Campus Improvement Plan Humble Middle School 2018-2019

Campus Improvement Plan

Humble Independent School District, Humble, Texas 11207 Will Clayton Pkwy * Humble, TX 77346

2018-2019 Humble Middle School

No dude en comunicarse con el personal de la escuela, si usted desea que el Plan de Mejoras sea discutido

Printed: 2/14/2019, 11:08 am Humble Middle School (#101-913-041)

ADMINISTRATORS

Sarahdia Johnson Principal Glenda Daniels Assistant Principal Roderick Martindale Assistant Principal Daniel Slack Assistant Principal Kimberly Esparza Assistant Principal

COMMITTEE

Glenda Daniels Assistant Principal

Joshua Grimes Teacher

Catherine Holsinger Teacher

Merissa Stein Teacher

Ashly Duhon Parent

Tracey Bogan Community Member

DuJuana Madkins Community Member

Delana Chatangier Teacher

Pastor Everette Coombs Business Representative

Sarahdia Johnson Principal

MISSION

Our purpose is to empower students with the tools necessary to be critical thinkers, responsible citizens and effective communicators by creating a college-ready culture focused on high expectations so that each student will successfully complete high school and be prepared for post-secondary life.

Page 2 Campus Improvement Plan Humble Independent School District


VISION

We see Humble Middle Students empowered to think critically, achieve academically, act responsibly, successfully complete high school and be prepared for post-secondary life. Teachers/Teacher teams working collaboratively to develop curriculum, instructional strategies, and assessments that enable all students to achieve academic success and communicate effectively, HMS staff, parents, and community members working collaboratively to encourage, motivate, and support all students in achieving academic success. Leadership/Leadership teams working cooperatively to support a campus focused on academic success, high expectations, and college readiness.

PROFILE

Demographics: We are showing growth in student involvement in campus organizations and student performance on STAAR. Additional support is needed to ensure that our campus is responsive to the needs of the students and families we serve.

Student Achievement: We need additional support in the areas listed above to continue to meet the need of our diverse learners, while continuing to close the achievement of our at risk students as measured by Istation, and STAAR. In addition, we need additional support for core area classes provided by the campus interventionist.

School Culture and Climate: We have created a great foundation in the culture at HMS, and with the continued support of all stakeholders we will continue to improve, by allowing time for appropriate professional development for teachers and staff.

Staff Quality, Recruitment and Retention: We will continue to work with the district and other agencies to recruit and retain, ESL certified staff and provide training for staff. In addition we will continue to celebrate the accomplishments of staff.

Curriculum, Instruction and Assessment: Our goal is to develop a better way to meet the needs of our special populations. We have to continue to embrace differentiated curriculum. We also must ensure that teachers are not only content knowledgeable but also well versed in the researched based instructional “best practices” as measured by ICLE Rigor and Relevance Framework.

Family and Community Involvement: Our Social Worker and Title 1 Liaison will work with parents to assist with all aspects of parent involvement. With a stable PTA and identified campus supports our involvement and ability to connect with parents will increase.

School Organization: We will focus our energy on ensuring that staff members consistently communicate with parents to increase awareness and relationships as measured by survey data.

Technology: Teachers are able to access technology on a regular basis, which lends to teachers being more open to incorporating technology into their lessons. Teachers are required to integrate technology into their lesson planning which allows opportunities for students and teachers to grow. In regards to technology as a whole we will need to purchase additional iPads or chrome books in the future.



