% of Alg 1 Students showed overall
mastered grade level of STAAR EOC
5. 81% passed Alg 1
PLC Team Performance Measure (1 Year Goal) Data Source
6. DMAC & QuickChecks
1. 75% of Special Education Students will
approach GL standard. Target Actual
2. 85% of ESL Students will approach GL 1. 80%
standard 2. 85%
3. 65% of Alg 1 Students will meet GL 3. 85%
Standards 4. 30%
4. 30% of Alg 1 Students will master grade level 5. 90%
standards
5. 85% of all students will approach grade level
Q1 Progress Q2 Progress Q3 Progress Q4 Progress Data Source for Quarterly
Monitor Monitor Monitor Monitor Monitoring?
Target Actual Target Actual Target Actual Target Actual
40% 45% DMAC & QuickChecks
65% 65% STAAR EOC Results
50% 55%
20% 22%
50% 55%
70%PLC Team Performance Measure (5 Year Goal) Data Source
1. 80 % of Special Education Students will approach GL standard. STAAR Results
2. 85% of ESL Students will approach GL standard Target for Year 5
3. 90% of Alg 1 Students will meet GL Standards
4. 35% of Alg 1 Students will master grade level standards
Actual
Y1 Y2 Y3 Y4 Y5
52% 35% 69%
100% 100% 75%
56% 52% 43%
26% 26% 13%
82021-2022
Strategies from Campus Plan:
Math Department
Activities/Strategies Who is Budget/Funding Target Dates/ Evidence of
responsible? Source Timeline Success
SE will be spiraled Teachers Math Dept Daily Better scores
into tests Budget
throughout year
Warm ups will Teachers Math Dept Daily Better scores
consist of problems Budget
related to SE
Data driven skinny Teachers Math Dept Weekly Better scores
period intervention Budget
for struggling
students
Teachers Math Dept February Better scores
Extra Quick checks Budget
in February over SE
A.3B and A.5A
9Science Dept
2020-2021
Goals and Objectives Chart
PLC Team Baseline Data Data Source
All Students Passing= 84% 2021 Biology EOC
At Grade Level 54%
All Students = 14% Masters
African-American = 75% approaches Current Reality
Hispanic = 85% approaches See Left
Eco Dis = 81% approaches
PLC Team Performance Measure (1 Year Goal) Data Source
2021 Biology EOC
1. All Students = 95%
2. All Students Master =30% Target Actual
See left
3. African-American = 90%
4. Hispanic = 90%
5. Eco Dis = 90%
6. 95% of All students will approach grade level
Q1 Progress Q2 Progress Q3 Progress Q4 Progress Data Source for Quarterly
Monitor Monitor Monitor Monitor Monitoring?
Target Actual Target Actual Target Actual Target Actual
35% 50% 50% 67% 75% 95% Quick Checks
2 readiness standards per quarter
PLC Team Performance Measure (5 Year Goal) Data Source
Biology EOC scores
All Students = 50% Masters
African-American = 75% Meets Target for Year 5
Hispanic = 75% Meets 90%
Eco Dis = 75% Meets
At Risk = 75% Meets
Actual
Y1 Y2 Y3 Y4 Y5
20% 27% 84%
35% 57% 54%
50% 58% 14%
55% 61% 75%
46% 35% 85%
10Science Department
2021-2022
Strategies and Activities Chart
Science
Activities/Strategies Who is Budget/Funding Target Dates/ Evidence of
responsible? Source Timeline Success
Inclusion Help Fletcher and General Aug 2021-May 2021 Biology
Teaching Humphries 2022 EOC
Report Cards
Use of Foldables Science General Aug 2021 – 2021 Biology
Teachers May 2022 EOC
Report Cards
Small group Science General Aug 2021– 2021 Biology
intervention Teachers May 2022 EOC
Report Cards
Intensive, topic Science General May 2021 2021 Biology
specific EOC Teachers EOC
review prior to test
11Social Studies Department
2020-2021
Goals and Objectives Chart
PLC Team Baseline Data Data Source
2021 US HistorySTAAR EOC
2021 STAAR US History Results: Renaissance Screener and STAAR results
94% Approaches
African American scores 85% passing Current Reality
Special Ed 83% passing See Left Baseline Data
PLC Team Performance Measure (1 Year Goal) Data Source
2021 STAAR Resultsents and Quick Checks
1) African American Passing Rate will be 90%
2) Special Ed Passing Rate will be 90% Target Actual
AA – 90%
3) All students will approach grade level at 97%
SpEd – 90%
___ % of students are on or above grade level their
math skills.
