Jayton-Girard Independent School

Jayton-Girard Independent School District

District Improvement Plan

2006-2007
Mission Statement

The Jayton Public Schools believe that education is the right and privilege of our community’s finest resource – our children. By providing a well-balanced curriculum, all students may realize their potential for productive lives. The school seeks to assist all students in developing their abilities by expecting them to meet or exceed educational performance standards. We believe it is the concern of the total educational system, including home, school, and community to be aware of what the student is learning and what is desired and expected of the individual as a learner. Only through consistent, timely, and effective communications among all public education interest can this be done. We seek to have an atmosphere which is orderly without being rigid, quiet without being oppressive, and generally conducive to teaching and learning.

The organization and management of all levels of the educational system of the school district should be productive, efficient, and accountable with financing being equitable to all students.

The Jayton Public Schools seeks to instill in our children the positive attitudes and values of our community and society necessary for the development of responsible citizenship and meaningful participation in our democratic society.

Jayton-Girard Independent School District

2006-2007

Board of Trustees

John Bleiker, President

Debbie Stiles, Vice-President

Kathy Owen, Secretary

Stacy Burchett, Member

Tim Lisenbee, Member

Layne Coulter, Member

Administration

Tim Seymore, Superintendent

Alan Gillespie, Principal

Stefanie Gannon, Curriculum/Special Programs Director

District Long Range Goals

Ninety-seven (97) percent of all students will pass each portion of the TAKS by June, 2007.

The District will maintain a dropout rate of 1% or less.

District-wide attendance rate will be ninety-seven (97) percent by June 2007, and that rate will be maintained.

Eighty (80) percent of all graduates will take the SAT or the ACT.

Thirty-five (35) percent all the students taking the SAT and/or ACT will score at or above the criterion.

By June 2007, all educators in the District will increase their competence in the use of computer and audio-visual technology in the classroom.

GOAL #1: TAKS Performance – Ninety-seven percent of African-American, Hispanic, White, Economically Disadvantaged, Title I, Migrant, Male and Female, At-Risk, and ESL Students not in special education, will pass in reading, writing, math, social studies, and science by June 2007.
Measurable Performance Objectives	Sequential Activities	Staff Responsibilities	Time Line	Resources	Formative Evaluation	Summative Evaluation
1. Conduct a comprehensive needs assessment in order to provide education success for all students and to determine the % of TAKS exemptions.	Disaggregate 2004-2005 TAKS data for all student populations	Superintendent, counselor, & campus committee	June & August annually	Time, Test Data, Technology, & AEIS report	Disaggregating & delivery of TAKS data to Jayton Public Schools	AEIS
	Train campus staff to review, interpret, and update the test data. Give staff the opportunity to give input into the assessments to be used.	Superintendent, principals, & counselor.	By the end of the 1^st six-weeks	Staff meetings & test data	Understanding and interpreting data	AEIS
	Disaggregate alternative assessment test data for students not required to take TAKS (LEP/ARD exempt students, PK-2 and released TAKS for 9^th grade students)	Counselor, special education teachers, teachers for grades K-2, & principals	June of each year › Fall and spring › Annual ARDS ›	ITBS for K-2 › TRPI FOR k-2 › Released TAKS › Practice TAKS for grades 2	Monitor student success › Initial assessment in fall › Understanding & interpreting data ›	Test Data Final assessment in spring Test data