Comprehensive Needs Assessment



Demographics

Strengths Diverse student and staff population Increase in students taking advanced placement courses

Needs

A1: Staff required training on culturally responsive teaching. A2: Increased number of enrolled students identified Homeless requiring after school interventions and training for staff A3: Declining attendance among economically disadvantaged students require academic supports and instructional resources to recover lost instructional time

Data

Attendance Data Student Enrollment Data Student Demographic Data



Student Achievement

Strengths Academic Lead Teachers for all content Areas Response to Intervention Specialist provides support for teachers to identify student needs and create action plans to monitor performance Interventionists certified in Math and/or Reading work with small groups of students on targeted areas of need

Needs

B1: Instruction and assessments are not being adjusted as frequently as needed due to lack of skills in analyzing student achievement data. B2: Struggling students need focused interventions to help them overcome academic deficiencies. B3: Students are not meeting their maximum potential in learning, due to a lack in teacher training in high impact instructional strategies to support ELL and SPED students. B4: Students require regular positive reinforcement to support academic gains. Tangible rewards are needed to recognize growth and goal attainment.

Data

STAAR/EOC Data Attendance Data Student Demographic Data Community Input



School Culture and Climate

Strengths Students appreciate the opportunity to participate in extracurricular/after-school activities that interest them. Regular events that celebrate student achievement and progress towards goals Willingness of staff to provide extra help with classwork and homework to students

Needs

C1: Regular parent training sessions to support homework help, behavior management and progress monitoring C2: Regular professional development/training on high impact, research-based strategies (Culturally Responsive Teaching, Restorative Discipline, Teach Like a Champion, Ron Clark, AVID, PBIS, Safe and Secure Schools) C3: Regular participation in vigorous physical activity and health education to promote the connection between healthy minds and bodies

Data

Teacher/Staff Retention Data Survey Data (Teachers/Staff)



Staff Quality, Recruitment and Retention

Strengths Personalized curriculum and lesson planning support from content Academic Lead Teachers Competitive salary increase from the school board have helped with recruiting and retaining quality teachers. Staff recognition for job performance (Super Staffer, Shout Out Board, Annual Campus Awards)

Needs

D1: High quality on-boarding and campus mentor program for new teachers and staff.

Data

Student Enrollment Data Student Demographic Data Survey Data (Teachers/Staff)



Curriculum, Instruction and Assessment

Strengths Weekly department planning time to review data and plan collaboratively Regular feedback aligned to the CIR Rubric and T-TESS by administrators and Academic Lead Teachers Campus-wide professional development on high impact instructional strategies (AVID Focused note-taking, 7 steps to a Language Rich Interactive Classroom)

Needs

E1: Incorporation of data-driven instruction model (Leverage Leadership) to address the needs of diverse learners (G/T, SPED, ELL, 504) E2: Writing across the curriculum training for staff

Data

STAAR/EOC Data Lesson Plans TELPAS and English language proficiency/progress by domain Level of rigor aligned to student expectations



Family and Community Involvement

Strengths Membership in the PTA has stabilized. A full-time Social Worker was employed to assist students and their families Parent Powwows held every grading period to review academic progress and behavioral needs of students

Needs

F1: Parents struggle to support students with academic and social-emotional needs. Training and support sessions for homework help, healthy boundaries, etc are needed. F2: Current methods of parent communication are inconsistent and not user friendly. Parents express frustration with navigating the Home Access Center.

Data

Parent participation data Survey Data (Parents) Support services (Counselors, social workers, community partnerships)



School Organization

Strengths Regular opportunities for staff to provide feedback

Needs

G1: Stakeholders need a clear understanding of all of the academic, social, and financial challenges and successes the school faces in moving students forward.

Data

Survey Data (Parents) Survey Data (Teachers/Staff)



Technology

Strengths Good access to document cameras, ipads, MOBIs, etc. Staff usage of technology has improved with the district WIFI access being more consistent.

Needs

H1: Teachers and students have not received adequate training in specific digital tools to support creating and grading assessments and personalizing learning for students. H2: Additional technology to ensure access to targeted instructional supports tailored to meet the needs of diverse learners (ELL, SPED, G/T)

Data

STAAR/EOC Data Report Card data Lesson Plans TELPAS and English language proficiency/progress by domain Professional Development follow-up Survey Data (Students)



PRIORITIZED NEEDS

A: Demographics Staff required training on culturally responsive teaching. A1

Declining attendance among economically disadvantaged students require academic supports and instructional resources to recover lost instructional time

A3

B: Student Achievement Instruction and assessments are not being adjusted as frequently as needed due to lack of skills in analyzing student achievement data.

