2006 – 2007
The No Child Left Behind Act of 2001
Campbell ISD, have a mission to provide quality educational opportunities that promotes academic and vocational excellence for the specific needs of each student. The accomplishment of this mission depends on the implementation of the No Child Left Behind Act of 2001. In order to be successful school the district must implement the goals of this legislation, which include:
· Demanding high standards for all students, including limited English proficient students, by attaining at least a minimum proficiency in reading/language arts and mathematics
· The presence of highly qualified teachers
· That all students be educated in a safe and drug free environment
· That all students must graduate from high school
2006-2007 Goals and Objectives
Goal #1: All Students will improve to meet or exceed 90% passing in Reading, Math, and Writing to achieve a rating of Exemplary by the year 2007.
Reading Objectives:
All students will improve from 86% passing to 90% passing.
African American students will improve from 0% passing to 100% passing.
Hispanic students will maintain 100% passing.
White students will improve from 86.8% passing to 90% passing.
Economically Disadvantaged students will maintain or exceed 94.4% passing.
Math Objectives:
1. All students will improve from 52% passing to 90% passing.
2. African American students will improve from 0% passing to 100% passing.
3. Hispanic students will maintain 100% passing.
4. White students will improve from 52.1% passing to 90% passing.
5. Economically Disadvantaged students will improve from 58.3% passing to 90% passing.
Writing Objectives:
1. All students will improve from 76% passing to 95% passing.
2. African American students will improve from (no students tested in 2003) to 100% passing in 2006.
3. Hispanic students will improve from (no students tested in 2003) to 100% passing in 2006.
4. White students will improve from 76.5% passing to 90% passing.
5. Economically Disadvantaged students will maintain or exceed 100% passing.
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STRATEGIES |
TEACHER(S) RESPONSIBLE |
RESOURSES |
TIMELINES |
EVALUATIONS |
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FORMATIVE |
SUMMATIVE |
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Improve reading interest and skills in Grades 1-8 (vocabulary, word attack, comprehension, summarization. |
English teacher; Library aide |
Title V funds;Block Grant Accelerated Reader Program (404) (Title V funds); Addition reading materials; Step-Up to TAAS program Voyager Grant (SCE funds: (24) 199-11-6399-00-101-924000 199-11-6399-00-001-924000) |
3 weeks; 6 weeks; Weekly; Based on individual Student progress; Monthly
|
Progress reports; Report card grades; Teacher-made tests; “Step-Up” program tests; Writing portfolios; Writing samples; Library circulation reports |
TAKS reading “Step-Up Final Test |
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Summarize articles from various reading sources; i.e., publications, etc. |
High school English teacher |
Internet, newspapers; publications; Local funds |
Weekly |
Teacher-made tests; Student summaries |
TAKS reading results |
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Students will take a Released TAKS Reading tests. |
English teacher; Counselor |
Released TAKS |
September 2006; January 2007 |
Released TAAS results |
TAKS reading results |
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Provide tutorials for TAKS acceleration. |
Homeroom teachers |
SCE funds: (24)
|
Weekly quizzes; 3 weeks; 6 weeks
|
Teacher quizzes; Progress reports; Report card grades |
TAKS reading results |
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Provide incentive program for TAKS success in reading, math, and writing. |
Campus principals |
Rewards/Incentives SCE funds: (24)
|
Individual student readiness |
Skill mastery tests Released TAAS |
TAKS reading results; TSSAS Award; # Qualified for pizza parties |
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Purchase TAKS review materials, as needed. |
Campus principals |
SCE funds: (24)
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September 2006 |
Power-Up Materials |
TAKS reading results |
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Retain the Title I aide to assist students in reading in the regular classroom. |
Campus principal |
Title I funds (211) |
September 2006 |
Progress reports; Report card grades |
TAKS math results |
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STRATEGIES |
