RUSK JUNIOR
HIGH
CAMPUS IMPROVEMENT PLAN
2004-2005
TABLE OF CONTENTS
2004-2005
| COMMITTEE | CHAIRPERSON | MEMBERS |
| Mission Statement: | Clayton | Irwin, Cook, Dolan |
| Needs Assessment | Gates | Walley, R. Smith |
| Reading | Harris | L. Christopher, Kusch, Parsons, Bateman |
| Math | Welch | Vajcner, McCown, Gillen, Irwin, McGowan, Besson |
| Writing | Black | Scarberry, Moake, Obando |
| Science | Brooks | Goodrum, Scallon, Schubert, C. Smith |
| Social Studies | Stingley | Peloquin, Mahaffey, Sewell |
| Dropout/Retention | Peloquin | Besson, Gates, Dotson, Welch |
| Attendance | Obando | Clayton, Dotson, Harris, Peloquin, Gates |
| Discipline | Burkhalter | Clayton, Stingley, Peloquin, Welch, Harris |
| Fine Arts/Careers | Shidler | Fulton, M. Miller, Barnett, Martin, Mahaffey, Sekula, Sherman |
| Special Populations | Fulton | B. Christopher, McClure, Daniel, Ford, Murray, Besson, Blankinship |
| Technology | Burkhalter | Shidler, Pierce, Brooks, Dotson |
| Character Education | Gates | Burkhalter, Vajcner, Peloquin |
| School Safety | L. Christopher | Harris, Cook, Dolan, Lanham, Walley |
| AVID | Brooks | Kusch, Burkhalter, Clayton, Gates, Welch, Peloquin, Scallon |
| Parent Involvement | Daniel | Clayton, Dotson, L. Christopher |
| Library | Miller | Clayton, Burkhalter, Parsons |
| MEMBERS | |
| Clayton | Principal |
| Burkhalter | Asst. Principal |
| Jenny Huggins | Parent |
| Diann Sinclair | Business |
| Karla Thrash | Business |
| Judy Faye Garner | Community |
| James Campbell | Community |
| Brooks | Teacher 7th Grade |
| Mahaffey | Teacher 8th Grade |
| Shidler | Teacher 7th Grade |
| Welch | Teacher 8th Grade |
| Black | Teacher 8th Grade |
| Christopher, L. | Teacher 6th Grade |
| Peloquin, M. | Teacher 6th Grade |
| Schubert | Teacher 6th Grade |
| Moake | Teacher 6th Grade |
| Anita Blankinship | Parent |
| Vesta Downs | Parent |
| Gates | Counselor |
MEETING SCHEDULE
| August 10-13, 2004` | 1st Six Weeks | In-service | |
| Monday | September 27, 2004 | 2nd Six Weeks | In-service |
| Monday | November 8, 2004 | 3rd Six Weeks | In-service |
| Friday | February 11, 2005 | 4th Six Weeks | In-service |
| Tuesday | May 17, 2005 | 6th Six Weeks | After School |
TOPICS OF DISCUSSIONS FOR
04-05
| 1. Planning and Goal Setting | 4. Staff Development |
| 2. Curriculum and Instruction | 5. School Organization |
| 3. Budgeting |
| MEMBERS | EXTENDED TEAM MEMBERS |
| Leader: Martha
Peloquin
Cindy Moake Ramona Gillen Mark Schubert |
Sherron Fulton, Betty Christopher, Leah Besson, Barbara McClure, Vito Bondi, Laura Christopher, Marks Lanham, Katrina Bateman, Debbie Miller, Valerie Murray, Krissi Barnett, Debbie Tankersley, Cody Smith |
| MEMBERS | EXTENDED TEAM MEMBERS |
| Leader: Kathy
Harris
Ruth Brooks Crystal Vajcner |
Mike Miller, Billie Walley, Chris Dolan, Jennifer Kusch, Amee Scarberry, Kevin Stingley, Debbie Daniel, Nannette Irwin, Randy Sherman, Donna McCown, Shelly Ford, Mark Sewell |
| MEMBERS | EXTENDED TEAM MEMBERS |
| Leader: Debbie
Welch
Janet Obando Crystal Shidler Brandi Cook |
Richard Smith, Joy Cook, Alison Dotson, Letha Jo Parson, Jane Scallon, Belinda Black, Anita Blankinship, Terrie Pierce, Francetta McGowan, Brian Martin, Art Sekula, D’Linda Mahaffey |
The educational program at Rusk Junior
High School is responsible for preparing students to meet the challenges they
will encounter in life. Students need to develop academic skills in order
to build a foundation for learning; therefore students will be taught a
consistent curriculum. Students will be encouraged to think creatively, as
well as independently and to communicate effectively. The educational
program will be accountable for producing students who are productive,
responsible and successful now and in the
future.
