Rusk Intermediate

912 Loop 343

Rusk, TX 75785

Board of Trustees   Administrative Staff

               Dr. James Largent – Superintendent

Mike Ross – President        Lesa Jones – Director of Finance

Cathy Newman – V. President       Betty Collins – Director of Instruction

Frances Long – Secretary        Kelly Vanetta – Director of Sp. Programs

Richard Massingill          Harriett Page – Director of Sp. Educ.

David Fulton          Mark Turney – Transportation Director

Dr. Anthony Holcomb        Charlie McCreight – Maint. Director

Bryan Selden         Barbara McCreight – Cafeteria Director

Rusk Intermediate Administration

Judy Williamson – Principal

Kathy Guidry – Assistant Principal

Rusk Intermediate Office Staff

Sarah Selden – Secretary/PEIMS Clerk

Becky Brown – Receptionist/Attendance Clerk
MISSION STATEMENT

The mission of Rusk Intermediate, in partnership with parents and community, is to prepare our students to meet the challenges of learning and life as they make the transition from intermediate to junior high. Rusk Intermediate is committed to providing diverse instruction that nurtures the academic, emotional, physical, social and creative abilities of all students in a safe environment based on honesty and mutual respect.

OUR GOAL

The goal of Rusk Intermediate with the cooperation of parents and community, is to achieve Exemplary status according to TEA standards by the 2006-2007 school year through continual teacher growth and improvement of instruction leading to  student success.

Rusk Intermediate

Site-Based Decision Making Team

2004-2005

Penny Conner  Classroom Teacher    2^nd year

Christy Turner  Classroom Teacher    2^nd year

Shanna Bowman  Classroom Teacher    1^st year

Julia Hagood   Classroom Teacher    1^st year

Rose Whitehead  Classroom Teacher    1^st year

Liz Dugat   Classroom Teacher    2^nd year

Heather Beck   Classroom Teacher    1^st year

Maxine Session  Community representative   1^st year

Steve Slover   Community representative   1^st year

Austin Young   Business representative   2^nd year

Anita Ocker   Business representative   1^st year

Linda Jackson  Parent representative   1^st year

Lee Flowers   Parent representative   1^st year

Kara Bowling   District-level representative   1^st year

Cindy Fulton   Non-Teaching Professional   1^st year

Judy Williamson  Administrative representative  1^st year

YEAR 2004-2005		CURRICULUM & INSTRUCTION	COUNTY/DIST #037-907
CORRELATES WITH  NATIONAL	No Child Left Behind Goal #1 Effective School Correlates #1, #2, #3, #4, #5, #6, #7
STATE	State Objectives #4, #8 Title I School Goals #1, #2, #3
DISTRICT GOAL:  #1	In each testing area of the TAKS, the district will work toward the new higher TAKS standards as set by the state.
CAMPUS GOAL:  #1:	Develop an innovative curriculum aligned with TEKS and TAKS objectives that meets the needs of individual students through research-based strategies and best practices.
CAMPUS PERFORMANCE OBJECTIVES :	Grade 4: 1.  “All students” will score 77% on TAKS reading. 2.  “All students” will score 88% on TAKS math. 3.  “All students” will score 86% on TAKS writing. Grade 5: 4. “All students” will score 80% on TAKS reading. 5. “All students” will score 82% on TAKS math. 6. “All students” will score 70% on TAKS science.