Q1 Progress Q2 Progress Q3 Progress Q4 Progress Data Source for Quarterly
Monitor Monitor Monitor Monitor Monitoring?
Target Actual Target Actual Target Actual Target Actual
Lesson,Chapter Tests
AA – AA – Quizzes, Quarter exams
90% 90%
SpEd – SpEd –
70% 70%
PLC Team Performance Measure (5 Year Goal) Data Source
2021 US History STAAR EOC
Target for Year 5
1) African American Passing Rate will be 95% AA – 95%
2) Special Ed Passing Rate will be 85% SpEd – 75%
Actual
Y1 Y2 Y3 Y4 Y5
85% 85% 85%
67% 64% 83%
12Social Studies
2021-2022
Strategies and Activities Chart
Social Studies
Activities/Strategies Who is Budget/Funding Target Dates/ Evidence of
responsible? Source Timeline Success
nd
2 Period Nimitz and SS Dept Budget Sept. 2021- 2022US Hist
Intervention Stover May 2022 EOC
Gradebook
Satrurday School Nimitz SS Dept Budget Sept. 2021- 2022 US Hist
Tutorials May 2022 EOC
Gradebook
13Rusk High School
Strategies and Activities Chart
Campus
Activities/Strategies Who is Budget/Funding Target Evidence of Success
responsible? Source Dates/
Timeline
Provide individualized Principal SCE Aug 2021- STAAR referrals
small group instruction Teacher Intervention May 2022
through data driven $42,266
intervention and FTE 0.84
extended day/year Extended day/year
$3,232
Provide Disciplinary Assistant SCE Aug 2021– Discipline referral
Alternative Education Principals $37,197 May 2022 Counselor referrals
Program (DAEP) basic Principal FTE 0.93
program Counselors
Teacher
Provide staff incentive Superintendent General Aug 2021 – Staff retention
programs, including Principal May 2022
spring, longevity,
attendance,
performance, annual
and other activities to
promote positive staff
morale
Update building to Principal General August Staff retention
boost morale and to Assistant 2021- Student
provide a safe and Principals May 2022 attendance/enrollment
inviting atmosphere for counts
staff and students.
Implement student Principals General August 2021 Student attendance rate
attendance incentives Counselors May 2022
quarterly and yearly Teachers
Students have the Principal General August Training plans
opportunity to Teachers 2021-May
participate in work- 2022
based learning
experiences related to
endorsement areas.
14Ensure teachers and Director of General Budget August 2021 All teachers and
paraprofessionals meet Instruction July 2022 paras meet
state certification and Principal certification and
licensure requirements licensure
through district requirements
processes
Campus participates in Principal General Budget August 2021- PBM
annual evaluation of CTE Teachers June 2022
CTE plan, promotes Counselors
ATC and supports
collaboration between
secondary/postsecondary
and business partners.
Campus provides Principal General Budget August 2021- PBM
support services such as CTE Teachers June 2022
skinny and CM to allow Counselors
all students access to
CTE, ATC, and
postsecondary courses.
Special populations are
provided services such
as counseling and
transitional services for
smooth transition from
secondary to
postsecondary/
workplace.