The Rusk Junior High faculty has assessed our most imminent needs. This assessment is based on the premise that all students have needs unique to themselves, not only in the educational realm, but in areas of social and emotional development as well. In order to implement our needs assessment faculty and staff members collect data used to identify both areas of strength and weakness on our campus and among our students’ performance. Goals and strategies are reviewed and adjusted to address these areas. The action plans are compiled and review by they faculty, staff and public before submission for school board approval.
According to the 2003-2004 A.E.I.S.
provided by TEA, Rusk Junior High performance for TAKS Reading reported 85%
meeting standard expectations for 6th grade, 79% meeting standard
expectations for the 7th grade and 89% meeting standard expectations
for the 8th grade for all students tested. Based on these
scores, we project the following goals for 2004-2005 school
year.
RUSK JUNIOR SCHOOL
PERFORMANCE OBJECTIVES MATRIX
| STUDENT
GROUP/PROGRAM |
2003 | 2004 | 2005
Goal |
| Reading 6th | 5% Above State Average | ||
| All | 76% | 85% | 5% ASA |
| African-American | 39% | 73% | 5% ASA |
| Hispanic | 43% | 77% | 5% ASA |
| White | 89% | 88% | 5% ASA |
| Eco. Disadvantage | 61% | 77% | 5% ASA |
| STUDENT
GROUP/PROGRAM |
2003 | 2004 | 2005
Goal |
| Reading 7th | 5% Above State Average | ||
| All | 89% | 79% | 5% ASA |
| African-American | 79% | 52% | 5% ASA |
| Hispanic | 80% | 64% | 5% ASA |
| White | 90% | 87% | 5% ASA |
| Eco. Disadvantage | 80% | 66% | 5% ASA |
| STUDENT
GROUP/PROGRAM |
2003 | 2004 | 2005
Goal |
| Reading 8th | 5% Above State Average | ||
| All | 89% | 89% | 5% ASA |
| African-American | 71% | 74% | 5% ASA |
| Hispanic | 80% | 91% | 5% ASA |
| White | 92% | 91% | 5% ASA |
| Eco. Disadvantage | 78% | 85% | 5% ASA |
District Goal: The district will work toward obtaining the goal set by the state for all students in TAKS reading.
Campus Goal: By Spring 2005,
all students in each population will meet the goal set by the state on the
reading portion of TAKS.
| Campus Objective | Activities/Strategies | Person(s) Responsible | Completion Date | Projected Outcomes of Evaluation | Projected Cost |
| 1. Spring of 2005, all students taking the TAKS test will meet state goals on the TAKS reading test. | *Develop student’s profiles using
disaggregating of TAKS data and the STAR test. Through academic
teaming, we will assess needs of individual students for effective
instructional purposes in the classroom, TAKS lab, and content
mastery. Computer assisted instruction will be provided through
content mastery and computer TAKS labs. In addition extended
instruction is provided by teacher during learn labs and in tutorials
during conference time, before/after school, and during elective class
time. . |
Teachers
Academic
Team |
2004-2005 |
Improve TAKS scores through
practice and mastery of objective. Evaluation through content
mastery reports, progress reports, and report cards. Evaluations by
comparing test scores, six weeks grades, TAKS practice tests, daily
observations and daily grades. Computer print outs on student
achievements and lesson plans also will be
used. |
In Budget
SCE Funds (see attachment) |
| *The Accelerated Reading Program will be continued in all subjects areas. Various incentives will be used to motivate students. | Librarian, Teachers, and Aides | 2004-2005 | A growth in reading performance and improvements on TAKS scores in all areas. The number of books checked out of the library, the number Accelerated Reader tests passed, and the number of points earned will be a tool used to evaluate students. Teacher observation or oral reading skills and performance on reading skills. | In Budget |
| Campus Objective | Activities/Strategies | Person(s) Responsible | Completion Date | Projected Outcomes of Evaluation | Projected Cost |
| *Integrated thematic units of
instruction will be provided through instructional teams.