ACTIVITIES	Responsible   PARTY	TIME    LINE	RESOURCES	COST	FORMATIVE           EVALUATION	SUMMATIVE     EVALUATION
1.  Identify students who have failed or did not meet the 04 standard for the SSI language arts and math individual instruction	J. Williamson, principal T. Robbins A. Swartz L. Dugat	Each six weeks	TAKS reports Six weeks reports Teacher recommendations	Teacher salaries – SCE 75,000 1.87FTE AMI	Benchmark tests Mock TAKS test	Meeting the SEM standard on the TAKS test
2. Organize extended day sessions in the fall and spring semesters for students in jeopardy of failing TAKS	J. Williamson, principal 4^th Grade Team 5^th Grade Team	October 1,  2004 February 1, 2004	TAKS reports Lesa Jones, Director of Business Betty Collins, Director of Instruction & Curriculum	SCE Payroll cost 25,000 Supplies $550	Benchmark tests Mock TAKS test	Meeting the SEM standard on the TAKS test
3.  Align curriculum with TEKS and TAKS through horizontal and vertical planning  - academic teaming	J. Williamson, principal K. Guidry, Asst. Principal	Weekly Each Six Weeks	Betty Collins, Director of Instruction & Curriculum		Benchmark test results As evidenced on lesson plans	Meeting the SEM standard on the TAKS test
4.  Provide supplemental reading instruction through the use of Accelerated Reading Program and Reading Renaissance	Language Arts teacher K. Joyner, Library Assistant	December 2004 May 2005	Reading Renaissance Kara Bowling, Director of Technology	$3,000 – Local Funds	Number of points accumulated by students Number of students reading at grade level as evidenced by the STAR assessment	Meeting the SEM standard on the Reading TAKS test
5. Implement the scope and sequence of TEKS for each six weeks	B. Collins, Director of Inst. & Curriculum J. Williamson, Principal	Each Six Weeks	Betty Collins, Director of Instruction & Curriculum Region VII ESC		100 % of all students achieving 70 or higher on Benchmark tests	Meeting the SEM standard on the TAKS tests

ACTIVITIES		Responsible   PARTY	TIME    LINE	RESOURCES	COST	FORMATIVE           EVALUATION	SUMMATIVE     EVALUATION
6.  Develop student profiles for customized instruction	4^th Team 5^th Team		August 2004 December 2004 May 2005	TAKS reports Cumulative Records		100% of students passing all classes each six weeks	Meeting the SEM standard on the TAKS tests
7.  Continue Benchmark testing and item analysis each six weeks to assess mastery of TEKS	4^th Team 5^th Team J. Williamson, Principal B. Collins, Director of Inst. & Curriculum		Each Six Weeks Inservice date	Betty Collins, Director of Instruction and Curriculum		100% of students scoring 70 or higher on each benchmark test	Meeting the SEM standard on the TAKS tests
8.  Recruit and maintain highly qualified teachers	J. Largent, Superintendent J. Williamson, Principal		August 2004 May 2005	SFASU Sam Houston St. Univ. UT at Tyler		Successful performance of teachers as evidenced by PDAS and TAKS	Meeting the SEM standard on the TAKS tests
9.Utilize Teacher Aides/Assistances in classroom; assistance and/or customized instruction	Judy Williamson,Prin. 4^th gr. Teacher 5^th gr. Teacher Rhonda Jones Tojuana Owen		Aug 2004 May 2005	Reg. VII TAKS Reports Tech Application TEKS	SCE 24,152 FTE-1.5	100% of students passing all classes each six weeks	Meeting the SEM standard on the TAKS tests
10. Organize summer school for identified students who have failed or did not meet the 04 standard for the SSI language arts and math individual instruction	J. Williamson, Principal K. Guidry, Asst. Principal 5^th Gr. Teachers		Jan. 2005 June 2005	TAKS data for 5^th Gr.	SCE $3600 salary and transporta- tion	!00% of all 5^th grade students passing the state assessment	All 5^th grade students being successful No retentions or grade placements because of poor results on state assessment

YEAR 2004-2005		CURRICULUM & INSTRUCTION	COUNTY/DIST #037-907
CORRELATES WITH NATIONAL	No Child Left Behind Goal #1 Effective School Correlates #1, #7
STATE	State Objectives #2, #4 Title I School Goals #1, #2, #3
DISTRICT GOAL:  #2	In each testing area of the TAKS, the district will work toward the African American students meeting the new higher TAKS standards as set by the state.
CAMPUS GOAL:  #2:	The campus will strive to meet the needs of special population students by customizing instruction based on areas of weakness.
CAMPUS PERFORMANCE OBJECTIVES :	African American Students - Grade 4: 1. “African American” students will score 70% on TAKS reading. 2. “African American” students will score 84% on TAKS math. 3. “African American” students will score 95% on TAKS writing. African American Students - Grade 5: 4. “African American” students will score 70% on TAKS reading. 5. “African American” students will score 82% on TAKS math. 6. “African American” students will score 70% on TAKS science.