Campus considers Principal General Budget August 2021- PBM
workplace trends and CTE Teachers June 2022
student interest when Counselors
providing and planning
CTE program
Utilize social media, Principal General Budget August 2021- Parents informed
skyward and website to Counselors June 2022
encourage family and Ruth Ann Ford
community engagement
and involvement of the
campus
Provide guidance and Principal General Budget August 2021 Decrease in office
counseling including Asst. Principal June 2022 referrals
violence prevention Counselors
Teachers
Campus will implement Principal General Budget August 2021- Decrease in office
consistent discipline Asst. Principal June 2022 referrals
practices to reduce the Teachers
discipline practices that
remove students from
the classroom
15Covid-19 Asynchronous
Instructional Plan
Addendum
16Attestations
Instructional Schedule
❑ Teacher interaction with students is predictable, sufficient to support schedule.
❑ Teacher availability for students (e.g. office hours schedule) is planned in advance, predictable, sufficient for student
progress, clearly defined, and published in the student syllabus.
❑ Students can access instructional support from teachers when needed, direct instruction is delivered by teachers, and
students know how and when they can interact with their teachers.
❑ Students are provided clear means to engage with academic material on a daily basis.
❑ Student IEPs are followed regardless of learning environment such that students with disabilities receive a Free, and
Appropriate Public Education (FAPE).
❑ Student academic work ensures engagement that is equivalent to direct content work that a student would be
engaged in over a normal school year. As guidance, this direct work with academic content matches or exceeds the
following average daily minimums across all subjects:
● Half day PreK – 90 instructional minutes
● Full day PreK – 180 instructional minutes
● K through 5th grade – 180 instructional minutes
● 6th through 12th grade – 240 instructional minutes
Materials Design
❑ District has adopted a full, TEKS-aligned curriculum can be executed in an asynchronous remote learning environment.
This includes:
❑ Assessments that ensure continued information on student progress remotely
❑ Instructional materials that support a coherent, logical course sequence that reinforces concepts at appropriate
times to ensure continuity of learning remotely
❑ Instructional materials consistently reinforce concepts at appropriate times to ensure retention of knowledge
in asynchronous environments
❑ Instructional materials include specifically designed resources and/or accommodations and modifications to support
students with disabilities and English Learners in an asynchronous environment.
❑ There is a plan to ensure district adopted instructional materials are used during instruction and in the hands of
students.
Student Progress
❑ Expected student progress in remote asynchronous learning is planned in advance, defined by day, and ties to the
overall course coverage in the course syllabus.
❑ Daily, trackable student engagement exists to ensure curricular progress in asynchronous learning. Curricular progress
can be measured through any of the following means:
❑ Data from the Learning Management System (LMS) showing progress made that day
❑ Curricular progress evidenced from teacher/student interactions made that day
❑ Completion and submission of assignments planned for that day
❑ Districts have systems to measure academic progress of all students to inform instructional practice in an
asynchronous environment.
❑ Progress monitoring includes all students and can be done in any proposed at-home scenario (digital or print)
❑ Student feedback is provided from instructor at least weekly in asynchronous learning environments including next
steps or necessary academic remediation to improve performance.
❑ School grading policies for remote student work are consistent with those used before COVID for on campus
assignments
Implementation
17❑ Campuses plan for and implement professional development calendars with specific supports for asynchronous
instruction. These include the following for educators:
❑ Provide introductory and ongoing content-focused, job-embedded training linked to chosen asynchronous
curricular resources
❑ Cover all grade levels and content areas that are participating in asynchronous learning
❑ Develop content knowledge to help educators internalize the asynchronous curriculum and analyze and
respond to data with the use of the instructional materials
❑ Explicitly cover asynchronous remote instructional delivery and use of the asynchronous learning platform
and/or learning management system
❑ Districts provide explicit communication and support for families in order to support asynchronous work at home.
Open Responses
Key Requirement Instructional Schedule: Describe (or attach a description of) the structure of your asynchronous schedule
highlighting any differences by grade level and/or content area.
