060 Wedgwood MS.pdf - Fort Worth ISD

Wedgwood MS 

2009-2011 

Campus Improvement Plan 

The Fort Worth Independent School District envisions 

a high performing learning organization in which all students 

achieve proficiency in rigorous standards of intellectual thought and knowledge.

This plan has been developed through the collaborative efforts of campus stakeholders and will be monitored periodically for effectiveness according to a 

schedule and system established by the Campus Leadership Team 

CAMPUS LEADERSHIP TEAM 

Name Position Signature 

1. T. J. Jarchow Principal 

2. Josh Delich Assistant Principal 

3. Valencia Greer Assistant Principal 

4. Sherian Hayward Assistant Principal 

5. Thomas Burke Social Studies LCT 

6. Melissa Vollmering Science LCT 

7. Crystal Love English LCT 

8. Pat Browder Math LC T 

9. April Beltran Data analyst 

10. Jana Hunt Librarian 

11. Jerome Haynes Science Department Chair 

12. Kayci Spaulding Math Department Chair 

13. Monique Fletcher ELA Department Chair 

14. Theresa Thompson Science Department Chair 

15. Christy Gibson Elective Teacher Representative 

16. Linda Fielding Intervention Specialist 

17. Kim Guess Counselor 

18. Melissa Hightower Counselor 

19. Debbia Maddux Team Leader 

20. Jennifer Tyson Team Leader 

21. Donna Harrison Team Leader 

22. Sandra Kenworthy Team Leader 

23. Scott Schriewer Team Leader 

24. Kay Donovan Parent Liason 

Wedgwood Middle School CIP 2009-2010 Page 2

This plan has been developed through the collaborative efforts of campus stakeholders and will be monitored periodically for effectiveness according to a 

schedule and system established by the campus Site-Based Management Team. *=members that served full two year term 

SITE-BASED DECISION MAKING TEAM 

Name Position Signature 

1. T. J. Jarchow Principal 

2. Melissa Vollmering Teacher 

3. Tina Lewis* Teacher 

4. Ramero Moreno Teacher 

5. Debbie Maddux* Teacher 

6. Kim Guess Campus-based Non-teaching Professional 

7. John Dilbeck District-level Non-teaching Professional 

8. Melva Turner Parent 

9. Beryl Allen Parent 

10. Carolyn Crocker* Parent 

11. Ami Edwards Community Representative 

12. Christina Rueda* Community Representative 

13. Gwen Perez* Business Representative 

14. Rose Key Business Representative 

15. Danna Bowman Additional Member-Teacher 


District Mission Statement 

The mission of the Fort Worth Independent School District is to provide and 

support rigorous learning opportunities which result in successful completion of a 

quality high school experience for all students. 

Campus Mission Statement 

We, as Warriors, strive to improve daily allowing for 

successful achievement in all areas. 


District Strategic Goals Board Adopted Performance Objectives 

Goal 1: 

Student Achievement 

All students will learn at high levels of 

academic expectations and the 

achievement gap will be eliminated. 

Goal 2: 

Operational Effectiveness 

and Efficiency 

All operations in the District will be efficient 

and effective. 

Goal 3: 

Family Involvement and 

Community Engagement 

Family involvement and community 

partnerships will be an integral part of the 

education of all children. 

1.1 Recruit, develop, support, and retain effective teachers, principals, and other instructional staff 

1.2 Provide individualized supports for student development and academic achievement 

1.3 Ensure consistent use and implementation of District curriculum frameworks 

1.4 Provide opportunities for student voice, leadership , and engagement in the learning process 

1.5 Provide a safe, positive, and secure learning environment for students and staff 

2.1 Promote a service-oriented culture throughout the District 

2.2 Use data to inform decisions 

2.3 Communicate with all stakeholders in a timely and relevant manner 

2.4 Be responsible stewards of public funds 

2.5 Nurture and build capacity of all employees to best support academic achievement 

3.1 Build community support and engage them to support District goals 

3.2 Engage and encourage parents to be active participants in student learning 


GOAL 1: STUDENT ACHIEVEMENT 

TABLE OF CONTENTS 

1.1 Recruit, develop, support and retain effective teachers, principals and other instructional staff ............................................................................................... 7 