GOAL #1: TAKS Performance – Ninety-seven percent of African-American, Hispanic, White, Economically Disadvantaged, Title I, Migrant, Male and Female, At-Risk, and ESL Students not in special education, will pass in reading, writing, math, social studies, and science by June 2007.
Measurable Performance Objectives	Sequential Activities	Staff Responsibilities	Time Line	Resources	Formative Evaluation	Summative Evaluation
(1. Continued) Conduct a comprehensive needs assessment in order to provide education success for all students and to determine the % of TAKS exemptions	Review and interpret assessment tools	Classroom teachers, aides, administrators, counselor, & special education teachers	August - May	Time, SAT, ACT, Brigance, TAKS, TPRI, ITBS, STAR reports, report cards, supplemental reporting periods, ASVAB, PLAN, COGAT, PSAT, daily monitoring, staff, & PDAS	Continual review & assessment of students’ success	Students’ success & progress
2. Identify and implement various activities to encourage student progress		All staff	End of reporting periods	Teachers, time, & approved calendar	Identifying at-risk students	Monitor TAKS and classroom improvement
	Have exemplary school celebration day if an exemplary rating is received	Principal	Prior to April TAKS	$1,400 Local funds, invited entertainment, special lunch menu	Monitor student & parent participation throughout the day	Gauge student motivation toward TAKS success
	Publicize success of students through local media	Superintendent	Upon receipt of AEIS	AEIS, local newspaper, & local TV station	Community feedback	Community feedback
	Purchase & use TAKS remediation software	Principal	August-September annually	Time, technology training, & ESC 1	Monitoring performance & enthusiasm	AEIS & TAKS
GOAL #1: TAKS Performance – Ninety-seven percent of African-American, Hispanic, White, Economically Disadvantaged, Title I, Migrant, Male and Female, At-Risk, and ESL Students not in special education, will pass in reading, writing, math, social studies, and science by June 2007.
Measurable Performance Objectives	Sequential Activities	Staff Responsibilities	Time Line	Resources	Formative Evaluation	Summative Evaluation
(2. Continued) Identify and implement various activities to encourage student progress	Use of innovative reading & math curriculum to ensure continued success (Saxon, Accelerated Reading, Shurley, & Acc Math Orchard	All teachers	End of each reporting period	State adopted textbooks, TEKS, school purchased curriculum, & software (Saxon, Accelerated Reading & Math, Shurley Method, & Orchard	Daily monitoring, tests, STAR tests, projects, accelerated reading reports, & report cards	AEIS & TAKS
3. Implement the writing process in sequential steps grade by grade to improve composition skills	Use the Shurley Method to teach grammar skills & various writing resources to teach the writing process	Classroom teachers Grades 1-8, English teachers & aides	End of each reporting period	Curriculum materials	Pre-tests, group tests, daily monitoring	Performance on post-tests TAKS writing
4. Implement SFA activities to reinforce reading components	Utilize SFA reading program	Teachers K-6, Principal	End of each reporting period	Curriculum materials	Benchmark Assessments, weekly assessments	Performance on TAKS reading

GOAL #2: Special Populations – Identify students who need extra help early and provide adequate staffing and opportunities so that they will complete their academic requirements successfully.
Measurable Performance Objectives	Sequential Activities	Staff Responsibilities	Time Line	Resources	Formative Evaluation	Summative Evaluation
1. All personnel will be knowledgeable of special education requirements through CAP/AIM process	In-service at ESC 17 & communication between special education teachers & regular education teachers	All teachers	August 31st	Time	Regular discussions of students’ needs & review of students progress	Student performance & success in relation to IEPs & final ARD evalustion
2. Identify students who qualify for special education, develop IEP’s, and schedule classes as needed	Continue to provide content mastery classes, resource, inclusion	Special education teachers & principal	August-May	Time, special education coop personnel	Monitor daily success	Final evaluation in ARD
	Regular communication between regular education & special education to monitor & coordinate student progress	All Teachers	August-May	Time	Regular discussions of student needs	Final evaluation in ARD
	Individual learner-centered instruction will be emphasized	All teachers	End of reporting periods	Time	Review of student’s progress	Evaluate student success in relation to IEP’s