Vocabulary. Notebooks will be used to increase
vocabulary. McDougal-Littell Langue of Literature Reader (7th) Printice Hall Literature (6th) Mcgraw-Hill Reading
(6th) Provide Extended Day for students in need of special teacher instruction. |
All teachers,
Principal Reading
Teachers Principal Counselor All Faculty |
2004-2005 2004-2005 2004-2005 |
Correlation of Academic courses
will lead to higher TAKS scores, higher scores on daily work, and six
weeks grades. Team meetings, individual student reports, and
lesson plans will be a tool used to evaluate, also. Mastery of test, teacher
observation, improvement in TEKS Based Test
Scores Improved TAKS scores and six weeks grades. |
In
Budget In
Budget SCE Funds (see attachments) $18,024.00 | |
| *Sleek Computer Aided Instruction will be used in the Reading classrooms and will also be available in the library. Hands on activities and lessons will encourage learning and reinforce classroom skills. | Reading Teachers
Librarian Computer Tech. |
2004-2005 | Computer Teacher Evaluation within the program and improved TAKS reading scores | In Budget | |
| *Improve reading fluency,
comprehension, listening skills, and general self-confidence of students
through the community volunteers who listen to students read and interact
with students one on one. *Gourmet Reading
Curriculum Dyslexic Program---Scottish Rite Hospital, Rosetta Stone, and Herman |
LAMPS TR
Facilitator/ Jennifer Kusch Kathy
Harris Reading
Teachers Facilitator/ Nannette Irwin Laura Christopher |
2004-2005 2004-2005 2004-2005 |
Teacher, Computer test, and TAKS
Test. Mastery of test, teacher
observation, Teacher observation of skills progress mastered Improved TAKS scores and six weeks grades. |
In
Budget In
Budget $1,000.00 SCE Funds (see attachments) | |
| *Staff Development for improving
reading *Provide enriched programs and extended activities for GT students |
Region VII. Service Center,
TSMA
Teacher, Principal. |
2004-2005 2004-2005 |
Improving TAAS Scores, student
daily grades, increased AR points, behavior management
Greater participation and achievement at UIL |
In
Budget In Budget |
In order to continue to improvement shown
in last year’s TAKS scores, Rusk Junior High is keeping in place activities and
strategies implemented last year, as well as implementing new strategies and
activities that will address TAKS objectives. According to 2003-2004
A.E.I.S. provided by TEA, RJH performance for TAKS Math reported 81% meeting
minimum expectations for 6th grade, 72% meeting minimum expectations
for 7th grade, and 78% meeting minimum expectations for
8th grade for all students tested. This indicates a need to
increase scores in order to reach the state’s recognition
level.
RUSK JUNIOR SCHOOL
PERFORMANCE OBJECTIVES MATRIX
| STUDENT
GROUP/PROGRAM |
2003 | 2004 | 2005
Goal |
| Math 6th | 5% Above State Average | ||
| All | 80% | 81% | 5% ASA |
| African-American | 61% | 53% | 5% ASA |
| Hispanic | 71% | 85% | 5% ASA |
| White | 86% | 84% | 5% ASA |
| Eco. Disadvantage | 71% | 76% | 5% ASA |
| STUDENT
GROUP/PROGRAM |
2003 | 2004 | 2005
Goal |
| Math 7th | 5% Above State Average | ||
| All | 85% | 72% | 5% ASA |
| African-American | 60% | 52% | 5% ASA |
| Hispanic | 82% | 73% | 5% ASA |
| White | 89% | 77% | 5% ASA |
| Eco. Disadvantage | 77% | 58% | 5% ASA |
| STUDENT
GROUP/PROGRAM |
2003 | 2004 | 2005
Goal |
| Math 8th | 5% Above State Average | ||
| All | 73% | 79% | 5% ASA |
| African-American | 63% | 60% | 5% ASA |
| Hispanic | 60% | 82% | 5% ASA |
| White | 77% | 94% | 5%ASA |
| Eco. Disadvantage | 56% | 83% | 5%ASA |
District Goal: By the year 2005, at least 85% of all students will meet minimum expectations on all TAKS tests taken.