1.2 Provide individualized supports for student development and academic achievement ............................................................................................................. 8 

1.3 Ensure consistent use and implementation of District curriculum frameworks - OVERALL ........................................................................................................ 9 

1.3 Ensure consistent use and implementation of District curriculum frameworks – READING/WRITING ..................................................................................... 10 

1.3 Ensure consistent use and implementation of District curriculum frameworks – MATHEMATICS ............................................................................................ 15 

1.3 Ensure consistent use and implementation of District curriculum frameworks – SCIENCE ........................................................... Error! Bookmark not defined. 

1.3 Ensure consistent use and implementation of District curriculum frameworks – SOCIAL STUDIES .............................................. Error! Bookmark not defined. 

1.4 Provide opportunities for student voice, leadership, and engagement in the learning process ............................................................................................... 32 

1.5 Provide a safe, positive and secure learning environment for students and staff. .................................................................................................................... 33 

GOAL 2: OPERATIONAL EFFECTIVENESS & EFFICIENCY 

2.1 Promote a service-oriented culture throughout the District...................................................................................................................................................... 33 

2.2 Use date to inform decisions ...................................................................................................................................................................................................... 34 

2.3 Communicate with all stakeholders in a timely and relevant manner ....................................................................................................................................... 34 

2.4 Be responsible stewards of public funds .................................................................................................................................................................................... 35 

2.5 Nurture and build capacity of all employees to best support academic achievement .............................................................................................................. 35 

GOAL 3: FAMILY INVOLVEMENT & COMMUNITY PARTNERSHIPS 

3.1 Build community support and engage them to support District goals ....................................................................................................................................... 36 

3.2 Develop and expect parents to be active participants in student learning ................................................................................................................................ 37 

ADDITIONAL ATTACHMENTS 

Attachment: Title 1 Components for School wide Planning & Parent Compact .............................................................................................................................. 38 

Attachment: State Compensatory Education Services ......................................................................................................................... Error! Bookmark not defined. 

Attachment: Pregnancy Related Service ............................................................................................................................................ Error! Bookmark not defined.7 

Attachment: Student Data used for Needs Assessment ...................................................................................................................... Error! Bookmark not defined. 


Performance 

Objective 

1.1.1 

1.1.2 

Goal 1: Student Achievement 

All students will learn at high levels of academic expectations resulting in the elimination of the achievement gap. 

1.1 Recruit, develop, support and retain effective teachers, principals and other instructional staff 

Campus Level Scorecard 

Key Performance Indicators Source 

Increase percent of teachers who are absent less than 10 days 

(sick and personal leave) 

Percent of new teachers who are assigned a mentor within 30 

days of hire 

Ensure that turnover rate of teachers remains below 10% 

HR Absence 

Report 

ADQ/Camp 

us 

Pos.Control 

Report 

Campus District 

Current 2009-10 Target Current 2009-10 Target 

93 95 

100 100 

71% 74% 

71% 74% 

10 5 N/A N/A 

Campus-Specific Data Defined Concern Plans / Commitments to Address 

Absences over ten days by staff members occurred in high needs areas and 

occurred over for large segments of time throughout the course of the school 

year. 

o We are currently look to have six new teachers to campus 

o Turnover rate is about 10% 

o Each new teacher is assigned a mentor and an LCT to assist in preparing new 

teachers for the classroom 

o LCT’s do monthly model lessons for new teachers 

o New teachers are invited to a monthly coffee with the principal and mentor 

manager 


Performance 

Objective 

1.2.4 



1.2 Provide individualized supports for student development and academic achievement 



Increase in percent of schools meeting state defined target for 

percent of students in full implementation of least restrictive 

environments 

Decrease the number of students recommended for RTI program 

by providing early intervention for students 

Special 

Ed Encore 



100 100 92% 95% 

13% 10% N/A N/A 


Over 115 students were given an RTI referral during the course of the 

2008-2009 school year. Many of these students ended up at an 

alternative school during the school year. 