GOAL #2: Special Populations – Identify students who need extra help early and provide adequate staffing and opportunities so that they will complete their academic requirements successfully.
Measurable Performance Objectives	Sequential Activities	Staff Responsibilities	Time Line	Resources	Formative Evaluation	Summative Evaluation
(2. Continued) Identify students who qualify for special education, develop IEP’s, and schedule classes as needed (a) Compete initial evaluation in a timely manner	Refer student(s) having academic difficulty	Classroom teachers	Complete assessment process within 60 days; develop IEP at ARD	Time, special education coop personnel	ARD to determine goals	IEP in place for students
(b) Students with disabilities are educated with non-disabled peers in the least restrictive environment	Conduct ARD and assure collaborative planning: (1) for implementation of services for adequate resources considering general education setting first when making placement decisions & (2) for participation in non-academic and extracurricular activities	Classroom teacher, special education teachers, principal, & special education coop personnel	Complete assessment process within 60 days; develop IEP at ARD	Time and scheduling	Review of student’s progress	Evaluate student success in relation to IEP’s

GOAL #2: Special Populations – Identify students who need extra help early and provide adequate staffing and opportunities so that they will complete their academic requirements successfully.
Measurable Performance Objectives	Sequential Activities	Staff Responsibilities	Time Line	Resources	Formative Evaluation	Summative Evaluation
(2. Continued) - - - (c) Provide related services to assist the child to benefit from special education placement	A multi-disciplinary team approach will secure personnel and integrate related services into the curriculum to generalize skills in all learning environments	Special education teachers - - - - - Special education cooperative personnel - - - - - -*ESC XVII personnel	From date of placement until dismissed from special education	Time, $950 local funds	Monitor daily success	Final evaluation in ARD
(d) Schedule reevaluations every three years or more often at request of parent or teacher if student needs indicate a change would benefit the student	A staff that is knowledgeable about guidelines & reevaluation will collaborate to assure an error-free tracking that assists the student to receive services & instruction in a way that is most advantageous	Classroom or special education teachers, any person who is responsible for services for child (ESC XVII personnel, specialists)	From date of placement until dismissal from special education	Time, special education coop personnel	Monitor and review student progress and success	Evaluate student success in relation to IEP's and any re-evaluations that result in changes in student's progress

GOAL #2: Special Populations – Identify students who need extra help early and provide adequate staffing and opportunities so that they will complete their academic requirements successfully.
Measurable Performance Objectives	Sequential Activities	Staff Responsibilities	Time Line	Resources	Formative Evaluation	Summative Evaluation
(2. Continued) (e) Beginning at age 16, or younger if appropriate, the IEP will include: (1) a statement of needed transition services, (2) a statement that the parent will be informed that transition services will be part of the IEP meeting, & (3) a statement that the student will be invited	A collaborative effort involving staff, parents, & students to link the course of study with post secondary goals in order to assure a successful transition to opportunities at the post secondary level	Classroom teachers, special education teachers, principal, & special education coop personnel	August - May	Time, special education coop personnel	Regular discussions of student needs & progress	Evaluate student success in transition to post-secondary activities
3. The performance gap among all special education populations will be less than five percentage points by June 1, 2007	Application of best practice learning theory & learning styles theory for diverse populations	All teachers	August – May End of reporting periods	Time	Monitor student achievement on six weeks intervals	TAKS and/or SDAA performance LDAA, TAKS I

GOAL #2: Special Populations – Identify students who need extra help early and provide adequate staffing and opportunities so that they will complete their academic requirements successfully.
Measurable Performance Objectives	Sequential Activities	Staff Responsibilities	Time Line	Resources	Formative Evaluation	Summative Evaluation
4. Develop a strategy to reduce (1) the percentage of students in special education & (2) the number of TAKS exemptions	Continue to determine needs, provide tutoring in the regular classroom, & evaluate students to determine those who can take TAKS	All teachers, principal, & counselor	August – May End of each reporting period	Time & personnel	Regular discussions on students' needs and progress	Compare Jayton percentages with the state percentages of - - - (1) students in special education & (2) students taking the TAKS
5. Identify G/T students and address their needs to ensure challenging learning opportunities so that 90% pass TAKS	Assess needs and plan for appropriate activities Survey G/T parents to assess program quality & effectiveness	G/T committee teachers & parents	March 31st	Time	Qualified students placed	Review placement
6. Identify and recruit migrant students & address their needs to ensure equitable learning opportunities so that 90% pass TAKS	Inquire at enrollment and provide extra help as needed	Secretaries	August - May	Time, local funds	Monitor registration & success of new students	Review of progress and success

