Improving The Campus Improvement Plan

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How important is it to implement a District Campus Improvement Plan? Does a Campus Improvement Plan improve the turn out on the TAKS scores? Is having all of the staff involved in the committee important to the results of the Campus Improvement Plan? Is it required for all of the staff members to be involved in the selection of educational goals, objectives, and major District-wide classroom decision goals? It is strongly recommended that the committee serves as key players in improving the Campus Improvement Plan.

The purpose of establishing a site based decision committee is to present the following proceedings in developing a District Wide Campus Improvement Plan.

A discussion will be held with the superintendent to inform all staff members of the Campus Improvement Plan. However, the campus improvement plan will be reviewed and evaluated by the staff members, stakeholders, parents and community members who have an interest in the district. The committee shall meet periodically with the board of directors to inform them of their deliberations.

The executive decision in implementing the planning will be done by the decision-making committee. They will be involved in defining the roles and responsibilities of all the members involved at the District and Campus levels. The District shall keep current regulations and procedures to implement effective planning and site-based decision-making in order to evaluate the status on the student's performance on TAKS.

The District will have its own improvement plan. It will be implemented, evaluated, and revised in whatever the campuses need to be in accordance with TEA rules and regulations concerning Charter Schools. The purpose of the District improvement plan is to guide the administrators on the vision the district stands for and believe in. The district will be making improvements as they progress towards achieving TAKS improvement and implementing that all at risk students show improvement at the State and Federal level on the TAKS requirements. The district will make it mandatory for all staff to continue attending scientifically based staff development trainings and must be associated with achieving campus improvements. The staff developments forcasted must meet the necessary requirement needed to be differentiated enough to help all the multi- intelligence students enrolled at the campuses. The training must include technology, discipline strategies, classroom management, and a diverse way of teaching the special education population.

The district must include intervention strategies to prevent the students from dropping out of school.  The committee will collaborate and analyze on the implementation of which successful intervention methods will be utilized to prevent dropouts.     

Will the district use accountability appraisal process to evaluate how the campuses have improved the TAKS scores? Yes, the district will be using all of the available data being given to the school by TEA on AYP, dropout rates and student attendance. The district will also be closely monitoring all of the TEA regulations. A student code of conduct will be in place to help the committee review and make recommendations on the rules and regulations students must abide by; as well as, a strict dress code to avoid conflict among any students. It will be mandatory for all students to be in dress code and will be strictly enforced. Consequences will be followed if the student does not abide by the rules. Students will be suspended or sent home to change in efforts to put into action dress code requirements. The dress code will be enforced to protect the well being of all the students at both campuses.

Constant communication will also be required to be kept with the Superintendent to ensure that the committee obtains parent, staff, and community members input, on what it is that the school is trying to achieve. If change must take place the district will ensure to have the information available to all interesting parties to notify them of the systematic changes that will take place. Some method to inform the parents, staff and community members on the recommended changes will be done through e-mails, newsletters, memos and open public meetings. Periodic meetings will be used to gather information and to input whatever concerns parents and staff may need to address before the committee. A periodic report given to the principals on what the committee purposes for the school to implementation will be made available to the public. The committee shall meet every month to address any concerns the staff might have regarding the changes that will take place in efforts to improve the students' scores on the TAKS as well as to inform the parents on the progress of the students TAKS scores. A public meeting shall be held at least once to inform the public on the performance report given from the TEA agency to discuss the District and the District performance objectives.  It is mandated by law that the District policy provide all relevant federal planning requirements addressed through the District- and campus-level planning process.

              

Campus Improvement Plan 2010-2011

Gateway Academy will maintain standards of achievement to prepare all students for graduation, career and college readiness.

1.1 Master Academic Standards

1.2 Close achievement gap

1.3 Successful completion of high school

Reading/ELA on all Texas Statewide Assessments. 90 percent of all LEP and Cm Students tested will show at least on level improvement for each of the TAKS domain (in the ELA/Reading, Math, Science and Social Studies. All others will demonstrate an increase on the TAKS test.

Target areas: All core subjects.

Strategies

1.1a.1. Ensure that all classes implement the best differentiated instruction strategies to meet the individual needs of each student.

1.1a.2 Provide all science and language arts teachers with a copy of the Released TAKS to review and use to focus Instruction.

1.1a.3 Increase classroom discussion of texts using pair‐share strategies.

1.1a.4 Improve students' note‐taking with the TNT strategies of Martha Morales.

1.1a.5 Use power thinking strategies to help students with summarizing and outlining skills.

1.1a.6 Incorporate the use of selective highlighting in different types of texts.

Financial Resources

Campus budget

Set aside about $5500.00 for TAKS tutorials and training

Additional Resources

Curriculum: Staff development training, 6 Traits of Writing, Open Ended Responses training

Assessment: TAKS, TELPAS, Benchmark Results

Systems: DMAC

Monitoring Timeline

September. Ongoing throughout year, especially in January after reviewing benchmark data and in April after receiving TAKS scores.

Formative Evaluation

Reading/ELA Benchmarks: January: 70% passing Reading Benchmark at 70% passing rate

Summative Evaluation

TEA Data Tables

AEIS

Administrators in charge

Principal

Language Arts, math , science, and social studies department

Goal 2 :Recruitment, Development, and Retention of Staff

Objective To recruit, retain and develop highly qualified teachers and staff for all students.

Strategies

2.1 Screen all applicants through resumes, University transcript; ensure interviewing candidates meet all requirements of being highly qualified.