Campus Goal: 85% of all
students will pass TAKS; 70% of African-Americans will pass TAKS 80% of
Economically Disadvantaged Students will pass
TAKS.
| Campus Objective | Activities/Strategies | Person(s) Responsible | Completion Date | Projected Outcomes of Evaluation | Projected Cost |
| 1. By Spring of 2005, at least 70% of all Hispanics, African Americans, and Economically Disadvantaged students taking the TAKS test will meet minimum expectations on the TAKS test | -Administer Benchmark test by
grade level to target areas of strengths and
weaknesses. -Daily Warm Ups over TAKS
Objectives. |
Math
Teachers Math
Teachers |
2004-2005 2004-2005 |
Higher spring practice scores than
fall practice scores Higher TAKS scores and student
awareness of TAKS objectives. |
In
Budget In Budget |
| 2. 85% of all students will pass TAKS. | -Students will be given word
problems to learn the process of finding facts from written text as well
as mathematical computations to solve problems.-
Disaggregating of TAKS information
through academic and grad-level teams to assess individual student needs
for effective instructional purposes. -Targeted students will be given
extended instruction through TAKS Lab and extended day
tutorials -Intensified and extended instruction using computers, manipulative, teacher aides, and tutorials before, after, and during school to reinforce instruction. Using accelerated Math Software. -Teachers will use TAKS/TEKS format. |
Math Teachers Principal Counselor Math
Teachers Math Teachers, Taks Lab Teachers,
Instructional Aids Math Teachers |
2004-2005 2004-2005 2004-2005 |
Evaluation through testing and
daily work. Each student’s progress will be
evaluated. Higher TAKS scores and six weeks
grades Higher scores achievement through
periodic check of time spent in TAKS Lab for Math instruction and test
results of each student in computer lab over instruction during extended
time. Increases motivation in mathematics
and higher results on classroom work and test. Higher TAKS Scores and better student motivation |
In
Budget SCE Funds (see
attachment) In Budget SCE Funds (18,024.00) In Budget |
| Campus Objective | Activities/Strategies | Person(s) Responsible | Completion Date | Projected Outcomes of Evaluation | Projected Cost |
| 3. Vertical Alignment of Curriculum | -Organized TAKS incentives
including TAKS Tutorials and motivating activities. -Math teachers will meet at the
beginning of each six-weeks. Teachers will disaggregate Benchmark
practice data. Student profiles will be developed from practice to
practice Bench marks or each six weeks to access TEKS
objectives -Provide extended learning
opportunities for G/T students through the GATES
programs. -Provide teacher aide to work with
students. Use Content Master for support in teaching lessons.
Provide IEP modification and intervention programs for
students. -Math teachers will implement the new aligned curriculum based on TEKS. |
Math
Teachers Math Teachers Teams Math Teachers GT
Teachers Math Teacher, C.M. Teacher
Aide Math Teachers |
2004-2005 2004-2005 2004-2005 2004-2005 2004-2005 |
Higher
Scores More aligned curriculum and share
ideas. Increase number of students making
70 or above on Benchmark evaluations Higher
Scores Higher
Scores Higher Scores than predicted on TAKS |
In
Budget In
Budget In Budget (see
attachment) |
According to the Rusk Junior High’s
2003-2004 A.E.I.S. provided by TEA, the performance for TAKS writing
was
RUSK JUNIOR SCHOOL
PERFORMANCE OBJECTIVES MATRIX
| STUDENT
GROUP/PROGRAM |
2003 | 2004 | 2005
Goal |
| Writing 7th | 5% Above State Average | ||
| All Students | 82% | 83% | 5% ASA |
| African-American | 60% | 70% | 5%ASA |
| Hispanic | 90% | 64% | 5%ASA |
| White | 85% | 88% | 5%ASA |
| Eco. Disadvantage | 70% | 72% | 5%ASA |
District Goal: By the year 2005, students will meet or surpass state averages on the writing TAKS tests.
Campus Goal: By the year
2005, at least 70% of all students will meet minimum expectations on the Writing
TAKS.
| Campus Objective | Activities/Strategies | Person(s) Responsible | Completion Date | Projected Outcomes of Evaluation | Project Cost |
| 1. By Spring of 2005 at least 70% of seventh grade Hispanic, African American, and Economically Disadvantaged students taking the TAKS test will meet minimum expectations on the TAKS Writing test. | Disaggregating of information through academic teaming will assess needs of individual students for effective instructional purposes. | Academic teams; counselor
Betty
Collins |
2004-2005 |
Results of benchmark test each six
weeks will show improvement |
In
Budget |
| 2. By Spring of 2005 TAKS writing will increase 2% overall | Emphasis on capitalization and
punctuation in all content areas. Use of Prentice Hall: Writing
and Grammar, McDougal Littell: The Language of
Literature Use Technology such as AR writing
to assist students with writing skills Sponge Activities, journals, and
proofreading will be directed towards TAKS objective Teach methods of writing geared
toward TAKS prompts. Continue emphasis on
grammar Extended Day |
All classroom teachers &
aides 6th & 7th Grade English
Teachers English Teachers Computer
teacher English
Teachers English
Teachers English
Teachers Extended Day Teachers |
2004-2005 2004-2005 2004-2005 2004-2005 2004-2005 2004-2005 2004-2005 |
Students will show improvement in
punctuation and capitalization. Students will show improvement in
language and literature skills Students will show improvement in
writing skills Teacher observation and student
grade will reflect improvement of TAKS
skills All English students will be given
Benchmark tests each six weeks to determine mastery of
skills Improvement on Benchmark
test Pre and Post test will reflect improvement |
In
Budget In
Budget In
Budget (SCE) $18,024.00 |
Rusk Junior High will use benchmark testing each six weeks to determine student’s strengths and weaknesses on their performance of TAKS Science objectives. Using scores from benchmark tests each six weeks will allow the teachers to determine which areas to focus instruction for TAKS.