ACTIVITIES		Responsible   PARTY	TIME    LINE	RESOURCES	COST	FORMATIVE           EVALUATION	SUMMATIVE     EVALUATION
1.  Identify African American students for SSI services		4^th Team 5^th Team J. Williamson, Principal	Each Six Weeks	Benchmark T est reports Six Weeks grade reports		All African American students will score 70 or higher on the benchmark tests	Accomplishment of performance objective
2. Refer African American students to the Inez Reeder Conley Learning Center for after school tutorials		4^th Team 4^th Team K. Guidry, Asst. Principal	Each Six Weeks	Reverend Phal  Carter		Improved six weeks grades on report cards	Accomplishment of performance objective
3.  Assign mentor for African American students who did not meet the standard on TAKS and/or are not passing on his or her report card		J. Williamson, Principal	Each Six Weeks	4^th Team 5^th Team		Improved performance on benchmark test and six weeks grades	Accomplishment of performance objective
4.  Provide culturally diverse reading material to increase interest and improve reading levels		4^th Team 5^th Team	December 2004 May 2005	J. Williamson, Principal		Increased reading level as evidenced by the STAR assessment	Accomplishment of performance objective
5. Provide cultural activities that integrate the TEKS		4^th Team 5^th Team K. Guidry, Asst. Principal	December 2004 May 2005			Increase participation of African American students in school activities and leadership roles by 50%	Accomplishment of performance objective
6. Organize summer school for identified students who have failed or did not meet the 04 standard for the SSI language arts and math individual instruction	J. Williamson, Principal K. Guidry, Asst. Principal 5^th Gr. Teachers		Jan. 2005 June 2005	TAKS data for 5^th Gr.	SCE $3600 salary and transporta- tion	!00% of all 5^th grade African American students passing the state assessment	All 5^th grade students being successful No retentions or grade placements because of poor results on state assessment

YEAR 2004-2005		CURRICULUM & INSTRUCTION	COUNTY/DIST #037-907
CORRELATES WITH NATIONAL	No Child Left Behind Goal #1 Effective School Correlates #1, #7
STATE	State Objectives #2, #4 Title I School Goals #1, #2, #3
DISTRICT GOAL:  #3:	In each testing area of the TAKS, the district will work toward the economically disadvantaged students meeting the new higher TAKS standards as set by the state.
CAMPUS GOAL:  #2:	The campus will strive to meet the needs of special population students by customizing instruction based on areas of weakness.
CAMPUS PERFORMANCE OBJECTIVES :	Economically Disadvantaged Students - Grade 4: 6.  “Econ. Disad.” students will score 85% on TAKS reading. 7.  “Econ. Disad.” students will score 88% on TAKS math. 8.  “Econ. Disad.” students will score 90% on TAKS writing. Economically Disadvantaged Students - Grade 5: 9.   “Econ. Disad.” students will score 70% on TAKS reading. 10. ” Econ. Disad.” students will score 80% on TAKS math. 11. “Econ. Disad.” students will score 70% on TAKS science.

ACTIVITIES	Responsible   PARTY	TIME    LINE	RESOURCES	COST	FORMATIVE           EVALUATION	SUMMATIVE     EVALUATION
1.  Identify economically disadvantaged students for the SSI language arts and math	4^th Team 5^th Team J. Williamson, Principal	Each Six Weeks	TAKS reports Benchmark test results Six weeks grade reports		Improved scores on six weeks benchmark tests	Accomplishment of performance objective
2. Identify Economically Disadvantaged students for the extended day program	4^th Team 5^th Team J. Williamson, Principal	October  2004 February 2005	Benchmark test results TAKS reports		Improved scores on benchmark tests each six weeks	Accomplishment of performance objective
3.  Maintain partnership with the Rusk Chamber of Commerce to facilitate the Dream Tree Christmas Project to boost student morale	4^th Team 5^th Team J. Williamson, Principal K. Guidry, Asst. Principal	November 2004	Cindy Fulton, School Nurse		Increase participation of economically disadvantaged students in student activities by 50 %	Accomplishment of performance objective
4. Organize summer school for identified students who have failed or did not meet the 04 standard for the SSI language arts and math individual instruction	J. Williamson, Principal K. Guidry, Asst. Principal 5^th Gr. Teachers	Jan. 2005 June 2005	TAKS data for 5^th Gr.	SCE $3600 salary and transporta- tion	!00% of all 5^th grade econ. Disadv. students passing the state assessment	All 5^th grade students being successful No retentions or grade placements because of poor results on state assessment
5