GOAL #2: Special Populations – Identify students who need extra help early and provide adequate staffing and opportunities so that they will complete their academic requirements successfully.
Measurable Performance Objectives	Sequential Activities	Staff Responsibilities	Time Line	Resources	Formative Evaluation	Summative Evaluation
7. Identify 504 students & address their needs to ensure equitable learning opportunities so that 90% pass TAKS	Access special student needs for those not qualifying for special education & provide extra help	Principal, Title I teacher, & classroom teachers	August - May	Time	6-weeks grade report to evaluate academic progress	TAKS and/or SDAA data LDAA, TAKS I Course completion records Attendance records Discipline records
8. Identify LEP & ESL students and address their needs to ensure equitable learning opportunities so that 90% pass TAKS	Provide class to facilitate the learning of English	ESL teachers & principal	August or whenever new students enroll	LAS, LPAC, & time	6-weeks grade report to evaluate academic progress	AEIS - - - - - - - - - TAKS and/or SDAA data RPTE, LAT data Course completion records Attendance records Extracurricular participation *Discipline records
9. Identify at-risk students & ensure equitable learning opportunities so that 90% pass TAKS	Provide extra help opportunities: - - - - (a) special tutoring, & (b) classroom intervention	All teachers, principal, & counselor	August or whenever new students enroll	Local	6-weeks grade report to evaluate academic progress	AEIS & TAKS and SDAA data

GOAL #2: Special Populations – Identify students who need extra help early and provide adequate staffing and opportunities so that they will complete their academic requirements successfully.
Measurable Performance Objectives	Sequential Activities	Staff Responsibilities	Time Line	Resources	Formative Evaluation	Summative Evaluation
10. Identify targeted Title I students & address their needs to ensure equitable learning opportunities so that 90% pass TAKS	Schedule in Title I program & offer services to improve reading skills	Title I teacher & principal	August - May	Title I, Part A Title II, Part A Title II, Part D Title IV, Title V, SCE, Local, Title III	Students' progress in regular classroom	Final assessment of reading skills at end of year
11. Identify dyslexic students & address their needs to ensure equitable learning opportunities so that 90% pass TAKS	Schedule students for Alphabet Phonics program	Title I teacher & principal	August - May	Lubbock Christian University as testing center when needed Scottish Rite training & assistance when needed	Students' progress in regular classroom	Review of student progress in reading

GOAL #2: Special Populations – Identify students who need extra help early and provide adequate staffing and opportunities so that they will complete their academic requirements successfully.
Measurable Performance Objectives	Sequential Activities	Staff Responsibilities	Time Line	Resources	Formative Evaluation	Summative Evaluation
12.Identify students who are visually and/or auditorially impaired & address their needs to ensure equitable learning opportunities so that 90% pass TAKS	Conduct annual prevent blindness vision screening for all students	School nurse	As situation occurs & school is aware of it	Time, Special education coop personnel	Annually	All students are screened & vision needs are met
13. Identify pregnant students or students who are parents & address their needs to ensure equitable learning opportunities so that 90% pass TAKS	Inform students of their options to continue their education while pregnant, during post-partum time, or while parenting	Principal & counselor	As situation occurs & school is aware of it	Time	Discussions among principal, counselor, parents, & outside professionals concerning students' condition	Monitor academic performance Course completion record Graduation tracking & pacing TAKS data *Teacher feedback

GOAL #2: Special Populations – Identify students who need extra help early and provide adequate staffing and opportunities so that they will complete their academic requirements successfully.
Measurable Performance Objectives	Sequential Activities	Staff Responsibilities	Time Line	Resources	Formative Evaluation	Summative Evaluation
14. Identify homebound students & address needs to ensure equitable learning opportunities so that 90% pass TAKS	Early intervention with students & discussion between school & parents about course work & special needs or arrangements in order to meet educational requirements	Principal & counselor	As situation occurs & school is aware of it	Time	Discussions among principal, counselor, parents, & outside professionals concerning students' condition	TAKS data Course completion record - - - - - - - - - Teacher feedback Student/parent feedback
15. Identify homeless students & address their needs to ensure equitable learning opportunities so that 90% pass the TAKS	Offer basic opportunities and options to parents in order to meet basic needs of student	Principal & counselor	As needed	Time	Access & use of opportunities offered to better students' situation	Improved situation for the homeless child

