DISTRICT/CAMPUS PLAN COMPONENT CHECKLIST

2013/2014
SUPPORTING INFORMATION

Mission Statement
The Mission Statement is the foundation of the plan that provides direction and clearly indicates
what the staff cares most about. It incorporates key district expectations and provides a guideline
and a sense of direction that must be lived.
List of Committee Members & Roles TEC 11.251 (e) & BQB Legal

At least two-thirds of elected professional staff must be teachers

o Must be nominated and elected by other professional staff members (see local
policy for procedure and terms
o Must include district level staff

Parents
o Must be in parental relationship to a student enrolled in the district
o Cannot be employee of the district

Community Members
o Cannot be parent of student enrolled in the districts schools (if campus level
committee, community member may be parent of student enrolled in the same
district but different campus
o Must reside within the district
o Must be at least 18 years of age
o Must include business representative (does not have to reside in the district unless
serving as community member)
o Should reflect communitys diversity

Comprehensive Needs Assessment (TEC 11.252)

Sign in sheet of committee members

Agenda (date, time, place)

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Minutes

Copies of data considered

Summary of findings

State Compensatory Education

Brief overview of the State Compensatory Education Program

List of state criteria used to identify students in at-risk situations (SCE)

List of local criteria used to identify students for SCE if applicable

Description of how students are entered into the SCE program

Description of how students are exited from the SCE program

Total amount of SCE allotment for the District or Campus

Total # of FTEs funded through SCE at the District or Campus level

SCE Program evaluation previous-to-present year showing the difference between atrisk/not at-risk in:
o Performance on the TAKS tests
o

Drop out numbers

Budget summary

Requirement for Title I School-wide Schools

List of Federal, State and local funding sources and/or programs that will be
coordinated to upgrade the entire educational school-wide program
Date of Board approval
Made available to parents

Goals - (Long range [3-5 years] goals to attain the state standards in each
area)
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Academic Goal (including special education and LEP) (TEC/NCLB)

Drop Out/At Risk (TEC/NCLB)

Violence Prevention/Intervention (TEC/NCLB)

Highly Qualified Teachers - (NCLB)

Parent Involvement (TEC/NCLB)

Other as identified - (optional)

Objectives: (Must be specific, measurable, annual targets) (TEC)

o

Address in each objective:

All student groups

Students in special education, and/or students in special program areas,

especially Federal programs
Strategies/Activities

Instructional methods for addressing the needs of student groups not achieving
full potential
Methods for addressing the needs of students in special programs including
suicide prevention (in accordance with Health and Safety Code requirements
regarding parental or guardian notification procedures), conflict resolution,
violence including dating violence prevention or dyslexia treatment programs
(HB1386)
Provisions for the improvement of discipline management

Methods for addressing sexual abuse of children (see TEC Section 38.004)

Dating violence policy (TEC Section 37.0831)

A dating violence policy must:

(1) include a definition of dating violence that includes the intentional use
of physical, sexual, verbal, or emotional abuse by a person to harm, threaten,
intimidate, or control another person in a dating relationship, as defined by Section
71.0021, Family Code; and
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(2) address safety planning, enforcement of protective orders, schoolbased alternatives to protective orders, training for teachers and administrators,
counseling for affected students, and awareness education for students and parents.
Drop-out reduction
o

SB 976: junior, middle, and high school campuses will analyze information related
to dropout prevention and use the information to develop plans.
Results of the audit of dropout records;

Campus graduation, dropout, and high school equivalency rates, and the
percentage of students who remain in high school more than four years after
entering grade 9;
Number of students who enter high school equivalency programs (HSEPs)
and a) do not complete the HSEP, b) complete the HSEP but do not take the
high school equivalency examination, or c) complete the HSEP and take the
high school equivalency examination but do not obtain a high school
equivalency certificate;
Students enrolled in grades 9 and 10, academic credit hours earned,
retention rates, and AEP placements and expulsions;
Results of an evaluation of each school-based dropout prevention program in
the district.