Include sample daily schedules for students by grade band
Summarize how your instructional schedules meet the criteria:
Component Explanation
What are the expectations for daily Students are expected to login daily to google classroom to preview
student interaction with academic assignments for the day from either the google classroom platform or the
content?
Edgenuity platform. They are required to complete daily assignments and
turn them in by the teacher assigned due date. Students may also
participate in weekly zoom tutorials.
How will you ensure all student groups Provide students chromebook and hotspots for our on-line platform,
and grade levels will have the Edgenuity and Google Classroom. Provide Google Meets time for student
opportunity to engage in approx. a full
support and feedback. Students are enrolled in 7 courses and teachers
day of academic content every day?
are required to post daily assignments of a minimum of 35 min lessons to
meet the total minimum requirement for 240 instructional minutes.
What are the expectations for All teachers will offer office hours to be available for students/parents
teacher/student interactions? questions and concerns via Google Meets. Additionally we have a virtual
teacher assigned for core areas and will have a virtual class period to
address remote learning needs. We also have school email, phone calls,
and Remind for teacher/student interactions.
How will teacher/student interactions Based on IEPs and IAPs student’s learning will be differentiated by
be differentiated for students with teacher and course. Students in special education have a case manager
additional learning needs?
that is monitoring to progress and accommodations and IEP goals.
Key Requirement Material Design: Describe how your instructional materials support your asynchronous environment,
including how all students can access instructional materials.
18What resources
Is it What resources are
Grade Instructional Progress Monitoring are included to
Subject/ Course TEKS included to support
Level(s) Materials and Assessment support students
aligned? ELs?
with disabilities?
Video lessons Online Online assistance with
ESL aide will supply
posted lecture
testing via Google meets Content Mastery via
tutorial assistance via
notes and or Zoom, assessments Google meets,Google Meets or Zoom,
activities, through Edgenuity Tutorials through
Edgenuity translation
Edgenuity Google classroom and features
Math
lessons, social
Instructional 9-12 Google
YES meets or Zoom.
media
Materials
discussions
though various
platforms using
Google
Chromebooks.
Tutorial
opportunities
Using Edgenuity
Tutorial through Google
for students to
opportunities Classroom and
work through
through online
independently;
Assessment Google assistance with
Using Google
ELA modules through Classroom and our ESL aid
Classroom to
Edgenuity, online online through Google
Instructional 9-12 post lectures, yes
testing through assistance Meets. Also
Materials notes,
Google with Content students will
assignments;
Classroom/meets Mastery have access to
Using Savvas
through online
Realize (textbook)
Google Meets textbooks and
to read material
and Zoom reading
and do activities
materials that
are in Spanish
providing a
Classroom, ESL
blended learning
aide, and CM
environment with
Classroom and tutorials
both online
CM tutorials through Google
curriculum
Assessment through Meets. Copies
through
Science modules through Google Meets. of classroom
Edgenuity and
Edgenuity, online Copies of materials
Instructional 9-12 live video yes
testing through classroom through Google
Materials streaming
Google materials Classroom with
through Google
Classroom/meets through assistance from
Classroom. These
Google Google
platforms provide
Classroom Translate and
posted lectures,
Spanish
notes, and
textbooks
discussions.
19Self-guided Tutorial Tutorial
lesson modules opportunities opportunities
through through through Google
Edgenuity, posted Google Classroom and
lecture notes and Classroom and online
activities, online assistance with
Assessment
Social streaming video assistance our ESL aid
modules through
Studies content, with Content through Google
9-12 Edgenuity, online YES
Instructional discussions Mastery Meets. Also
testing through
Materials across social through students will
Google Meets
media platforms Google Meets have access to
and Zoom online
(all students have textbooks that
been given are in Spanish
Google
Chromebooks
Provide additional explanations of how your instructional materials meet the criteria if needed:
Component Explanation
How will materials be designed or
will be adapted for asynchronous Edgenuity offers accommodations that can be turned on based on individual
instruction, ensuring coherence needs. Teachers will reteach using a variety of instructional resources as
and retention on knowledge needed. Google extensions are available for further accommodations based
student service plans.