B1

Struggling students need focused interventions to help them overcome academic deficiencies. B2

Students are not meeting their maximum potential in learning, due to a lack in teacher training in high impact instructional strategies to support ELL and SPED students.

B3

Students require regular positive reinforcement to support academic gains. Tangible rewards are needed to recognize growth and goal attainment.

B4

C: School Culture and Climate Regular parent training sessions to support homework help, behavior management and progress monitoring C1

Regular professional development/training on high impact, research-based strategies (Culturally Responsive Teaching, Restorative Discipline, Teach Like a Champion, Ron Clark, AVID, PBIS, Safe and Secure Schools)

C2

Regular participation in vigorous physical activity and health education to promote the connection between healthy minds and bodies

C3

E: Curriculum, Instruction and Assessment Incorporation of data-driven instruction model (Leverage Leadership) to address the needs of diverse learners (G/T, SPED, ELL, 504)

E1

F: Family and Community Involvement Parents struggle to support students with academic and social-emotional needs. Training and support sessions for homework help, healthy boundaries, etc are needed.

F1

G: School Organization



Stakeholders need a clear understanding of all of the academic, social, and financial challenges and successes the school faces in moving students forward.

G1

H: Technology Additional technology to ensure access to targeted instructional supports tailored to meet the needs of diverse learners (ELL, SPED, G/T)

H2



Actions



ACTIONS

Goal #1: Provide quality instruction and learning opportunities for all students

Performance Objective: To increase the academic achievement in Math and Reading of All Students: math from 69% to 71%; reading from 69% to 71% as evidenced by the 2019 STAAR assessment results.

Performance Objective: To increase the academic achievement in Math and Reading of SpEd Students: math from 44% to 46%; reading from 31% to 40% as evidenced by the 2019 STAAR and STAAR Alt assessment results.

Action: Provide training on academic strategies for parents/families. 1

Person(s) Responsible: Parent Involvement Liaison Principal

Evidence of Implementation: Action plan completed by Parent Involvement Liaison

Evidence of Impact (Formative): Action plan completed by Parent Involvement Liaison monthly evaluation

Evidence of Impact (Summative): Action plan completed by Parent Involvement Liaison end of year evaluation

Funding: Local Funds; Title I, Part A $8,965.00; Timeline: 8/1/2018 - 6/1/2019 (Monthly)

Needs: C1; F1

Action: Provide weekly after school tutoring for Math and Reading; especially for Special Education students and English Learners using both print and online resources aligned to the TEKS.

2

Person(s) Responsible: Assistant Principals ALTs Reading and Math Teachers

Evidence of Implementation: Teacher lesson plans Students sign in documents

Evidence of Impact (Formative): Campus Based Assessments District Assessments

Evidence of Impact (Summative): Improved student performance on STAAR

Funding: Title I, Part A $48,576.00; Timeline: 8/1/2018 - 6/1/2019 (Weekly)

Needs: A3; B2



Action: Purchase classroom/tutoring instructional materials for students to use in completing academic assignments, and to help them better understand concepts.

3

Person(s) Responsible: Assistant Principals ALTS

Evidence of Implementation: Teacher Lesson Plans Student Work Collection/Samples

Evidence of Impact (Formative): Project Based Assessments Campus Based Assessments District Based Assessments


Funding: Title I, Part A $72,520.00; Timeline: 7/1/2018 - 4/1/2019 (As needed)

Needs: H2

Action: Provide targeted instruction and interventions via online enrichment and remediation programs in all core content areas by providing access to electronic technology devices and graphing calculators for all students.