Integration of technology in instructional and administrative programs

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Career education to assist students in developing the knowledge, skills, and

competencies necessary for a broad range of career opportunities
Comprehensive, Intense, Accelerated education (at-risk, SCE)
Staff development for professional and paraprofessional staff based on the
district/campus comprehensive needs assessment
Strategies for providing information to Middle School, Jr. High School, and High School
parents, counselors, students on higher education opportunities, including;
o TEXAS, Teach for Texas Grants
o Admissions and financial aid information for higher education
o The need to make informed curriculum choices

Strategy for how the school will provide the parents individual student assessment
results in a language the parents can understand
Services to the Homeless Student (NCLB)

Pregnancy Related Services

Implementation and evaluation strategies for coordinated school health and physical
activity (SB 892)
CAP components for Special Education: Campus Plans (Optional)

o Timeline for initial evaluation

o Least Restrictive Environment
o Related Services
o Timeline for Reevaluation
o Transition Services

Required 10 components for Title I Schoolwide campuses

1. Comprehensive Needs Assessment
2. Scientifically based research reform strategies that address the needs of all

children in the school, but particularly those at risk of not meeting the state
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academic achievement standards

3. Instruction by highly qualified teachers
4. High quality and ongoing professional development for teachers, principals,
paraprofessionals and others
5. Strategies to attract high-quality highly qualified teachers
6. Strategies to increase parental involvement
7. Plans for assisting preschool children in the transition from early childhood
programs, such as Head Start and Even Start, to local elementary school
programs
8. Measures to include teachers in the decisions regarding the use of assessments in
order to provide information on, and to improve, the achievement of students and
the overall program
9. Effective, timely additional assistance for students that experience difficulty
mastering state standards
10.
Coordination and integration of Federal, State, and local services and
programs
Staff Responsible

Positions of those who will implement and monitor the strategy

Timelines

Specific date(s) when the strategy is to be monitored

Resources: (Clearly specified funding, materials, personnel, etc.)

State Comp Education dollar amounts and FTEs. 85% of the SCE funds must be
specifically linked to appropriate strategies. A budget summary must also be
attached.
Federal funding sources such as: Title I, Title II, Title IV, Title III, etc. (or SSAs when
applicable)
Other grant sources

State/Local funding sources

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Formative Evaluation (periodic, measurable outcomes)

Summative evaluation (annual measures of progress made toward stated
objectives)

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Longview ISD/Judson Middle School

Improvement Plan
2013-2014
________________________
Date of School Board Approval
IMPORTANT NOTE AND INSTRUCTIONS
The intent of this document is to provide a template to assist with the development
of campus and district improvement plans. A comprehensive needs assessment
should be completed prior to developing campus/district goals. The plan should be
evaluated for effectiveness periodically throughout the year.
Recent additions or changes have been highlighted. The highlight should be
removed from the text and all red text should be edited to include information
specific to your campus or district and converted to black to match the rest of the
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Legal References
Each school district 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 districtlevel 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 student achievement indicators adopted under Section
39.051 and any other appropriate performance measures for special needs populations. (Section 11.253
of the Texas Education Code)

Mission Statement
Mission
The mission of Judson Middle School is to inspire and empower students to
excel both academically and socially and prepare them to be productive citizens
and future leaders.
Vision
The vision of Judson Middle School is for all stakeholders to be committed to
developing the whole child by providing a nurturing and safe environment that
fosters a rigorous academic and technological curriculum that will prepare
students to become productive citizens and future leaders.
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Planning and Decision Making Committee

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Comprehensive Needs Assessment

A Comprehensive Needs Assessment was conducted with the Committee on
_______________.
Participants in Attendance

Data Sources Examined

Examples: Add or delete from the list below based

on what your committee looked at.
AEIS
Federal Accountability Data for AYP
State Assessment Datadisaggregated (i.e. AEIS IT)
District PEIMS reports
PBMAS reports
Dropout and School Leaver datadisaggregated
District retention data
District discipline referral data
Parent, Community, Teacher, and /or Student surveys
Student attendance data
Benchmark testing data
Referral percentages for students in Special
Education
TPRI data
Campus parent participation records
Campus mentor participation records
Community education program records
SAT/ACT/AP/IB data
Truancy data
Homeless population analysis
Teacher retention data
FitnessGram Data
Other
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Comprehensive Needs Assessment:

Summary of Findings
You may provide a written summary of the findings from the data analysis, i.e. Blank Elementary School has
need for improvement in the areas of math, 3rd grade reading, 5th grade science, classroom discipline, and parental involvement.
or choose to use something like the table below.

Identified Areas of Strength and Concern

Areas of Strength

Data Source

Average class size is below state avg.