GOAL #2: Special Populations – Identify students who need extra help early and provide adequate staffing and opportunities so that they will complete their academic requirements successfully.
Measurable Performance Objectives	Sequential Activities	Staff Responsibilities	Time Line	Resources	Formative Evaluation	Summative Evaluation
16. Implement a strategy to ensure equitable access to & equitable participation in Title I projects & activities (Cultural, linguistic, or economic diversity is a barrier to equitable participation.- Strategy BO2)	Provide a translator to explain the program in the parents' native language	Kindergarten teacher Administrative assistant	As the need arises	Time	Parent/student feedback	Non-English speaking parents & students will understand the Title I program
17. Identify students who need speech therapy	Screening will be performed as recommended by the classroom teacher and/or parent	Special education coop speech therapist	As needed throughout the school year	Special education coop personnel	Rate of referrals & evaluation by speech therapist	Spring ARD & evaluations

GOAL #2: Special Populations – Identify students who need extra help early and provide adequate staffing and opportunities so that they will complete their academic requirements successfully.
Measurable Performance Objectives	Sequential Activities	Staff Responsibilities	Time Line	Resources	Formative Evaluation	Summative Evaluation
18. Needs of male, female, economically disadvantaged, White, Hispanic, and African American students will be addressed to ensure equal education so that 90% pass TAKS	Early identification & intervention of individual student needs	Principal	Throughout the year	Time, $2,000 REAP funds	Review of these types of students & their special arrangements	Student performance & success - - - - - TAKS

GOAL #3: School Climate – Maintain and enhance school climate and opportunities that are conductive to developing healthy students who make good decisions, and implement a plan to care for safety of students.
Measurable Performance Objectives	Sequential Activities	Staff Responsibilities	Time Line	Resources	Formative Evaluation	Summative Evaluation
1. Provide for students' health & safety through immunizations, vision screening, instruction on nutrition, & safety instruction	Immunizations & records - - - - -Vision screening & referrals - - - - - - -*Address -- - - - ---(1) nutrition issues & (2) safety issues in classroom	School nurse, teachers	As per immunization requirements & health classes	Medical supplies Health curriculum - $200 local funds Crisis management plan	Student referrals & their reaction to instruction or to a crisis	Complete immunization records & safety of students throughout year

GOAL #3: School Climate – Maintain and enhance school climate and opportunities that are conductive to developing healthy students who make good decisions, and implement a plan to care for safety of students.
Measurable Performance Objectives	Sequential Activities	Staff Responsibilities	Time Line	Resources	Formative Evaluation	Summative Evaluation
2. Provide (1)thorough drug education (2) violence & suicide prevention programs, and (3) crisis management programs	Secure resource people for programs & address areas in curriculum as appropriate	All teachers, counselor, principal, administrative assistant, & outside resource people	Throughout the year	SACADA newsletter, Sunburst Behavioral Management Program -------Drug curriculum guide ------ Annual health fair *Title IV (ESC XVII)	Student participation	Student success
	Observe Red Ribon Week	All classroom teachers	October	Drug curriculum, Red ribbons *School assemblies with prevention messages	Review drug posters	Drug & Alcohol Free Graduation Party (Monitor parent & student participation) Parent/student feedback
3. Provide conflict resolution strategies & goals on how to protect students	Classroom activities & presentation of skits showing how to resolve conflicts Character Counts Curriculum	All classroom teachers	Aug - May	Classroom activities Student leaders *Assemblies	Student participation (posters, folders, & service projects)	Teacher observation & dialogue