District Goal: By the year
2005, at least 80% of all students in each grade level will meet minimum
expectations on benchmark assessments.
| Campus Objective | Activities/Strategies | Person(s) Responsible | Completion Date | Projected Outcomes of Evaluation | Project Cost |
| 1. By Spring of 2005, 80% of all students taking a new benchmark science test will expectations. | Standardized assessment will be
used to identify strengths and weaknesses. New science curriculum development will be based on TAKS indicators through incorporating TEK’s material in all level instruction. |
Science
Teachers Science Teachers |
2004-2005 2004-2005 |
Student’s progress will be
identified through six weeks benchmark testing. Student’s grades are assessed on daily assignments and performance assessments. |
In
Budget In
Budget |
| 2. Expose students to
unfamiliar ideas, careers, experiences, etc. beyond their current
experiences. |
Spend increased lab time with
hands-on experience targeting TAKS objectives where students scored lowest
according to benchmark test. Field Trips/Star Labs-Critical problem solving activities |
Science
Teachers Classroom/Science Teachers |
2004-2005 2004-2005 |
Student’s will see more relevance
to what they are learning which enhances student performance.
Results on lab assignments, which guide students through hands-on
experimentation. Students will participate in field trips that expose them to:
reinforce classroom concepts |
$3000 In Budget |
| 3. Assessment to determine prior
knowledge |
Instruction more individualized
based on pre-test assessment Integrated studies across subject boundaries with special emphasis on math, reading and writing |
Classroom/Science
Teachers Academic team members |
2004-2005 2004-2005 |
Students will be given a selection
of benchmark questions currently in data banks. Grades on integrated assignment in each class |
In order to maintain the above state
average score achieved in the 2004-2005 tests, the History department of Rusk
Junior High is paying special attention to the data received from last year’s
test. It is the goal of the History department that “student performance
and equity for all segments of the student population” be
achieved.
Projected scores for 2004-2005 that
reflect the more stringent state requirements for the student groups
are
| STUDENT
GROUP/PROGRAM |
2003 | 2004 | 2005
Goal |
| Social Studies 8th | 5% Above State Average | ||
| All Students | 94% | 91% | 5% ASA |
| African-American | 82% | 74% | 5%ASA |
| Hispanic | 91% | 91% | 5%ASA |
| White | 96% | 94% | 5%ASA |
| Eco. Disadvantage | 89% | 83% | 5%ASA |
District Goal: The district
will work toward the goal of 85% of the students meeting minimum expectations in
each testing area of the TAKS.
Campus Goal: By the year
2005, at least 5% Above State Average of all students in each population
(African-American, Hispanic, White, and Economic Disadvantaged) will meet
minimum expectations on the Social Studies TAKS test.