TEA School Report Card

Areas of Concern
STAAR Math Performance grades 6, 7, 8

State Accountability (AEIS) & TEA Report Card

Performance gap (index 3) in grades 6, 7, 8; in all subjects

TEA Report Card

Student progress (index 2) in grades 6, 7, 8; in all subjects

State Accountability (AEIS), AYP; TEA Report Card

STAAR Science & Social Studies grade 8

State Accountability (AEIS) & TEA Report Card

Attendance Rate (No distinction)

TEA Report Card

Parent/Community Involvement

In this plan, the term student groups refers to students who are
H, W, AA, ED, Migrant, LEP, G/T, and Special Education (modify as necessary)

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Summary of Findings - Narrative

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State 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 District/Campus______________________________
*Goal___, Obj.___ *Goal___, Obj.___ *Goal___, Obj.___ *Goal___, Obj.___
This allows auditors to quickly locate specific strategies related to SCE.
Total FTEs funded through SCE at this District/Campus______________________
The process we use to identify students at risk is:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_________
The process we use to exit students from the SCE program who no longer qualify is:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_________
Optional for Title I Schoolwide schools:
At _________ School State Compensatory Funds are used to support Title I initiatives.
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State Compensatory Education Program

Program Evaluation/Needs Assessment
Grades __________
TAKS

Math
% Met Standard
2010 2011 2012

Reading/ELA
% Met Standard
2010 2011 2012

Writing
% Met Standard
2010 2011 2012

Science
% Met Standard
2010 2011 2012

Social Studies
% Met Standard
2010 2011 2012

Math
% Met Standard
2012

Reading/ELA
% Met Standard
2012

Writing
% Met Standard
2012

Science
% Met Standard
2012

Social Studies
% Met Standard
2012

Students
At-Risk
Students
Not
At-Risk
STAAR
Students
At-Risk
Students
Not
At-Risk

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ELA EOC Assessments

Minimum
English
English
English
English
English
English

Level II

Level III

I Reading
I Writing
II Reading
II Writing
III Reading
III Writing

Mathematics EOC Assessments

Minimum

Level II

Level III

Algebra I
Geometry
Algebra II

Science EOC Assessments

Minimum

Level II

Level III

Biology
Chemistry
Physics

Social Studies EOC Assessments

Minimum

Level II

Level III

World Geography
World History
US History

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Drop Out Data

2010

Completion Data
2011

2010

2011

Students At-Risk
Students Not AtRisk

The comprehensive, intensive, accelerated instruction program at this district/campus consists of after
school tutorials for students at-risk, two additional math teachers to reduce the student teacher ratio in math, and the purchase
and implementation of the Capturing Kids Hearts program to reduce the risk for student dropping out of school.

Upon evaluation of the effectiveness of this program the committee finds that

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State 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 (students in pre-k and
k that are retained at parent request are not considered at-risk).
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.

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Federal, State and Local Funding Sources

Federal funding sources that will be integrated and coordinated with State and Local funds to meet
the needs of all students;
Program/Funding Source
Federal Programs
Free Lunch
Reduced Lunch

State Programs/Funding Source

Career/Technology Education
State Compensatory Education
Dyslexia
Special Education

Local Programs/Funding Source

Grants Longview ISD Foundation

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Required 10 Components for Title I Schoolwide Campuses

1. Comprehensive Needs Assessment
2. Scientifically based research reform strategies that address the needs of all children
in the school, but particularly those at risk of not meeting the state academic
achievement standards
3. Instruction by highly qualified teachers
4. High quality and ongoing professional development for teachers, principals,
paraprofessionals and others
5. Strategies to attract high-quality highly qualified teachers
6. Strategies to increase parental involvement
7. Plans for assisting preschool children in the transition from early childhood programs,
such as Head Start and Even Start, to local elementary school programs
8. Measures to include teachers in the decisions regarding the use of assessments in
order to provide information on, and to improve, the achievement of students and
the overall program
9. Effective, timely additional assistance for students that experience difficulty
mastering state standards
10. Coordination and integration of Federal, State, and local services and programs

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Goal 1: All students will meet and exceed state standards on the Math STAAR exam.
Objective: After the 2014 STAAR math test, 80% of students, in all subpopulations, including Special
Education, will meet and exceed state standards.
Summative Evaluation: 80% of all students pass the STAAR math test.
Data
2012-2013
% Met
Standard

All Students
68%

Activity/Strategy

H
70%

*Title 1

W
74%

AA

ED

59%

62%

Person(s)
Responsible

Timelin
e

Example: Provide all

students the
opportunity to utilize
tutorials.