What additional supports (in Students native language will be available for our online platform of
addition to resources listed above) Edgenuity. Students will be given any accommodations needed to complete
will be provided for students with work at home. Teachers will provide instruction based on their learning
disabilities and ELs?
needs through Edgenuity, Google Meets, and Google Classroom. Teachers
will provide one-on-one support via phone calls and Google Meets as
needed.
Key Requirement Student Progress: Describe (or attach a description of) how you’re tracking student engagement and progress
in your asynchronous environment.
Component Explanation
What is the expectation for daily Students must login daily to Google Classroom to complete daily
student engagement? assignments. Based on IEPs and LPACs student’s learning will be
differentiated by teacher and course. Students in special education and our
ELL students have a case manager that is monitoring to progress and
accommodations based on individual needs.
20What is the system for tracking Attendance is taken based on interaction in Edgenuity and Google
daily student engagement? Classroom. Attendance is reviewed daily by the attendance clerk then
reported to the admin team for a plan of action.
How are the expectations for daily We offer the same resources for remote learning. We ensure the same
student engagement consistent with scope and sequence. We provide instructional practices that mirrors face to
progress that would occur in an on-
face learning. We also ensure the timing is the same for remote learning.
campus environment?
What is the system for tracking Grade reports are printed and reviewed by the admin and concerns are
student academic progress? addressed as needed by teachers, student groups, or individual student
issues.
What is the system for providing A minimum of 2 grades are entered into Skyward. Students and parents
regular (at least weekly) feedback have access to skyward to monitor grades.
to all students on progress?
Key Requirement Implementation: Describe specific supports for educators and families to implement effective remote
asynchronous instruction.
Include a sample educator professional development schedule.
Summarize how your professional development for educators will support asynchronous instruction:
Component Explanation
How will both initial and ongoing, job-embedded educator Through PLCs, Zoom Professional Developments
development opportunities occur? (blended learning and Edgenuity), and Department
Meetings.
How will professional development experiences develop educator Continual webinars with Edgenuity will support
content knowledge to support internalizing the asynchronous teachers with asynchronous curriculum,
curriculum and analyzing and responding to data?
instruction, intervention, and data.
Describe your communication and support plan for families engaging with asynchronous learning:
21Component Explanation
How will you communicate the expectations for Google Classroom, Remind, School Website, Facebook,
asynchronous instruction to families? Marquess, Emails, and Call-outs
What are the expectations for family Login to their learning platform daily, complete daily
engagement/support of students? assignments, and reach out for support when needed.
What additional supports, training, and/or resources Informative parent night where we show parents what is
will be provided for families who may need additional expected on our online platforms and showing parents how
support? to check grades and attendance.
Rusk High School
Remote Learning Expectations 2020-21
Academic Dishonesty: A student found to have engaged in academic
dishonesty shall be
subject to grade penalties on assignments or tests and disciplinary penalties
in
accordance with the Student Code of Conduct. Academic dishonesty includes
cheating
or copying the work of another student, plagiarism, and unauthorized
communication
between students during an examination. EIA (Local) The determination that a
student
has engaged in academic dishonesty shall be based on the judgement of the
classroom
teacher or another supervising professional employee, taking into
consideration written
materials, observation, or information from students. EIA (Local) Depending on
the
severity of the incident, consequences may include repeat of assignment,
grade
reduction, grade of zero, and other disciplinary action as appropriate. [See
Student
Code of Conduct] Assignment/Assessment
22●All remote learners will follow the Rusk High School Grading Guidelines.
●Students will complete asynchronous activities assigned each day.
●Students will show proof of participation in daily virtual instruction by
satisfactorily completing assignments to demonstrate evidence of student
learning (video, picture, or activity submitted as lessons and/or completing
assignments).
●Students and parents will communicate with the teacher when needing
additional
assistance, tutoring, etc.