| Campus Objective | Activities/Strategies | Person(s) Responsible | Completion Date | Projected Outcomes of Evaluation | Project Cost |
| 1. By Spring of 2005, 5% ASA of all Hispanic, 5% ASA African American, 5% ASA Economic Disadvantaged students, and 5% ASA of all students will meet minimum expectations on the Social Studies TAKS test. | Disaggregating of Test scores
through vertical teams to identify strengths and
weaknesses Social Studies curriculum
development will be based on TAKS indicators through incorporating TEKS
material in all levels of instruction. Sponge and Warm-up activities
will be directed toward TAKS objectives. Extended and intensified
instruction will be implemented using the resources available in the
Library and on Internet. Theories and practices from
History Alive curriculum will be implemented in all history
classes. Videos will be used to support
TEKS requirements Virtual Field Trips/Internet
Information will be used to supplement TEKS
instruction Pre-Tests will be used to assess
student’s readiness for the TAKS and mastery of objectives throughout
the year Test taking skills taught to all
students. Administer Benchmark test by
grade level to target areas of strengths and
weaknesses Disaggregating Benchmark test
scores Channel One News |
History Department and
Counselor History teachers and
principal History
teachers History
teachers History
teachers History teachers Librarian History
Teachers History teachers, Content Mastery
teachers, and TAKS lab teachers All
teachers History
teachers History
teachers History Teacher Librarian |
2004-2005 2004-2005 2004-2005 2004-2005 2004-2005 2004-2005 2004-2005 2004-2005 2004-2005 2004-2005 2004-2005 |
Disaggregated data on benchmark
test will reflect
progress 5% ASA sub-populations and 5% ASA
of all populations meet minimum expectations on the Social Studies TAKS
test. Students daily sponge activities
will improve 5% ASA of sub-populations will
pass the Social Studies TAKS test. 5% ASA of all populations will
pass the Social Studies TAKS test. Improve TAKS scores through
practice and mastery of objectives tested. Increase student participation
Increase student
participation Results of pre-test
given Improved performance on student’s
scores on TAKS. The Social Studies scores will be at least 5%
ASA. Each skill will be documented and
scored. Improved performance on student’s
TAKS scores Improve performance on students
TAKS scores Improve knowledge of world events |
Social Studies
Budget SCE Funds (see
attachment) In
Budget In
Budget In Budget |
Rusk Junior High had a dropout and
retention rate of less than .5% for the school year 2003-2004. Due to this
low percentage the data is not recorded on our Academic Excellence Indicator
from the state. Rusk Junior High will continue maintenance of this rate
for the school year 2004-2005. The attendance clerk, principal, and
assistant principal will continue to monitor daily attendance and encourage
students to participate in grade level academic recovery.
The average percent attendance for all three grades housed at Rusk Junior High school in 2003-2004 was total 95.8, 6th Grade 96.21, 7th Grade 8th 95.45. The faculty felt impelled to look at this realistically and strive for improvement in the year 2004-2005; therefore, attendance is daily monitored. The attendance clerk, principal, and assistant principal will continue to monitor daily attendance. Attendance letters will be mailed to parents to keep them informed of their child’s attendance. School policy will be followed.
District Goal: By the year 2005, the district attendance will average, will reach, and maintain the state standard.
Campus Goal: By the year
2005, the campus attendance rate will reach and maintain the state
standard.
| Campus Objective | Activities/Strategies | Person(s) Responsible | Completion Date | Projected Outcomes of Evaluation | Project Cost |
| 1. By spring of 2005, the attendance rate will improve to the state standard. | Recognize perfect attendance each
six weeks in the Team reward system. Each Team will develop and
implement specific incentives as it relates to their
grade. Increase extra curricular and
co-curricular choices for more interest and
participation. Send letter to parents and contact parent by phone. Initiate legal action through Truant Officer when necessary. |
Team Leader, Assistant
Principal Team Leader and
Team Principal Attendance Clerk on campus, and Principal |
Each 6-weeks
period Each 6-weeks
period 2004-2005 2004-2005 |
Increase perfect attendance for
each grade level and evaluate attendance at the end of each six weeks
period. Evaluate attendance at the end of
each six weeks period. More interest in school because of
participation and evaluation of attendance each six weeks
period. Increase attendance |
In Budget |
Based on 2003-2004 discipline referrals, Rusk Junior High will increase the efficiency of classroom instruction and attempt to lower the number of referrals through the efforts of teachers meetings and working together by grade levels.
Campus Goal: Based on
2003-2004 discipline referrals, Rusk Junior High will increase the efficiency of
classroom instruction and attempt to lower the number of referrals through the
efforts of teachers working together by grade levels.