YEAR 2004-2005		CURRICULUM & INSTRUCTION	COUNTY/DIST #037-907
CORRELATES WITH NATIONAL	No Child Left Behind Goal #2 Effective School Correlates #1, #7
STATE	State Objectives #2, #4 Title I School Goals #1, #2, #3
DISTRICT GOAL:  #4:	In each testing area of the TAKS, the district will work toward the Hispanic students meeting the new higher TAKS standards as set by the state.
CAMPUS GOAL:  #2:	The campus will strive to meet the needs of special population students by customizing instruction based on areas of weakness.
CAMPUS PERFORMANCE OBJECTIVES :	Hispanic Students - Grade 4: 12.  “Hispanic” students will score 70% on TAKS reading. 13.  “Hispanic” students will score 75% on TAKS math. 14.  “Hispanic” students will score 70% on TAKS writing. Hispanic Students - Grade 5: 15. “Hispanic” students will score 70% on TAKS reading. 16. “Hispanic” students will score 72% TAKS math. 17. “Hispanic” students will  score 72% TAKS science.

ACTIVITIES	Responsible   PARTY	TIME    LINE	RESOURCES	COST	FORMATIVE           EVALUATION	SUMMATIVE     EVALUATION
1.  Identify Hispanic students for the SSI language arts and math program	4^th Team 5^th Team J. Williamson, Principal	Each Six Weeks	TAKS reports Benchmark results Six Weeks grades		Improved performance on six weeks grades and benchmark tests	Accomplishment of performance objective
2. Collaborate with ESL teacher to acquire more ESL strategies for the classroom	4^th Team 5^th Team J. Williamson	Each Six Weeks	Sherry Rankin, ESL teacher Betty Collins, Director of Instruction & Curriculum		Improved performance on six weeks grades and benchmark tests	Accomplishment of performance objective
3.  Provide culturally diverse reading materials and content in all subjects to increase level of interest and participation	4^th Team 5^th Team J. Williamson, Principal	Each Six Weeks	Betty Collins, Director of Instruction & Curriculum		Improved performance on six weeks grades and benchmark tests	Accomplishment of performance objective
4.  Provide cultural activities that integrate the TEKS	4^th Team 5^th Team K. Guidry, Asst. Principal	December 2004 May 2005			Increase participation of Hispanic students in school activities and leadership roles by 50%	Accomplishment of performance objective
5. Organize summer school for identified students who have failed or did not meet the 04 standard for the SSI language arts and math individual instruction	J. Williamson, Principal K. Guidry, Asst. Principal 5^th Gr. Teachers	Jan. 2005 June 2005	Assessment data for 5^th Gr.	SCE $3600 salary and transporta- tion	!00% of all 5^th grade Hispanic students passing the state assessment	All 5^th grade students being successful No retentions or grade placements because of poor results on state assessment

YEAR 2004-2005		CURRICULUM & INSTRUCTION	COUNTY/DIST #037-907
CORRELATES WITH NATIONAL	No Child Left Behind Goal #1 Effective School Correlates #1, - #7
STATE	State Objectives #2, #4 Title I School Goals #2, #3
DISTRICT GOAL:  #:
CAMPUS GOAL:  #2:	The campus will strive to meet the needs of special population students by customizing instruction based on areas of weakness.
CAMPUS PERFORMANCE OBJECTIVES :	Special Education Students - Grade 4: 18.  “Special Education” students will score 72% or meet ARD expectation on SDAA/TAKS reading. 19.  “Special Education” students will score 70% or meet ARD expectation on SDAA/TAKS math. 20.  “Special Education” students will 70% or meet ARD expectation on SDAA/TAKS writing. Special Education Students - Grade 5: 21. “Special Education” students will score 82% or meet ARD expectations on SDAA/TAKS reading. 22. “Special Education” students will score 80% or meet ARD expectations on SDAA/TAKS math. 23. “Special Education” students will score 80% or meet ARD expectations on LDA/TAKS science.

ACTIVITIES	Responsible   PARTY	TIME    LINE	RESOURCES	COST	FORMATIVE           EVALUATION	SUMMATIVE     EVALUATION
1.  Utilize “Daily Oral Language” activities to improve student performance in writing	Sp. Ed. Teacher Classroom teachers	December 2004 May 2005			Improved student performance on six weeks grades and benchmark tests	Accomplishment of performance objective
2. Collaborate with special education teachers and general education teachers to strengthen student IEP’s	Sp. Ed.  teachers Classroom teachers J. Williamson, Principal </