GOAL #3: School Climate – Maintain and enhance school climate and opportunities that are conductive to developing healthy students who make good decisions, and implement a plan to care for safety of students.
Measurable Performance Objectives	Sequential Activities	Staff Responsibilities	Time Line	Resources	Formative Evaluation	Summative Evaluation
4. Provide nutrious & affordable meals in school lunchroom	Cafeteria personnel follow federal guidelines for nutrition & servings	Cooks/SHAC committee	Throughout the year	Purchased supplies & commodities	Participation	Participation & feedback
5. Offer & encourage non-gender specific courses (i.e.Vo-ed, math, science, & leadership)	Upper division science classes will take a multiple day field trip	Science teacher	May	School vehicles, $2,500 local funds *Sponsor	Monitor student participation & reaction	Review feedback & student enrollment
6. Jayton Schools will pursue an attendance rate of 97% or higher	Continue to emphasize importance of attendance to parents & students	All teachers, principal, & attendance committee	August - May	Time	Daily attendance	ADA
	Daily phone calls to parents of absentees	Secretary	Daily	Time, telephone	Daily attendance	ADA

GOAL #4: Discipline Management – Effective, learner-centered discipline management models will be implemented.
Measurable Performance Objectives	Sequential Activities	Staff Responsibilities	Time Line	Resources	Formative Evaluation	Summative Evaluation
1. Implement discipline management plan & encourage the development of self-discipline	Set and maintain standards for good behavior	Teachers, principal, & parents	Ongoing	Time	Daily review	Discipline reports
	Jayton Student Code of Conduct Handbook will be distributed to each student to be signed & returned	Principal	August or whenever a new student enrolls	Handbook	Monitor return of Code of Conduct	Percent of return
	Parents will be notified when students are not incompliance with the discipline management plan	Principal	Upon infraction	Time	Parent feedback	Students' progress
	Major or continued disciplinary problems will result in Levels 2-4 DAEP placement	Principal	As needed	Local funds - $25 a day as needed & school vehicle	Monitor discipline referrals	Percent placed in DAEP

GOAL #5: Staff Development – Continued pursuit of knowledge and skills will ensure a highly qualified staff.
Measurable Performance Objectives	Sequential Activities	Staff Responsibilities	Time Line	Resources	Formative Evaluation	Summative Evaluation
1. Highly qualified & certified staff will be recruited & employed when openings are available	Needs will be assessed, & the district will maintain pay & benefit plans in excess of state base	Board of trustees	Annual budget workshops	Local funds as needed per employee	PDAS, teacher appraisals, principal walk-throughs	Summative Evaluation
2. The school will strive to attract high-quality highly qualified teachers to a high-need campus	Facilitate education of instructional aides Broad-based advertising through print & electronic media *Professional development for teachers & paraprofessionals	Administration	Annually	Local & Title I, Part A & Title II funds	PDAS - - - - - - ---Teacher appraisals *Principal walk-throughs	Student success School success
3. Staff will have multiple opportunities for relevant & meaningful staff development	Provide local GT, special education, CPR, & staff development opportunities	Qualified classroom teachers & EMS personnel	July	Local funds Title I, Part A & Title II	Staff feedback & participation	Progress in implementing ideas Application of knowledge
	Continue to use ESC XVII for staff development services	Superintendent & principal	June-May	Time, local funds ESC XVII personnel	Staff participation	Application of knowledge

GOAL #5: Staff Development – Continued pursuit of knowledge and skills will ensure a highly qualified staff.
Measurable Performance Objectives	Sequential Activities	Staff Responsibilities	Time Line	Resources	Formative Evaluation	Summative Evaluation
4. Staff will receive training on integration of TEKS into all areas of the curriculum	Workshops on integration of TEKS into curriculum	All personnel	August - July	ESC XVII Local staff development	Staff participation & records of attendance	Student success on TAKS
5. Teachers will choose tests given for evaluations	Staff will provide input in the choice of assessments for all students	All teachers, principal, & counselor	August - July	Time - - - - - - -Local funds	Staff participation	Actual tests chosen & administered by staff