| Campus Objective | Activities/Strategies | Person(s) Responsible | Completion Date | Projected Outcomes of Evaluation | Project Cost |
| 1. Improve student behavior. | Academic teaming with grade level
strategies A more visible presence of
authority figures in the hall during passing periods, lunch, before
and after school Use of Character Education
Videos A Peer Mediation program will
continue to be utilized Incentive
Program Firm, Fair, and consistent use
of Student Code of Conduct Academic Recovery Program in
holding areas Use a variety of discipline
approaches to meet the needs of each individual student. (ISS, Detention,
DAEP) Grab N Go Breakfast |
Principal Principal and Assistant
Principal Theresa
Gates Theresa
Gates Team Leaders Burkhalter Principal Principal and Assistant Principal
Teams Principal Cafeteria Worker Barbara McCreight |
May
2005 May
2005 May
2005 May
2005 May 2005 May
2005 May
2005 May
2005 2004-2005 |
Fewer referral s on Assistant
Principal Report Fewer discipline
referrals Fewer referrals on Assistant
Principal Report Fewer discipline
referrals Increased number of
participants Increased focus in
classroom Increased tutorial/instruction time
which will positively affect TAKS scores Fewer number of students assigned
to DAEP, ISS, lunch detention Fewer Behavior Problems on campus # of referrals |
In
Budget None In
Budget In
Budget In Budget In
Budget In
Budget SEC Funds (see
attachment) In Budget |
The Rusk Junior High faculty and staff feel the need to introduce the students to meaningful Fine Arts and Career Education program. Through these programs the students acquire a rich and meaningful awareness of the cultural, community, and economic diversity of the region, state, and world. Participating in the activities and strategies will allow students to become more productive in the community and the world.
District Goal: The District
will monitor the progress of each special population to ensure that they are
provided with appropriate opportunities and services to meet their educational
needs and requirements.
Campus Goal: To become a Recognized Campus through the means of
Ag, Art, Band, Journalism, Choir, Computer Literacy, and Spanish
classes
| Campus Objective | Activities/Strategies | Person(s) Responsible | Completion Date | Projected Outcomes of Evaluation | Project Cost |
| 1. To reach out to our community | Teachers will communicate with
parents/guardians through open house, phone calls, letters, and
conferences Create and send notes home to
remind of upcoming events Attend U.I.L.
Contests Student outreach at community
nursing homes Perform at Spring and Christmas
Concerts Perform at football games, parades
and concerts Art exhibits at school cultural art
work Explore cultural traditions through
fiestas and multimedia Student
newspaper To improve community citizenship through the D.A.R.E. program |
All
Teachers Computer
Classes Athletic, band, choir,
academic Choir, Band,
F.C.S. Choir and Band
students Band
Students Art students, Spanish
students Spanish students and sixth
grade Journalism
classes 8th Grade History Class |
2004-2005 2004-2005 2004-2005 2004-2005 2004-2005 2004-2005 2004-2005 2004-2005 2004-2005 2004-2005 |
Increase involvement by
parents Higher percent participation from
the community Participation and
support Participation and
support Participation and
support Higher percent participation from
the community and video evaluation Increased cultural
awareness Increased cultural
awareness Appreciation and pride in school
and student activities Student involvement and evaluation by teacher and D.A.R.E. instructor |
Postage In Budget In
Budget Transportation In Budget Transportation In Budget In
Budget None None $200.00 In
Budget In Budget |
| 2. To improve the skills of students which will work in our community | Learn to use correct finger
positions in keyboarding Learn to use Parliamentary rules
and procedures Learn to use a
spreadsheet Learn to use the
internet Strengthen problem solving
skills Improve communication
skills Build teamwork
skills Provide Career Day (students investigate career opportunities) |
Students in the Computer Literacy
and Keyboarding classes Ag
students Computer Literacy
classes Computer Literacy
classes Band, Computer Spanish, Speech,
Journalism Athletic, Choir, Band,
Ag 8th Grade students, Counselor |
2004-2005 2004-2005 2004-2005 2004-2005 2004-2005 2004-2005 2004-2005 2004-2005 |
Improvement in speed and accuracy
while using a keyboard Classroom
Observation Class
Projects Class
Projects Teacher
Observation Teacher
Observation Community and Teacher
Observation Students evaluate career options |
In
Budget In
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Budget $200.00 |
The faculty and staff at Rusk Junior High are committed to the goal of providing special populations of students with the appropriate opportunities and applications for their varied abilities and skills. These special populations include: special educations students, students under 504 classification, at-risk students, dyslexic students, gifted and talented students, and the students with English as a second language. These students have a wide variety of special needs.
District Goal: The district
will monitor the progress of each special population to ensure they are provided
with appropriate opportunities and services to meet their educational needs and
requirements.