●Teachers will assign daily assignments and give a due date and time.
Assignments
submitted after due date will follow the grading guidelines for late grading.
●Teachers will post office hours on their google classroom. Any communication
after office hours may be answered the following day.
●Students will be required to respond to teachers emails and questions within a
24
hour period.
●Level one technical support will be provided by Mr. Hopper
(justin.hopper@ruskisd.net) and Ms. Core (rikki.core@ruskisd.net).
●Teachers will provide 2 windows of time for assessments. During assessments
we
are asking students to attend a Google Meet. Students will have cell phones
off
and visible during the assessment window to ensure academic honesty.
●Students who login to their google classroom each day and engage in
teacher-assigned learning are considered “present” and will not be marked
absent.
Students who have not logged-in by 4:00 pm each school day will be
considered
absent. This absence can be resolved if the student engages in daily
learning
assigned by their teachers via their google classroom by 11:59 pm that
same day.
●If a student completes the entire weeks’ worth of learning activities on Monday
and
does not log in for the remainder of the week, he/she will be marked
“present” on
Monday only and counted “absent” for Tuesday-Friday.
While in a remote learning environment, time management is critical to success.
Students
and teachers must remain in communication regarding daily schedules and
assignments.
As with any traditional course, there is a risk of receiving a lower grade if a student
falls
behind. If students are struggling with time management, then the parent or student
23should contact the teacher for additional assistance.
Tips for Remote Learners: Establish and stick to a routine, Check in with your teacher
daily, Be active, Reach out when you need help, and Stay Safe.
FALL/SPRING SEMESTER
RUSK HIGH SCHOOL SCHEDULE 2020- RUSK ISD 49
2021
5th Period 6th Period
7th Period
2nd 4th Period lunch 12:08-
ROO 1st Period Period 3rd Period lunch 11:14 -
12:38 lunch 1:02 - 1:32
TEACHER 10:24 - 11:44
M 7:55 - 8:50 8:54 - 9:30 - 10:20 class 11:48-12:38 class 12:42 -
9:26 11:14 Class 11:18 -
1:32
12:08 class 12:12-1:02
305/3 305/3
ARNOLD, R 06 DLV 06 Conf DLV DLV Lunch DLV
Alg/Stat Financial Alg/Stat
ARNOLD, J 400 Alg I R 400 Conf Dual Math R Dual Lunch
Pre Cal
ARNWINE 19 Calculus 19 Alg 2 PAP Conf PAP/OL Alg 2 PAP Lunch
Biology Virtu Biology
AUSTIN 502 PAP al PAP A&P Lunch Biology Biology
BERRYHIL 314/3
L 15 CM 303 CM CM Lunch CM CM
Alg I
w/Brummet Geo w/ IPC Geo Bio
BOULINE t 405 Ramsey w/Rawlings w/Ramsey Lunch w/Crysup
BROOKS GYM PRIMARY PRIM PRIMARY PRIMARY PRIMARY PRIMARY PRIMARY
BRUMMET Algebra I Algebra I
T 407 (T) GYM Algebra I Conf Lunch (v) Algebra I
CHANDLER 106 Conf Visit Plant & Soil Ag Mech Ag Fab Lunch Livestock
In Class In Class In Class
CORE ISS ISS Support Support Support ISS Lunch
CRAIG 8 Yearbook CR/8 BIM Acct I/II BIM 2 Lunch BIM