GOAL #6: Parent Involvement – Parents will have opportunities to (1) participate in their children(s) education endeavors and (2) to expand their own knowledge.
Measurable Performance Objectives	Sequential Activities	Staff Responsibilities	Time Line	Resources	Formative Evaluation	Summative Evaluation
1. Maintain close communication with parents by (a) scheduling timely teacher/parent conferences & (b) contacting parents regarding work that is below academic expectations	Conferences will be scheduled for at-risk students or any students having difficulties- - - - ----- -3 weeks progress reports - - - - - -----6 weeks grades --- - Semester grades	Principal & classroom teachers	Aug – May Ongoing process	TAKS & ITBS data	Teacher conference data	Parent feedback

GOAL #6: Parent Involvement – Parents will have opportunities to (1) participate in their children(s) education endeavors and (2) to expand their own knowledge.
Measurable Performance Objectives	Sequential Activities	Staff Responsibilities	Time Line	Resources	Formative Evaluation	Summative Evaluation
2. Identify students' difficulties & communicate with parents	Conferences will be held with all parents of K-6 students	K-6 teachers	End of 1^st reporting period and as needed	Teachers, parents, time, samples of student performance	Parent/student feedback	Student progress
	Distribute & collect parent/school compacts	Principal, secretary, & classroom teachers	By Sept. 1	Compacts, parents, students, & teachers	Parent/student feedback	Student progress
3. Provide opportunities & information to parents to encourage them to participate in co-curricular & extra-curricular activities	Band boosters Athletic boosters Fall Fest Class parties Band concerts Open house TAK-S celebration Parent appreciation Activity schedule Monthly calendar Local TV station Notes & phone calls	Band director Coaches Class sponsors Teachers Band director All staff All staff Teachers	Fall Fall Fall Throughout year Dec & May March April May	Band parents Parents Donations, time Donations, time Students Time Assemblies & Local funds Time	Willingness of individuals to support school activities	Community participation & feedback
4. Provide communication through School Reach Messaging System	Purchase of School reach Subscription	Administration, teachers	In place by March 1, ongoing thereafter.	Information to include in messages to be delivered	School Reach Reports detailing the number of messages delivered	Feedback from parents and students

GOAL #7: Technology – Prepare students to be technologically competent in order to be successful in society.
Measurable Performance Objectives	Sequential Activities	Staff Responsibilities	Time Line	Resources	Formative Evaluation	Summative Evaluation
1. Students will have opportunities to: (1) Learn about technology & (2) Learn from technologically advanced equipment - - - - - - (See Goal #6 for community opportunities in technology.)	State-of-the-art hardware & software will be provided	School board, superintendent, technology coordinator, computer teacher, Title I teacher & aide	June - May	Local funds Grants Updated computer labs Kurzweil 3000 System Accelerated Reader activities Classroom computers *Orchard	Monitor student accessibility & feedback	Review student progress
	Provide competent instructional support	Superintendent, technology coordinator, computer teacher, Title I teacher & aide	As needed	Local funds, time	Teacher/Student feedback	Teacher/Student performance
	Implement distance learning lab	ESC XVII, technology coordinator, Norstan, Vtel	August - May	Technology consortium, e-rate, & local funds	Student, staff, & board participation	Application of information gained from participation
	Continue use of library automation software	Librarian	August	Local resources	Student participation	Book circulation & accounting

GOAL #8: Transition – Provide for non-stressed transition from pre-school to elementary, from elementary to junior high school, from junior high school to high school, and from high school to post-secondary school or work force.
Measurable Performance Objectives	Sequential Activities	Staff Responsibilities	Time Line	Resources	Formative Evaluation	Summative Evaluation
1. Provide activities to ensure non-stressful transitions for all students	Invite pre-K students & parents to visit the school & classroom	Kindergarten teacher & principal	Spring before enrollment – April 30	Invitations, time, & welcome packets	Invitations, time, & welcome packets	Kindergarten enrollment
	Counselor will visit with 6th grade about expectations & changes for the coming year	Counselor	Spring	Time, sample schedules	Question/answer segment	Success of first day along with tracking & monitoring for needs & assistance during junior & senior high school
	Students are provided a day to visit a college or vocational school	Counselor & principal	Senior year	Time, parents, college catalogs, & software	Student feedback	Rate of post-high school enrollment
	Invite parents to financial aid meeting	Counselor	Senior year Fall	Time, parents, financial aid packets	Parent attendance	Completion of packets

