CAMPUS IMPROVEMENT PLAN

Holland Middle School

2004-2005

Mission Statement

Holland Middle School, in partnership with parents and community, will provide a quality education for all students, empowering them to pursue productive and fulfilling lives in an ever-changing, interdependent world.

DISTRICT DECISION-MAKING COMMITTEE

Mike Mazoch – Middle School Principal

Theresa Valdez – Middle School Teacher

Gracie Schlickeisen – Middle School Teacher

PARENTS

Frank Pajestka

BUSINESS/COMMUNITY

Mark Karl

COMPREHENSIVE NEEDS ASSESSMENT (TIA 12)

Holland Middle School conducted comprehensive needs assessments based on AEIS data such as TAKS performanceand attendance rates. In addition, for general education and for special programs, the data were disaggregated for all population groups, including male and female. Individual student’s strengths and weaknesses were identified by disaggregating TAKS data by grade level, subject area, and objectives.

The needs assessment also consisted of identifying needs for all subject areas, grade levels, and each special program considering the six areas of decision making (planning, curriculum/instruction, staffing, staff development, school organization, budgeting) and through the Effective Schools Correlates (Instructional Leadership, Instructional Focus, High Expectations, School Climate, and Parental Involvement). The elementary school is a Title I, Part A Schoolwide campus based on 52% of low income students. The middle school is a Title I, Part A Schoolwide campus based on the feeder pattern.

Surveys were disseminated to all faculty, staff, and parents, including business and community representatives serving on the district and campus improvement committees. District and campus improvement plans from the 2003-04 school year were reviewed and revised based on the achievement of specific goals and objectives. As a result, the 2004-05 district and campus improvement plans reflect all of the aforementioned needs in order to improve student performance.

Goal #1

All student groups taking the TAKS reading, writing, and math tests will meet or exceed the state standard of 90% passing by the year 2005 to achieve a campus rating of Exemplary.

Objectives

Refer to strategies for regular education students and special programs students.

STRATEGIES	PERSONS RESPONSIBLE	RESOURCES	FORMATIVE EVALUATIONS	TIMELINES	SUMMATIVE EVALUATIONS
Disaggregate TAKS Reading objectives and focus on weaknesses below 85% mastery. (TIA13) Basic Understanding Applying Knowledge of Literary Elements Using strategies to Analyze Applying Critical-Thinking Skills Literary Elements and Techniques Analysis and Evaluation Revising and Editing	Classroom teachers Principals	AEIS data Summary Reports Teachers	Lesson plans AEIS-IT Analysis Benchmark tests	Weekly June 2004 November, January, March	TAKS Reading
Implement the following initiatives/activities to address Reading weaknesses below 85% mastery: (TIA13)	Literacy Coordinator				TAKS Reading
Accelerated Reader		Title I, Part A SCE $2,322	STAR Report	6 weeks
· Accelerated Vocabulary Program			STAR Report Progress Reports Teacher-made tests	6 weeks 3 weeks
Dyslexia services		Local funds	Neihaus Assessment	6 weeks

STRATEGIES	PERSONS RESPONSIBLE	RESOURCES	FORMATIVE EVALUATIONS	TIMELINES	SUMMATIVE EVALUATIONS
After-school tutoring (All levels)		SCE funds $3,500.	Item Analysis Progress Reports	3 weeks
Reading classes: Grades 6-8 (Middle School)		Title I, Part A SCE Funds Supplies $1000 SCE funds $26,279. FTE=0.66	Lesson plans Progress reports Benchmark tests	Weekly 3 weeks November, January, March	Longitudinal data
Critical Thinking Skills and Current Events (All Level)		Local Funds	Lessons Plans	Weekly
Root Word Study (All Level)		Local Funds	Lesson Plans	Weekly
Consistently implement the pre-referral process when necessary		Local funds	CAP Matrix	Daily
Staff development and follow-up		SCE funds $1250.	Staff development calendar Agendas/sign-in sheets Lesson plans	August As scheduled Weekly
STRATEGIES	PERSONS RESPONSIBLE	RESOURCES	FORMATIVE EVALUATIONS	TIMELINES	SUMMATIVE EVALUATIONS
Disaggregate TAKS Reading objectives for Special Education students and focus on weaknesses below 85% mastery. (TIA 13) Basic Understanding Applying Knowledge of Literary Elements Using strategies to Analyze Applying Critical-Thinking Skills Literary Elements and Techniques Analysis and Evaluation Revising and Editing	Classroom teachers and Principals	AEIS Data Summary Reports Teachers	Lesson Plans AEIS-IT Analysis Benchmark Tests	Weekly June 2004 November, January, March	TAKS Reading
Implement initiatives and strategies to address Reading weaknesses below 85% mastery for Special Education students. (TIA13)	Classroom Teachers and Special Education Teachers				TAKS Reading
· Accelerated Reader (Elementary, Middle)		Title I Part A Local Funds	STAR Report	6 weeks

STRATEGIES	PERSONS RESPONSIBLE	RESOURCES	FORMATIVE EVALUATIONS	TIMELINES	SUMMATIVE EVALUATIONS
· Dyslexia		Local Funds	Neihaus Assessment	6 weeks
· After-school tutoring (All Levels)		Local Funds	Item Analysis Progress Reports	3 weeks
· Reading classes: Grades 6-8 (Middle)		Title I, Part A Supplies Local Funds	Lesson Plans Progress Reports Benchmark Tests	Weekly 3 weeks November, January, March	Longitudinal Data

STRATEGIES	PERSONS RESPONSIBLE	RESOURCES	FORMATIVE EVALUATIONS	TIMELINES	SUMMATIVE EVALUATIONS
Critical Thinking Skills and Current Events (All Level)		Local Funds	Lessons Plans	Weekly
Root Word Study (All Level)		Local Funds	Lesson Plans	Weekly
· Staff development and follow up		Local Funds	Staff Development calendar Agendas/sign-in sheets<