Core subject
teachers
Principal

Weekly

Example: Provide high

level math instruction,
focusing on TEK
vocabulary, high order
questioning/activities,
and true differentiated
instruction

Core subject
teachers
Principal

Schoolwide
Component

(#1-10)

Daily

Econ DIS
62%

Resources
Local Funds,
State, SCE,
Title,

Asian
100%

Spec.
Ed.
50%

Evidence of
Implementation
Student sign in log
turned in to
Department Head

Region VII
workshops;

Lesson plans
turned in weekly;

Carol Ann
Tomlinson:
differentiated
instruction

Weekly PLC
meetings
Word Wall in every
math classroom

ELL

Male

Female

47%

Evidence of Impact

Improved Benchmark
and Unit Test scores
Improved STAAR
scores
Student success as
evidenced by
walkthrough
documentation.
Evidence of improved
grades and scores

*Identify the Title 1 Schoolwide Component that the activity/strategy addresses if applicable. This column will help ensure that the
10 Components for schoolwide schools have been addressed. Delete the column if desired.

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Goal 2: Substantially increase student progress and earn a distinction from TEA in index 2 by being in the
top 25% in our comparison group.
Objective: Increase our points earned by 25%, and see that our index score rises at the same level.
Summative Evaluation: Following the results of the next STAAR Test, Judson will earn a distinction from
TEA in index 2.

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Data 2012-2013
Student Progress (Index 2)

Activity/Strategy

Teach students with

high quality instruction,
utilizing available TEA
and district resources.
.
Visit, observe, and
collaborate with high
achieving campuses in
our comparison group.

Title 1
Schoolwide
Component

Points Earned

Maximum Points

Index Score

564

1800

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Person(s)
Responsible

Resources
Timeline

Local Funds,
State, SCE,
Title,

Evidence of
Implementation

Evidence of
Impact

Principal,
Teachers

Weekly

Lesson Plans

Seen in
Walkthroughs by
campus appraisers

Principal,
Teachers

Dec 2013
&
Feb. 2014

Detailed report of
collaboration and
observation of
comparison campus,
with strategies.

PLC groups

Goal 3: Close the performance gap and earn distinction from TEA in Index 3.
Objective: Close the performance gap of economically disadvantaged students in math.

Points Earned

Maximum Points

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Index Score

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Data 2012-2013
Closing Performance Gaps
(Index 3)

754

1300

58

Summative Evaluation: Economically disadvantaged students will perform at a closer level to their peers
than in previous years

Activity/Strategy

Title 1
Schoolwide
Component

Person(s)
Responsible

Use varied, effective

strategies to ensure
instruction for diverse
learners.

Principal,
Teachers

Identify strategies and

programs to increase
achievement.

Principal,
Teachers

Resources
Timeline
Daily

Local Funds,
State, SCE,
Title,

Evidence of
Implementation
Lesson Plans
Department
meetings

Weekly

PLC meetings
Learning Walks

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Evidence of
Impact
Increased student
performance on
benchmarks and
unit tests.
Higher grades in
class and higher
scores on local and
state assessments

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Goal 4: Achieve an attendance rate across all grade levels of 98% and earn a TEA distinction for our
campus.

Objective 1: By June 2014, the campus will have an overall attendance rate of at least 98%.
Summative Evaluation: There will be an increase in attendance from 94% to 98%.
Data
2012-2013
Attendance Rate
Activity/Strategy

All Students
94%
Title 1
Schoolwide
Component
(#1-10)

Person(s)
Responsible

Timeline

Resources

Target and counsel

students and families
who have attendance
issues.

Principal
Counselor
Teachers

Weekly

RTI data

Targeted students
attendance
increases.

Observe truancy laws

and follow through
with district truancy
officer and court
sytem.

Principal,
Counselor,
truancy officer
Student/parent

Every 3
weeks

PEIMS

Attendance rates
increase with
targeted all students.

Local Funds,
State, SCE,
Title,

Evidence of
Implementation

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Evidence of
Impact

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