TEACHER(S) RESPONSIBLE |
RESOURSES |
TIMELINES |
EVALUATIONS |
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FORMATIVE |
SUMMATIVE |
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Enhance skills through TAKS-related materials (integrated into regular curriculum). Emphasize specific objectives: 7, 8, 9, 11, 12, 13. |
TAKS acceleration teachers |
Saxon math for Grades 7 and 8; TAKS worksheets; TAKS materials SCE funds: (24)
|
Daily through tutorials |
TAAS testing materials |
TAAS math results |
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Provide TAKS Prep classes for all 7th grade students and all 8th grade students not in Alg. I or Spanish. |
TAKS acceleration teachers |
TAKS worksheets; Step-Up materials; Plato software SCE (24) |
Weekly; As needed; 3 weeks; 6 weeks
|
Teacher-made tests; Practice tests; Progress reports; Report card grades |
TAKS math results |
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Improve reasoning strategies for problem solving. |
High school math teacher |
State-adopted textbook; Supplemental textbooks; TAKS-related materials Staff development |
Weekly; 3 weeks; 6 weeks Region X |
Teacher-made tests; Class discussions/teacher observation; Progress reports; Report card grades Lesson plans |
TAKS math results |
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Continue Saxon Math program in Grades K-6. |
Campus principal |
Saxon Math materials |
3 weeks 6 weeks Weekly |
Progress reports; Report card grades Lesson plans |
TAKS math results |
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Provide TAKS math practice in Grades 1-6. |
Homeroom teachers |
SCE funds: (24)
|
Weekly quizzes; 3 weeks; 6 weeks
|
Teacher quizzes; Progress reports; Report card grades |
TAKS math results |
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Title I Aide will work with students thru Technology |
Principal |
Title I funds (211) |
September 2006 3 weeks; 6 weeks |
September 2006 Progress reports; Report card grades |
TAKS math results |
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Provide daily writing practice in Grades 1-6 (tutorials). |
Homeroom teachers |
SCE funds: (24)
|
As assigned; 3 weeks; 6 weeks |
Writing activities; Progress reports; Report card grades
|
TAKS writing results |
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Continue Michael Eaton Writing program in Grade 4. |
Grade 4 classroom teachers |
Michael Eaton Writing SCE funds: (24)
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Per individual students; 3 weeks; 6 weeks
|
Programmatic writing assessments; Progress reports; Report card grades |
TAKS writing results |
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Provide TAKS writing exercises in Grades 7-8 to emphasize grammar activities and improve vocabulary. |
Language Arts teacher (Grade 7 and 8) Secondary Language Arts teacher |
English textbook; SCE funds: (24) Sadlier-Oxford Vocabulary Workshop; Houghton-Mifflin English textbook
|
Daily; 3 weeks and 6 weeks |
Homework; Writing portfolios; Literature units; Progress reports; Report card grades; Teacher-made tests |
TAKS writing results |
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Retain Pull-out program and provide release time for G/T Director |
Superintendent; Principal |
Region 10 ESC; (21) G/T coordinator; G/T funds (21) |
Training: November 23, 2004 |
Training schedule; Lesson plans; G/T schedule change |
G/T training completion; Differentiation of instruction |
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Update, revise, and implement current dyslexia plan. |
Dyslexia coordinator |
Region X ESC; MTA materials;
|
3 weeks; 6 weeks |
MTA tests results; Progress reports |
TAKS results; Student progress |
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Provide comprehensive career and technology programs to assist students in developing the knowledge, skills, and knowledge competencies necessary for a broad range of career opportunities. |
Campus principal |
CATE funds HDH Coop (22) (Carl Perkins funds) |
6 weeks; Semester |
Courses offered; Student follow-up |
Course completion; Course grades; Job placement
|
Provide Training Principal Title II TPTR Sept. to May Progress in Math Skills TAKS Results
To 2nd to 6th Staff Fund (255) after testing with Star
For Accelerated Math Math Assessment
Implement Accelerated Teachers Local Funds Sept. to May “ “
Math
Goal #2: Continue to maintain or exceed student attendance rate in the district from of 95.9% in the spring of 2006.
Objective:
Student attendance will improve from 95.9% to 97%.