2.2 Promote a quality, friendly, collaborative work environment to support the retention of highly qualified teachers.

2.3 Hire highly qualified teachers in the core content areas.

2.4 Provide teachers new to our campus with a mentor teacher.

2.5 Utilize funds set aside to provide staff development

2.6 Principal will act as PDAS observer for all new teaching staff to education.

2.7 Continue staff development in Advanced Placement strategies.

2.8 Encourage teachers to use DMAC.

Financial Resources

Campus budget

Monitoring Timeline

November , January ,March

Summative Evaluation

AEIS ,TEA report on AYP

Administrators in Charge

Principal, Assistant Principal

Goal 3: Parents and Community

Gateway will work collaborate with parents, community members, staff and shareholders to inform them on the student's progress.

Strategies

3.1 Host a parent night to view science fair presentations and projects

3.2 Have 2ndperiod classes call parents, guardian to notify parents of upcoming events

3.3 Have a monthly newsletter, for all parents of Gateway Academy students.

3.4 Have a Website available for community members and parents are aware of the going on of Gateway.

3.5 Contact parents on day of student absence.

Monitoring Timeline

November, January Summative July

Evaluation

Website information is current and accurate

Summative Evaluation

Meet Performance Indicators for Campus

Monitoring personal

Principal, Attendance office personnel ,PEIMS clerk

Goal 4: Safe Schools

Gateway will ensure a safe and orderly environment conducive to learning for all students and staff.

Objective Strategies:To provide a safe school environment for all students and staff.

4.1Review and adjust the campus safety plan as needed.

4.2 Carry out the safety plan.

4.3 Monitor the implementation of the safety plan

4.4 Educate students on problem situations.

4.5 Check in all visitors at the front office and make sure they receive a visitor's tag.

4.6 Educate all staff on the campus evacuation plan.

4. 7 Randomly check for weapons and illegal substances.

4.8 Create, implement and practice lockdown procedures

4.9Encourage feedback from staff, parents and students as to unsafe situations and potential problems.

4.10Monitor security cameras surveying the building during the school day

4.11Show the Motivational Presentation during Red Ribbon week

4.12Conduct safety, hazardous materials, blood‐borne pathogen, sexual harassment and integrated pest management training to all staff members.

Formative Evaluation

Committee agendas and sign‐in sheets

Record of programs/presentations/trainings for students and staff

Quarterly reports on security officers activity and safety drills for campus

Summative Evaluation

Clean safety audit

Administrations in charges

Principal, Assistant Principal

College of Education

DoDDS Manual 72 © 2010.

Grand Canyon University.

Rights Reserved.

August 2, 2010

Practicum/Field Experience Observation and Activity Log

Teacher Candidate Name: Veronica Ugalde-Rangel GCU ID: _____________________

Course Name/Number: _______________________________________________________

Name of School: Gateway Academy District Office

Administration observation

Name & Phone: Mr Mario Guzman_____________________________________________

Log of Hours Spent:

Date

Time Spent (Hours: Minutes)

Activity (What did you do?)

9/6-10/10 40 hrs review rules &regulation

9/13-17/10 40 hrs review Campus Improvement Plan

9/20-24/10 40 hrs. Discuss Campus &TEA Monitoring

Total Hours 120 hrs

It is my belief that the existence of a resilient administrator is a must for the success of any educational institution. An administrator ought to have a clear vision of the expectations on his or her school and the leadership ability to get the school to show improve. Hence, a headstrong administration stance should be in the best of interest to for schools it to be a success. Most of the administrators use their past experience as an administrator. Nurturing a compassionate environment empowers teachers, staff and teachers aides to do their best work. It is common knowledge that teachers, parents, and administrators should share in the decision making process, but sometimes most administrators well acknowledges the input, but in the end their final authority in the decision is followed. Administrators are at ease in their roles as leaders, but few identify or retain a distinct leadership strategy. The administration role as a productive leader of teachers, office staff and teachers aides are considered to be of the upmost important function of the job and the source of job satisfaction. Given the nature of at risk high school students, many administrators and the Texas Education Agency expressed the goal of making the school grounds a safe environment for students.

What I have observed during this course is that the administration gets frustrated when teachers are uninterested in the progress of the at risk students or they feel that the at risk students have no desire to learn and many feel that they should go ahead and withdraw if they make no effort in passing the TAKS. What these teachers don't realize is that their negative influences the students in a negative aspect of failure. I have spent this whole semester observing the district administrators of studying the material to improve the TAKS results of the students. Mr. Guzman has been working with the high school principals to inform them that their scores are not up to par and that TEA is coming in April to do an in House visit to observe what it is the teachers are doing that the students are not mastering the TAKS. I have learned many things about the field of administrator. For example I have learned that it is not as easy to be administrators as everyone thinks it would be, and I have learned a great deal about the motivational factors that administrators need to instill to have their principals, teachers, students and staff members to feel adequate. An administrators need to be knowledgeable on the multiple intelligence theories.

While I was keeping track of the method used by the administrator of doing walk through. I notice that teachers are using a differentiated method of teaching the materials to a diverse group of students. The teachers are aligning all of the materials to peer grouping, shadowing or paired-shared learning. We are trying everything possible to help the students conquered the TAKS and to become adequately proficient in learning the TAKS. With the No Child Left behind law all students regardless of their disability must pass the TAKS and show improvement in all the core subjects in order to graduate. It is getting harder and harder for students and teachers to learn and teach to the TAKS instead of learning Basic English, Math and Science skills. Some Teachers and administrators are getting upset because it seems that all we seem to be doing is teaching to the TAKS instead of teaching life learning skills.

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