4

Person(s) Responsible: Teachers, ALTS, and Principals Evidence of Implementation: Increases implementation of students accommodations. Improved use of technology.

Evidence of Impact (Formative): District assessments, lesson plans, student performance scores on STAAR.

Evidence of Impact (Summative): Improved scores on district assessments, lesson plans that support critical thinking, increased student performance scores on STAAR.

Funding: Title I, Part A $64,000.00; Timeline: 11/1/2018 - 6/1/2019 (Ongoing)

Needs: B2; E1; H2

Action: Hire staff to provide focused interventions to EL students and students identified RtI - Tier 2 in Math and Reading during the instructional day.

5

Person(s) Responsible: Response to Intervention Specialist Evidence of Implementation: Improved scores on STAAR and district Benchmark Assessment

Evidence of Impact (Formative): Campus Based Assessments District Assessments


Funding: Title I, Part A $120,585.00; 1.00 FTEs; Timeline: 9/1/2018 - 5/1/2019 (Daily)

Needs: B2



Action: Provide professional development on developing lessons that embed interactive presentation, and provide training on using differentiated instruction for various learning styles as well as assess student using various modes.

6

Person(s) Responsible: AP ALT

Evidence of Implementation: Teachers observed implementing technology during CIR rounds.

Evidence of Impact (Formative): Student performance and behavior during class instruction will improve based on probing questions and data collection from the device.

Evidence of Impact (Summative): Student test data will reflect increased student performance for all students.

Funding: Timeline: 7/1/2018 - 7/1/2019 (Ongoing)

Needs: C2; H2

Action: Ensure students participate in moderate to vigorous physical activity 7

Person(s) Responsible: Health Coord. PE Teacher

Evidence of Implementation: FitnessGram data analysis used to design PE lessons

Evidence of Impact (Formative): Check-point fitness assessments

Evidence of Impact (Summative): Increasing percentage of students meeting all six standards on the FitnessGram Assessment

Funding: Title IV, Part A $54,506.00; Timeline: 8/1/2018 - 5/1/2019 (Daily)

Needs: C3

Action: Purchase 25 chrome books to accommodate language acquisition for EL students 8

Person(s) Responsible: ALTS, Teachers Evidence of Implementation: Increases implementation of students accommodations. Improved use of technology.

Evidence of Impact (Formative): District assessments, lesson plans, student performance scores on STAAR.

Evidence of Impact (Summative): Improved scores on district assessments, lesson plans that support critical thinking, increased student performance scores on STAAR.


Needs: H2



Action: Provide supplemental instruction/support and timely interventions for students identified as "At-Risk" for dropping out of school and/or part of the target population identified based on testing data.

9

Person(s) Responsible: Principal Assistant Principals ALTs

Evidence of Implementation: # of FTEs assigned; - 8.0 interventionist - 1.0 at-risk counselor

Evidence of Impact (Formative): Improved at-risk performance on check-point assessments

Evidence of Impact (Summative): Gap between at-risk and non-at-risk student performance and drop-outs reduced

Funding: Local Funds; State Comp Ed Funds $566,330.00; 9.00 FTEs;

Timeline: 8/20/2018 - 5/30/2019 (Daily)

Needs: B2

Action: During PLCs, checkpoint/benchmark data will be analyzed to monitor the progress of student subgroups identified by TEA as needing additional targeted support. Timely interventions will be provided to address students' identified needs.

10

Person(s) Responsible: Administrators and ALTS Evidence of Implementation: PLC Agendas, Intervention Logs

Evidence of Impact (Formative): Benchmark, Interim Assessments, and Checkpoint data

Evidence of Impact (Summative): Improved academic growth/achievement on STAAR

Funding: Timeline: 8/8/2018 - 6/7/2019 (Weekly)

Needs: B1; B2; E1

Action: Provide summer bridge learning camp for students with deficiencies in math and reading. The camp will provide targeted instruction in specific Math and Reading TEKS that will help reinforce and standards with a history of below average performance.