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STRATEGIES |
TEACHER(S) RESPONSIBLE |
RESOURSES |
TIMELINES |
EVALUATIONS |
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FORMATIVE |
SUMMATIVE |
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Provide ISS on the elementary campus and continue Assertive Discipline Plan.. |
Campus principal; Teachers |
Local Funds |
Based on student assignment to ISS |
# assigned to ISS |
Attendance rate; Reduction of out-of-school suspensions; Reduction of discipline infractions |
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Provide certificates and awards for perfect attendance. |
Campus principal |
Local funds |
6 weeks |
Perfect attendance certificates |
Attendance rate (AEIS) |
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Employ attendance officer for high school to contact absentees by telephone. |
Campus principal; Superintendent |
Local Funds |
Daily |
Daily attendance reports |
Attendance rate
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Develop semester exam exemption plan for Grades 11 and 12. |
Teachers; Campus principal |
Local Funds |
Monthly |
Developmental meetings/minutes |
Plan developed |
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Take students with no tardies and students with perfect attendance out to lunch. |
Principal; Teachers |
Local funds;
|
6 weeks |
Perfect attendance roster; Tardy roster |
Annual perfect attendance awards; Attendance rate |
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Establish superintendent and principal Honor Rolls for outstanding grades. |
Superintendent; Principal |
Classroom teachers |
6 weeks |
Honor Rolls lists |
TAKS achievement;
|
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Publish in newspaper the names of students achieving expectations. |
Principal |
Local Funds |
6 weeks |
Newspaper articles |
Compilation of students in newspaper articles |
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Conduct end-of-year drawing each school year for annual perfect attendance and annual perfect attendance. |
Principal |
Gifts; Local funds |
6-weeks reports; End-of-year |
Perfect attendance roster; TAKS mastery
|
TAKS results; Attendance rate |
Goal #3: Decrease secondary dropout rate by the spring of 2006.
Objective:
1. Maintain a 0% Dropout Rate
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STRATEGIES |
TEACHER(S) RESPONSIBLE |
RESOURSES |
TIMELINES |
EVALUATIONS |
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FORMATIVE |
SUMMATIVE |
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Use system of rewards by administration to increase student motivation/interests. |
Principal |
Local funds |
3 weeks; 6 weeks; Semester; End of year |
Progress reports; Report cards; Semester grades; Final grades |
Number of students receiving awards; Improved TAKS scores; Increased attendance rate; Reduced dropout rate |
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Support Saturday school and ISS. |
Principal; ISS teacher(s) |
Local Funds |
Per assignment |
Saturday school attendance; ISS assignments |
Attendance rate; Dropout rate; Course credit |
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Establish newsletter and news calendars. |
Principal; English/Journalism teacher |
Local funds |
6 weeks |
Newsletters; Calendars; Student recognition |
Compilation of students recognized; Attendance rate; Dropout reduction; TAKS results |
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Increase UIL participation. |
Principal; UIL sponsors |
Local Funds |
Yearly |
Event participation |
UIL awards; TAKS results; Attendance rate; Dropout reduction |
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Utilize Pregnancy Related Services. |
Principal; Counselor
|
Title IV funds (204) |
Monthly |
Incident report |
Dropout reduction; Attendance rate; TAKS results |
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Implement Content Mastery class. |
Secondary Special Ed teacher |
Special education funds (23) |
Weekly; 3 weeks; 6 weeks; Monthly
|
Mastery tests; Progress reports; Report card grades; Attendance report |
TAKS results; Attendance rate; Dropout reduction |
Goal #4: Increase graduation rate by spring of 2007.
Objective: Students passing TAAS exit-level test will remain at 100
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STRATEGIES |
TEACHER(S) RESPONSIBLE |
RESOURSES |
TIMELINES |
EVALUATIONS |
|
|
FORMATIVE |
SUMMATIVE |
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Provide exit-level tutoring for mathematics with tutoring required of students failing to pass TAKS. |
Secondary Math Teachers |
SCE (24) |
Weekly; 3 weeks; 6 weeks |
Progress reports; Report card grades
|
Exit-level passing rate; Graduation rate |
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Provide TAKS Prep classes for Grades 7 and 8. |
Assigned Teachers |
Local funds |
3 weeks; 6 weeks |
TAKS mastery; Progress reports; Report cards |
Graduation rate |
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Utilize summer school in Greenville and Commerce ISDs. |
|
Student Tuition Greenville ISD; Commerce ISD |
Summer of 2003 |
Summer school attendance; Students passing |
Graduation rate |
Goal #5: Increase the number of students taking ACT/SAT will meet or exceed the state standard.