Campus Goal: Rusk Junior
High will provide an individualized instructional program for exceptional
students in order that each child reaches his or her maximum
potential.
| Campus Objective | Activities/Strategies | Person(s) Responsible | Completion Date | Projected Outcomes of Evaluation | Project Cost |
| 1. All students who qualify for special education services as determined by assessment of the Intervention Team or the ARD committee will receive a free and appropriate education in the least restrictive environment through various programs and services. | Special Olympics Field
Day Counseling Adaptive Behavior
Program Speech
Therapy Content Mastery
Program Resource
Program Self-Contained and Life
Skills Vocational
Program Occupational
Therapy Physical
Therapy Dyslexia
Program Mainstreamed Monitored
Program STAR
Intervention |
Special Ed. Dept. Theresa Gates Jo Tussing Maria Wheeler Barbara McClure Vito Bondi Debbie Daniel Marks
Lanham Lecia
Little Debbie Daniel Sherron Fulton Letha Parsons Leah Besson Barbara McClure Sherron Fulton Debbie Daniel Barbara McClure Vito Bondi Betty Christopher Shelley Ford Special Ed. Dept Coop VAC
coordinator Special Ed.
Dept Special Ed. Dept Fred Wingate Beatrice
Upshaw Nannette
Irwin Debbie Daniel Sherron Fulton Letha Parson Classroom
teachers Teachers, Counselor,
Principals |
On-going On-going On-going On-going On-going On-going On-going On-going On-going On-going On-going On-going |
Students will meet specific
objects as stated in the IEP. Students will meet specific
objectives as stated in the
IEP Students will meet specific
objectives as stated in the IEP The student will be able to
participate in mainstream subject classes by receiving modified
instruction. Students will meet specific
objectives as stated in the IEP Students will meet specific
objectives as stated in the IEP Students will meet specific
objectives as stated in the IEP Students will meet specific
objectives as stated in the IEP Students will meet specific
objectives as stated in the
IEP Students will meet specific
objectives as stated in the
IEP |
In
Budget In
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Budget In Budget SCE Funds (see
attachment) In
Budget In
Budget In
Budget In
Budget In
Budget SCE Funds (see
attachment) In Budget SCE Funds (see
attachment) |
| 2. Offer non-special
education students with disabilities an alternative program in order that
they may have academic success by receiving individualized
modifications. |
Provide 504
Classification Provide Content Mastery
Program Scottish Rite Dyslexia
Program/Herman method Provide interpreter for hearing
impaired students Provide defeducation
instruction Provide orientation and mobility training for visually-impaired students |
Theresa
Gates Debbie Daniel Sherron Fulton Letha Parson Classroom
teachers Nannette
Irwin Special Ed.
Dept. Deaf-Ed.
Consultant Special Ed. Dept. Angela McDonald |
On-going On-going On-going On-going On-going On-going |
Students will be able to receive
modifications allowing for full participation and a higher possibility of
achievement regardless of their
disability Improved TAKS Reading
scores Students will meet specific
objectives as stated in the IEP. Students will meet specific objectives as stated in the IEP |
In Budget
SCE Funds (see
attachment) In
Budget In
Budget |
| 3. All students who
have not passed TAKS will have an opportunity to improve their reading,
writing, and/or math
skills. |
Provide an alternative reading
class centered on reading
improvement Tutorials Renaissance Programs AR, Math,
Star, Writing STAR
Intervention Extended Day
Program Incentives for good
attendance Academic Recovery before school for failing students |
Amee Scarberry
Katrina Bateman Kathy Harris Laura
Christopher All
teachers Debbie Miller Reading teachers Math teachers Language Arts Teachers, Counselor,
Principals Classroom
Teachers Faculty and
Staff Faculty and Staff |
On-going Fall 2004 Spring 2005 |
Improved TAKS Reading
scores Improved TAKS Reading, Math,
Writing scores Improved TAKS Reading , Math,
Writing scores Improved daily grades and 6 weeks
grades Improve student
performance Improved overall performance of
at-risk students Improved 6 weeks grades |
In
Budget In Budget SCE (see
attachment) In
Budget In Budget SCE (see
attachment) In
Budget In Budget |
| 4. All students are served through a school-wide Title I program to increase academic performance. | Content Mastery | Debbie Daniel
Sherron Fulton Letha Parsons |
On-going | Improved daily grades and six weeks grades Improved student performance on benchmark tests | In Budget |
| 5. Students identified as LEP will receive instruction in Language Arts. | AR Program | ESL teacher | On-going | Improved ESL/TAKS scores | In Budget |
| 6. Students will exit the ESL Program upon receiving a score of 4 or 5 on OLPT and a passing score on TAKS or SDAA. The progress of students exiting the program will be monitored for two years. |
Monitoring classroom participation and modifications in all content areas. |
Classroom teachers and ESL teachers Intervention Team |
On-going |
Improved ESL/TAKS scores |
In Budget |
| 7. 6th grade GATES reassessment to identify areas of academic strengths. | Reassessment | Counselor | Spring 2005 | Correct academic placement by subject area strength by subject area strength |