GOAL #9: Graduation / Drop-Out Rate – Students will be encouraged to complete their high school education.
Measurable Performance Objectives	Sequential Activities	Staff Responsibilities	Time Line	Resources	Formative Evaluation	Summative Evaluation
1. Jayton Schools will continue to pursue a 0% drop-out rate & 100% graduation rate according to SBOE (State Board of Education ) expectations	Attendance committee will meet regularly to review & monitor excessive absences	Teachers on committee & principal	3 times a year	Time, committee	Time, committee	ADA
	Daily parent phone contact concerning students not in attendance	Secretary	Daily	Phone, time	Monitoring student attendance	ADA
	Local scholarship funds awarded to all graduates	Superintendent, business manager, & secretary	May	Scholarship funds from local businesses & community members	Percent of post-secondary enrollment	Percent of post-secondary completion
2. Students not meeting graduation requirements will be encouraged to pursue a GED	Provide opportunities and resources for GED class	Principal & counselor	As needed	Principal and counselor	Principal and counselor	Percent receiving GED
3. SAT & ACT scores will be improved	Emphasize skills & competencies required	All teachers & principal	August - May	Classroom materials & resources supplied by counselor	Teacher observation & student effort	Track improvement in SAT/ACT Scores

GOAL #9: Graduation / Drop-Out Rate – Students will be encouraged to complete their high school education.
Measurable Performance Objectives	Sequential Activities	Staff Responsibilities	Time Line	Resources	Formative Evaluation	Summative Evaluation
4. Prior to graduation students will acquire personal finance skills and pass the THEA	Emphasize skills & competencies required	All teachers, principal, & counselor	August - May	Classroom materials & resources Internet resources	Pre-THEA Test Teacher evaluations	Passing THEA scores in math, reading, & writing Grades

GOAL #10: Career and Vocational Education – Students will be informed of career and vocational choices.
Measurable Performance Objectives	Sequential Activities	Staff Responsibilities	Time Line	Resources	Formative Evaluation	Summative Evaluation
1. Provide appropriate preparation & guidance toward higher education or career pathways	Access needs of individual students Continue VAC program	Principal & counselor	August	Time & Available Funds	Student/counselor discussions	Student success documented
Use available funds from: ·1 Local ·2 Special Education coop.	Continue VAC program	Special education teachers & principal	Senior year	Special education coop funds & local funds	Pre-graduation ARD meeting	Graduation
·3 State ·4 CATE funds	PLAN Tests - - - - ASVAB Tests	Counselor	October	Military liaison	Debrief students & interpret results	Graduation

GOAL #10: Career and Vocational Education – Students will be informed of career and vocational choices.
Measurable Performance Objectives	Sequential Activities	Staff Responsibilities	Time Line	Resources	Formative Evaluation	Summative Evaluation
*(See summary of finances for inclusion of Carl Perkins dollars)	Provide scholarship & financial aid information to seniors	Counselor	Senior year	Time	Monitor student applications & interest	Parent & student feedback
2. Provide appropriate preparation in TECH PREP so that students acquire maximum technology skills & receive college credit	Provide thorough instructional program	Computer teacher & vocational education teacher	August - May	College agreement with Jayton High School	High school credit	College level credit

State Compensatory Education

State of Texas and Jayton-Girard ISD Student Eligibility Criteria:

A student under 21 years of age and who:

Is in prekindergarten – grade 3 and did not perform satisfactorily on a readiness test/assessment given during the current school year.

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.

Was not advanced from one grade to the next for one or more school years

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

Is pregnant or is a parent

Has been placed in an AEP during the preceding or current school year

Has been expelled