Objectives:
1. The number of students taking the ACT/ACT will improve from 53.6 % in 2006 to 60% in 2007.
2. The percentage of students at or above criterion will improve from 2% in 2006 to 5% in 2007.
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STRATEGIES |
TEACHER(S) RESPONSIBLE |
RESOURSES |
TIMELINES |
EVALUATIONS |
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|
FORMATIVE |
SUMMATIVE |
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Offer the PSAT (Pre-test) exam and pay for tests for students, as needed.. Administer ASVAB test. |
Counselor; Principal |
Local funds PSAT test; ASVAB test |
October 01 |
Individualized computer Prep ACT/SAT programs |
ACT/SAT scores |
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Open computer lab for students’ preparation before school, after school, or night, as needed. |
Business Teachers |
Computer lab; SAT/ACT preparation software |
As needed |
Pre-test scores |
ACT/SAT scores |
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Encourage use of Special School Computer Program. |
Technology Director |
Computer software; TIF (413) Bridges Career Program |
As needed |
Programmatic student assessments |
ACT/SAT scores |
|
409 High School Success Grant |
Administration |
409 High School Success Grant |
As needed |
Individualized |
Test Scores |
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Encourage minority participation in ACT/SAT testing. |
Principal; Counselor |
Computer software Local funds for PSAT fees |
Computer lab schedule; Before school, after school, and night lab schedule |
Number of students taking PSAT or other prep. tests; Computer lab schedule;
|
ACT/SAT scores; Minority participation |
Goal #6: Improve special education through implementation of the Corrective Action Plan (CAP).
Objectives:
1. Meet timeline for initial evaluation.
2. Provide a least restrictive environment (LRE) for special education students.
3. Provide related services.
4. Provide timeline for re-evaluation.
5. Provide transition services.
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STRATEGIES |
TEACHER(S) RESPONSIBLE |
RESOURSES |
TIMELINES |
EVALUATIONS |
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|
FORMATIVE |
SUMMATIVE |
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Provide staff development on Teacher Assistance Team (TAT) procedures (linking assessment with instruction) and training on the process of initial evaluation emphasizing the date of initiation of referral. |
Special education coordinator; Principals |
Tri-County SSA (23) Title II TPTR Fund (255) |
Training as scheduled;
Completion date: May 2007 |
Training; Notes from TAT meetings; ARD minutes |
ARD minutes; Training completion; Meeting timeline for initial evaluation |
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Provide staff development on LRE, emphasizing the provision of supplementary aids and services, placement options for students with disabilities, and the rationale for the process for considering general education setting first when making placement decisions. |
Principals; Special education coordinator |
Tri-County SSA (23) |
Training as scheduled; Completion date: May 2007 |
Training; ARD minutes; Content mastery records of student check-in/out times |
Training completion; ARD minutes; LRE provided |
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STRATEGIES |
TEACHER(S) RESPONSIBLE |
RESOURSES |
TIMELINES |
EVALUATIONS |
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|
FORMATIVE |
SUMMATIVE |
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Take steps to provide related services in a variety of delivery options. Track all related services to ensure that any gaps in service are avoided or made up in a timely manner. Offer professional development to use staff effectively and explain different delivery options or services. |
Principals; Special education Coordinator |
Tri-County SSA personnel (23) |
Completion date: May 2004; Training as scheduled |
ARD minutes; IEP records; Sign-in/out records of off-campus personnel |
Training completion; ARD minutes; IEP records; Related services provided |
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Provide staff development on the process of re-evaluation, linking assessment and intervention, and using parental involvement to help focus assessment of instructional implications. |
Principals; Special education coordinator |
Diagnostic personnel; Parents; Tri-County SSA (23) |
Completion date: May 2006; Training as scheduled |
ARD minutes; IEP records; Sign-in/out records of off-campus personnel |
Training completion; ARD minutes; IEP records; Assessment results; Related services provided |
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Provide staff development on the purpose and process of transition, emphasizing the age at which to begin transition planning, time required to begin addressing Transition Plan in IEP (linking transition to the IEP), and the participation of outside agencies. |
Principals; Special education coordinator; Diagnostician; Counselor
|
Counselor; Parents; Student(s) |
Completion date: May 2006 Training as scheduled |
ARD minutes; IEP; Student’s class schedule; Counseling sessions; Contacts with outside agencies |
Training completion; ARD; IEP; Transition plan |
Goal #7: The district will provide a safe and orderly school climate.