11

Person(s) Responsible: Principals, Academic Lead Teachers, Teachers, and Counselors

Evidence of Implementation: Student rosters, Pretests and Post Test.

Evidence of Impact (Formative): Daily assignments and progress monitoring by staff.

Evidence of Impact (Summative): Measurable growth as evidenced by improvements made from pretest assessment to post test assessment.

Funding: Title I, Part A $26,807.00; Timeline: 7/8/2018 - 7/18/2019 (Daily)

Needs: B2



Action: Staff who provide instruction to students in core subject areas (reading, math, science, social studies) will participate in summer planning curricular planning. Each core content area will be assigned a specific week for planning.

12

Person(s) Responsible: Principals, Academic Lead Teachers, Teachers

Evidence of Implementation: Completed lesson plans uploaded into Eduphoria

Evidence of Impact (Formative): Targeted and aligned daily instruction that leads to mastery of TEKS

Evidence of Impact (Summative): Campus Based Assessments and Interim Assessments


Needs: B1; B3

Action: Provide classroom incentives to promote improvement in academic achievement through immediate feedback 13

Person(s) Responsible: Principals, Teachers Evidence of Implementation: Classroom incentive charts, incentive tracker

Evidence of Impact (Formative): Student daily grades Evidence of Impact (Summative): Increased number of students demonstrating academic achievement on campus based assessments.


Needs: B4



Goal #2: Implement and enhance proactive safety systems throughout the district to ensure proper levels of safety for all staff and students

Performance Objective: Increase the mean score on the 2018-2019 Employee Engagement, Parent and Student Surveys by 3% points with special attention paid to specific questions involving campus safety.

Performance Objective: Complete all monthly safety drills.

Action: Implement strategies for violence prevention and intervention 1

Person(s) Responsible: Principal, Assistant Principal, Counselor Evidence of Implementation: - No Place for Hate activities/curriculum - Individual and group counseling logs

Evidence of Impact (Formative): Reduced discipline referrals, improved grades, increased attendance rates

Evidence of Impact (Summative): Year-over-year comparison demonstrates reduced discipline referrals, improved grades, increased attendance rates, and improved retention rates

Funding: Timeline: 8/1/2018 - 5/1/2019 (Daily)

Needs: C2; G1

Action: Form a Core Threat Assessment Team to provide training to staff, send communication to staff and students, and to assess the campus' emotional climate and identify areas for improvement.

2

Person(s) Responsible: Sarahdia Johnson, Principal Roderick Martindale, Assistant Principal

Evidence of Implementation: Meeting agendas and sign in sheets

Evidence of Impact (Formative): Culture and climate surveys, parent and student feedback

Evidence of Impact (Summative): Parent and Student Surveys

Funding: Timeline: 7/23/2018 - 6/15/2019 (Monthly)

Needs: C2; G1

Action: Provide active shooter training for staff and students. 3

Person(s) Responsible: Principal Evidence of Implementation: Actions taken by staff during safety drills and feedback from campus police officer

Evidence of Impact (Formative): Evaluations for safety drills Evidence of Impact (Summative): Responses on Staff Engagement Survey

Funding: Local Funds; Timeline: 7/1/2018 - 7/1/2019 (Annually)

Needs: C2



Goal #3: Attract and retain the best staff for students

Performance Objective: Increase the mean score on the 2018-2019 Employee Engagement Survey by 3% points with special attention paid to specific questions involving work environment.

Action: Provide professional development in content specific strategies for working with English Learners, SIOP in core content area, Rigor and Relevance Framework, New and Innovative Strategies, College Readiness.

1

Person(s) Responsible: ESL ALT Assistant Principal

Evidence of Implementation: Teacher lesson plans, walk-thrus, and use of learned strategies.