CRYSUP 504 Biology 504 Env Sci Env Sci Env Sci Lunch Biology (T)
FERNANDE Spanish II
Z 316 Conf 316 Spanish II Spanish II (v) Lunch Spanish II
HS CR/Dual
FOSTER BH 7th Band Band HS Band 8th Band Lunch (405) JH
Eng 3/4 Theater Theater
GAERTNER 500 Dual 500 Theater I Prod Prod Lunch Theater I
Human Inst Human
GREENE 103 Growth 103 Conf Ed Prac Practice Lunch Growth
GUESS 309 Physics 309 Physics Physics DOR (318) Lunch IPC
In Class In Class In Class In Class In Class
HEDGES, A Support Support Support Support Support Lunch
24HERNAND
EZ, S
Boys Ath Eng 3/4 Dual
HOGG, D FH V/JV FH AEP (303) Lunch Duty Lunch Duty Lunch Duty
Prin Hlth Prin Hlth
HOGG, L 102 Sports Med FH Sci Sci Conf Med Term Lunch
Graphic Money
HOPPER 7 Technology Conf Design Bus Prac Matters Lunch
HUMPHRIE 314/3
S 15 CM CM Conf CM CM Lunch CM
HUTCHINS
ON 104 Conf JH JH/Visit Floral Floral Adv Floral Lunch
AG/1 Power/Proj Animal
MARTIN, B 107 Ag Prac 07 Base Plant & Soil Science Conf Lunch
MARTIN, S 317 Gov/Eco 317 Conf Gov/Eco Gov/Eco (v) Gov/Eco Lunch
Spanish I
MATSUDA 501 (v) 501 CR/Dual Conf Geometry Lunch Spanish I (v)
MCGOWAN 406 Spanish I 406 Conf Spanish I Lunch Spanish I Spanish I
Boys Ath
MCMURRY 302 V/JV FH W History W History W History Gov/Eco Lunch
Art Art Art
MILLER Bldg Art I Bldg Art Drawing Art I Ceramics Lunch Conf
Librar
MIZE y CR/Dual CR Library Library Library Library Lunch
MONTGOM Boys Ath Eng 3 Eng 2 Eng 4
ERY FH V/JV FH w/Parks w/Stiff w/Poland Lunch Eng 2 w/Stiff
English I English I
MOORE 403 PAP (v) 403 PAP English I Lunch English I English I
NIMITZ 311 US History 311 Conf US History US History US History Lunch
Boys Ath W W
PARKER 402 V/JV FH W History Geography Lunch Geography Conf
English III English III
PARKS 301 English III 301 (T) AP English III English III Lunch
English IV English IV English IV
POLAND 9 English IV 9 English IV AP (T) AP Lunch
PUTMAN AEP AEP AEP Conf AEP AEP Lunch AEP
Geometry Geometry
RAMSEY, A 404 Geometry 404 (T) (v) Conf (T) Lunch Geometry
Boys Ath
RAMSEY, H FH V/JV FH ISS ISS ISS Lunch Conf
Robotics Forensics
RAWLINGS 312 (313) 312 Forensics IPC (T) Forensics (v) Lunch
Boys Ath
REYNOLDS 409 V/JV FH PE ODE Lunch ODE ISS
25Virtu
RICHMOND 505 Chemistry al Chemistry Chemistry Chem PAP Lunch Chem PAP
Algebra II Alg Alg
SCHMIDT 20 PAP 20 Algebra II Conf Reasoning Reasoning Lunch
Algebra II
SHINALT 304 (v) 304 Statistics Conf Algebra II Statistics Lunch
English II Virtu English II Eng 3/4 English I
SIMMONS 401 PAP al PAP Basic Lunch Basic Eng II Basic
English II English II
STIFF 300 English II 300 English I (T) (v) Lunch English II (T)
W History W History W History
STOVER 310 PAP(v) GYM Conf PAP PAP Lunch US History
318/4
TUGWELL 05 DOR DOR CM CR/Dual CR/Dual DOR Lunch
Biology Biology
TURNEY 506 Conf 506 AP/Dual A&P Dual AP/Dual
Dr Dr
WALLEY 408 Coordinator GYM Dr Ed/Dual Education Lunch Education Conf
FH/31 Boys Ath
WILLIAMS 8 V/JV FH DOR DOR Conf Lunch DOR
305/3
YOUNG 06 DLV DLV PE DLV DLV DLV Lunch
2627
You can also read