Objectives:
1. Reduce total district discipline referrals from 496 in 2005-06 to 396 in 2006-07
2. Reduce incidents of violence from 4 in 2005-06 to 0 in 2006-07.
3. Reduce drug related referrals from 3 in 2005-06 to 1 in 2006-07.
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STRATEGIES |
TEACHER(S) RESPONSIBLE |
RESOURSES |
TIMELINES |
EVALUATIONS |
|
|
FORMATIVE |
SUMMATIVE |
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Monitor the continued implementation of the district's code of discipline. |
Superintendent; Campus principals |
Campus principals |
6 weeks |
Principals’ discipline records |
Discipline referrals; Safe, orderly climate |
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Provide Alternative Education Program (AEP) for students who commit violations of student code of conduct. |
Superintendent; Campus principals |
SCE funds: $970 (24)
|
6 weeks |
Academic progress reports; AEP referrals/placement |
Annual AEP referrals/placement; Violence-free schools |
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Conduct monthly, unscheduled drug dog searches of campus buildings and premises. |
Superintendent; Campus principals
|
Title IV funds (204) |
Monthly |
Incident report |
Drug-free report; Drug-free environment/campuses |
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Provide drug-free curriculum and instruction. |
Campus principals |
Title IV DAD personnel (204) |
Semester |
Incident reports; DFY-IT (volunteer drug testing) |
Annual incident report |
Goal #8: The district will emphasize parental and community involvement. Objectives:
1. The district will improve parent and community involvement in the schools from 2 volunteers to 6 volunteers.
2. PTA enrollment and participation will increase from 45 in 2005-2006 to 60 in 2006-2007.
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STRATEGIES/ACTIVITIES |
RESOURCES |
FORMATIVE EVALUATIONS |
TIMELINES |
PERSONS RESPONSIBLE |
SUMMATIVE EVALUATIONS |
|
Conduct an Open House. |
Hamburger supper; invitations; posters; student/teacher/parent compacts; TEKS Handbook; Title I Parent Meeting; (211) Inclusion Workshop; (23) Parent volunteer forms |
Number in attendance |
August 01 |
Campus principals PTA chairperson |
Number attending Open House; Number of compacts returned; Parent surveys; Parent volunteers
|
|
Conduct “Meet the Teacher” Night and Grandparents’ Day (elementary) |
Invitations; Posters |
Sign-in logs
|
Spring 2007; Night and Day attendance logs; Number attending
|
Campus principals; PTA chairperson |
Increase in parental involvement |
|
Inform parents and community of school events/activities. |
Posted notices; Newspaper articles; notices to parents; School Newsletter |
Parent/community attendance at school events/activities |
Communications aligned with school calendar |
Campus principals; PTA chairpersons |
Parental involvement and participation |
|
Conduct Title I, G/T, and Inclusion parent meetings. |