Evidence of Impact (Formative): Campus and district benchmarks

Evidence of Impact (Summative): Increased student achievement via STAAR/ ELL progress measure.

Funding: Timeline: 8/1/2018 - 6/1/2019 (As needed)

Needs: B3

Action: Provide the opportunity for ESL certified and sheltered instruction teachers to attend professional development sessions throughout the school year. Teachers will attend professional development sessions directed at strategies, interventions, and programs beneficial to the success of English Learners (EL) campus wide.

2

Person(s) Responsible: ESL ALT, Principal Evidence of Implementation: Teachers will be observed implementing strategies, interventions, and programs during CIR rounds of instruction.

Evidence of Impact (Formative): Student performance and teacher's instruction will improve based on campus, district and state assessments from the implementation of the strategies, interventions and programs acquired.

Evidence of Impact (Summative): Student test data will reflect increased student performance for English Language Learners.

Funding: Timeline: 8/28/2018 - 6/1/2019 (As needed)

Needs: A1; B3



Action: Provide leadership training and resources to administrators, academic lead teachers and team leads to improve coaching, evaluation and support provided to staff.

3

Person(s) Responsible: Principal Evidence of Implementation: Completion of surveys and evaluations at the conclusion of each session; session agendas and minutes

Evidence of Impact (Formative): Improved feedback on T-TESS walk through evaluations and performance during monthly PLCs

Evidence of Impact (Summative): Improved teacher performance based on T-TESS evaluations.

Funding: Title I, Part A $5,652.00; Timeline: 7/1/2018 - 7/1/2019 (Annually)

Needs: B1; B3; G1

Action: Allocate funds for staff to attend professional development focused on high-impact instructional strategies to improve the academic achievement of diverse learners (G/T, SPED, EL).

4

Person(s) Responsible: Principal ALTs

Evidence of Implementation: Session registration Agendas

Evidence of Impact (Formative): Classroom observations Student data (Benchmark Assessments)

Evidence of Impact (Summative): Progress made on T-TESS Student Learning Objectives Student performance on STAAR


Needs: B3; C2



Goal #4: Grow and maintain community support

Performance Objective: Increase the mean score and parent participation on the 2018-2019 parent survey by at least 3 percentage points

Action: Utilize a Parental Involvement Liaison to increase the number and quality of trainings for parents and families. 1

Person(s) Responsible: Principals ALTS

Evidence of Implementation: Time-sheets; agendas; meetings

Evidence of Impact (Formative): Increase in number of trainings; increase in number of parents attending training

Evidence of Impact (Summative): Improve in overall student achievement


Needs: C1; F1

Action: Provide Parent and Family Engagement programs that support student core academic achievement (including the purchase of supplies and materials for the parent resource room that parents will check-in/out so they can work with their students at home in STAAR tested subjects).

2

Person(s) Responsible: Campus Staff Evidence of Implementation: Advertising to parents, attendance logs

Evidence of Impact (Formative): Number of parents attending different events

Evidence of Impact (Summative): Increased parental involvement


Needs: C1; F1



Goal #5: Efficiently maximize district resources to support staff, students, and taxpayers

Performance Objective: Increase the mean score on the 2018-2019 Employee Engagement Survey by 3% points with special attention paid to specific questions involving established organizational systems.

Action: Conduct a Comprehensive Needs Assessment each year by examining data in all programs and aspects of the campus. Campus staff, teachers, parents and community members will participate in conducting the needs assessment. Utilize the CNA to create the campus' improvement plan for addressing the prioritized needs annually. Evaluate the plan annually.

1

Person(s) Responsible: Principal Evidence of Implementation: CNA, CIP, Sign-in sheets, Meeting minutes

Evidence of Impact (Formative): Creation of Campus Improvement Plan

Evidence of Impact (Summative): Improved performance and efficiency across the entire campus; evaluation of Improvement Plan

Funding: Local Funds; Timeline: 1/1/2018 - 6/1/2019 (Annually)

Needs: G1



FUNDING

Local Funds

$566,330.00 9.00 State Comp Ed Funds FTEs

$522,976.00 1.00 Title I, Part A FTEs



Title I This campus is consolidating Title I, Part A funds only.