Invitations; Posters; Notices; Tittle I (211) &(21) |
Roster of attendance |
Monthly |
Campus principals; Superintendent |
Annual evaluation reports of Title I, G/T, and Special Education |
|
Publis School News Paper |
Web site |
Number of papers purchased |
6 weeks |
Journalism class; Teacher |
Total newspapers purchased; Improved parental involvement |
|
Parent Curriculum Planning Night
|
Notices to parents; Schedules for 2005 and 2006 |
Parent attendance |
May 2007 |
Counselor; High School principal; CATE teacher |
Total parents attending; Improved parent involvement |
|
Campbell ISD 2006-2007 |
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GT 21 |
|
|
|
|
|
|
Elem |
HS |
District |
TOTAL |
|
6112 |
|
|
|
$0.00 |
|
6119 |
$6,000.00 |
|
|
$6,000.00 |
|
FTE |
0.12 |
|
|
0.12 |
|
6129 |
|
|
|
|
|
6140 |
$2,280.00 |
|
|
$2,280.00 |
|
6200 |
$1,000.00 |
$500.00 |
|
$1,500.00 |
|
6300 |
|
|
|
$0.00 |
|
6400 |
$1,150.00 |
$1,300.00 |
|
$2,450.00 |
|
Total |
$10,430.00 |
$1,800.00 |
$0.00 |
$12,230.00 |
|
|
|
|
|
|
|
C&T 22 |
|
|
|
|
|
|
Elem |
HS |
District |
TOTAL |
|
6112 |
|
|
|
|
|
6119 |
|
$107,787.00 |
|
$107,787.00 |
|
FTE |
|
2.29 |
|
2.29 |
|
6129 |
|
|
|
|
|
6140 |
|
$10,083.00 |
|
$10,083.00 |
|
6200 |
|
$100.00 |
|
$100.00 |
|
6300 |
|
$6,750.00 |
|
$6,750.00 |
|
6400 |
|
$6,300.00 |
|
$6,300.00 |
|
6600 |
|
$200.00 |
|
$200.00 |
|
Total |
$0.00 |
$131,220.00 |
$0.00 |
$131,220.00 |
|
|
|
|
|
|
|
SE 23 |
|
|
|
|
|
|
Elem |
HS |
District |
TOTAL |
|
6118 |
|
|
|
$0.00 |
|
6119 |
$69,433.00 |
$84,539.00 |
|
$153,972.00 |
|
FTE |
1.95 |
1.79 |
|
3.74 |
|
6129 |
$30,627.00 |
$20,806.00 |
|
$51,433.00 |
|
6140 |
$8,936.00 |
$3,371.00 |
|
$12,307.00 |
|
6200 |
$4,600.00 |
$800.00 |
$34,000.00 |
$39,400.00 |
|
6300 |
$650.00 |
$5,450.00 |
|
$6,100.00 |
|
6400 |
$300.00 |
$200.00 |
|
$500.00 |
|
6600 |
$450.00 |
$450.00 |
|
$900.00 |
|
Total |
$114,996.00 |
$115,166.00 |
$34,000.00 |
$264,612.00 |
|
|
|
|
|
|
|
|
|
|
|
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|
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|
|
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|
|
|
|
|
|
|
|
|
|
|
CE 24/30 |
|
|
|
|
|
|
Elem |
HS |
District |
TOTAL |
|
6112 |
|
|
|
$0.00 |
|
6119 |
$43,837.00 |
$24,661.00 |
|
$68,498.00 |
|
FTE |
1.21 |
0.6 |
|
1.81 |
|
6121 |
|
|
|
|
|
6129 |
$9,183.00 |
$11,623.00 |
|
$20,806.00 |
|
6140 |
$10,889.00 |
$4,208.00 |
|
$15,097.00 |
|
6200 |
$200.00 |
$200.00 |
|
$400.00 |
|
6300 |
$500.00 |
$200.00 |
|
$700.00 |
|
6400 |
|
|
|
$0.00 |
|
6600 |
$150.00 |
$200.00 |
|
$350.00 |
|
Total |
$64,759.00 |
$41,092.00 |
$0.00 |
$105,851.00 |
|
|
|
|
|
|
|
|
|
|
|
|
|
BL 25 |
|
|
|
|
|
|
Elem |
HS |
District |
TOTAL |
|
6112 |
|
|
|
|
|
6119 |
|
$2,000.00 |
|
$2,000.00 |
|
FTE |
|
|
|
0 |
|
6129 |
|
|
|
|
|
6140 |
|
$375.00 |
|
$375.00 |
|
6200 |
|
|
|
|
|
6300 |
|
|
|
|
|
6400 |
$250.00 |
|
|
$250.00 |
|
Total |
$250.00 |
$2,375.00 |
$0.00 |
$2,625.00 |
|
|
|
|
|
|