Required Action #1: Conduct a Comprehensive Needs Assessment

During PLCs, checkpoint/benchmark data will be analyzed to monitor the progress of student subgroups identified by TEA as needing additional targeted support. Timely interventions will be provided to address students' identified needs.

* Goal #1, Action #10

Provide leadership training and resources to administrators, academic lead teachers and team leads to improve coaching, evaluation and support provided to staff.


Conduct a Comprehensive Needs Assessment each year by examining data in all programs and aspects of the campus. Campus staff, teachers, parents and community members will participate in conducting the needs assessment. Utilize the CNA to create the campus' improvement plan for addressing the prioritized needs annually. Evaluate the plan annually.


Required Action #2: Prepare a Comprehensive Schoolwide Plan

Conduct a Comprehensive Needs Assessment each year by examining data in all programs and aspects of the campus. Campus staff, teachers, parents and community members will participate in conducting the needs assessment. Utilize the CNA to create the campus' improvement plan for addressing the prioritized needs annually. Evaluate the plan annually.




Required Action #3: Annually Evaluate the Schoolwide Plan

Provide training on academic strategies for parents/families. * Goal #1, Action #1

Utilize a Parental Involvement Liaison to increase the number and quality of trainings for parents and families. * Goal #4, Action #1

Provide Parent and Family Engagement programs that support student core academic achievement (including the purchase of supplies and materials for the parent resource room that parents will check-in/out so they can work with their students at home in STAAR tested subjects).




TEXAS EDUCATION AGENCY STRATEGIC PRIORITIES #1: Recruit, support, and retain teachers and principals #2: Build a foundation of reading and math #3: Connect high school to career and college #4: Improve low-performing schools

THE STATE OF TEXAS PUBLIC EDUCATION MISSION AND ACADEMIC GOALS The mission of the public education system of this state is to ensure that all Texas children have access to a quality education that enables them to achieve their potential and fully participate now and the future in the social, economic, and education opportunities of our state and nation. That mission is grounded on the conviction that a general diffusion of knowledge is essential for the welfare of this state and for the preservation of the liberties and rights of citizens. It is further grounded on the conviction that a successful public education system is directly related to a strong, dedicated, and supportive family; and that parental involvement in the school is essential for the maximum educational achievement of a child.

THE STATE OF TEXAS PUBLIC EDUCATION MISSION AND ACADEMIC GOALS #1: The student in the public education system will demonstrate exemplary performance in the reading and writing of the English language.

#2: The students in the public education system will demonstrate exemplary performance in the understanding of mathematics. #3: The students in the public education system will demonstrate exemplary performance in the understanding of science.

#4: The students in the public education system will demonstrate exemplary performance in the understanding of social studies.

THE STATE OF TEXAS PUBLIC EDUCATION OBJECTIVES Objective #1: Parents will be full partners with educators in the education of their children. Objective #2: Students will be encouraged and challenged to meet their full educational potential. Objective #3: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma. Objective #4: A well-balanced and appropriate curriculum will be provided to all students. Objective #5: Educators will prepare students to be thoughtful, active citizens who have an appreciation for the basic values of our state and national heritage and who can understand and

productively function in a free enterprise society. Objective #6: Qualified and highly effective personnel will be recruited, developed, and retained. Objective #7: The state’s students will demonstrate exemplary performance in the comparison to national and international standards. Objective #8: School campuses will maintain a safe and disciplined environment conducive to student learning. Objective #9: Educators will keep abreast of the development of creative and innovative techniques as appropriate to improve student learning. Objective #10: Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development, and administration


Campus Improvement Plan Humble Middle School 2018-2019

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