Additional data to review: 

o Reduce Discipline Referrals (3250 during 2009-2010) Average of 18 

per day 

o Increase of attendance rate from 94.06 to 95%. (93.12 in 2008) 

An increased focus during teaming to provide academic interventions 

needs to occur, along with using the UMOJA program to provide early 

interventions for at-risk students. 

An increase of capacity to address at-risk students should occur since a 

data analyst was hired and used to take over testing, thus allowing 

counselors to provide the needed interventions in a timelier manner. 


Performance 

Objective 



1.3 Ensure consistent use and implementation of District curriculum frameworks - OVERALL 



1.3.1 Increase in percent of teachers who view the coaches and LCTs 

as important resources to improve their effectiveness as a 

teacher 

1.3.2 Decrease in number of campuses rated unacceptable by state 

accountability rating 

Middle School Level (24 campuses) 

Unacceptable 

1.3.3 Increase in percent of teachers who view coaches and LCTs as 

important resources to improve their effectiveness as a teacher 

ADQ - District 

Instructional 

Survey 

District Inst. 

Survey 



59 70 

Unacceptable Recognized 

59 70 


Lack of Clear cut purpose to IPM meetings ran by LCT’s 

A need for Staff Development Activities that improve instruction to 

get back to the Grade Level Instructional Planning Meeting 

A Need for Increased Focus in Providing Service to Departmental 

Teachers through model lessons and guidance of teachers in their 

teaching of lessons. 

Changes in ELA leadership have occurred which was an area that was 

struggling in terms of number of teachers who perceived their LCT as 

being effective.. 

80% 85% 

5 0 

80% 85% 

Leading Question: What will you do to ensure full implementation of 

curriculum frameworks? How will LCTs be utilized to assist developing teacher 

effectiveness? 

Agendas have been made a prerequisite of all IPM meetings with an 

emphasis on staff development and instruction being the focus rather 

than operational items. These agendas are reviewed by the 

administrator over the department prior to the meetings. 

Increases in the number of observations done of teachers and by 

teachers is expected from LCT’s. 


Performance 

Objective 

1.3.1R 

1.3.2R 

1.3.3R 

1.3.4R 



1.3 Ensure consistent use and implementation of District curriculum frameworks – READING/WRITING 

READING/WRITING 

Key Performance Indicators 

Decrease in the achievement gap in student performance 

Source 

Current 

Campus 

2009-10 Target Current 

District 

2008-09 Target 

between student populations in Reading 

Data Smart 

African-American/White – summed across grades 19 15 17% 14% 

Hispanic/White - summed across grades 


between student populations in Writing 

9 6 15% 12% 

African-American/White – summed across grades 22 10 9% 6% 

Hispanic/White - summed across grades 10 7 8% 5% 

Increase in and/or maintain TAKS scores toward the 

recognized and exemplary ranges across Reading 

All students 88 91 84% 87% 

African American 79 85 80% 83% 

Hispanic 90 93 82% 85% 

White 97 100 95% 95% 

Economically Disadvantaged 87 90 81% 84% 

LEP Data Smart 

-- -- 

SPED 


recognized and exemplary ranges across Writing 

47 50 -- -- 

All students 89 92 87% 90% 

African American 78 85 86% 89% 

Hispanic 90 93 86% 89% 

White 100 100 95% 95% 

Economically Disadvantaged 86 89 86% 89% 

SPED 43 46 -- -- 

LEP -- -- 

Campus-Specific Data Defined Concern 


Significant gains were made with the Special Education population in both Reading and Writing from the 2008 test to the 2009 test. However, the 

African American subpopulation dropped in both subjects (Reading and Writing). The ELA Department will continue to strive to close the achievement 

gap between all populations, with particular emphasis placed on the African American students and the Special Education students. 

The ELA Department will continue to focus on Higher Order Thinking Skills (as tested on TAKS by Objective 3 and 4 in Reading) utilizing campus specific 

data and targeting specific Student Expectations, verbs, and texts dependent strategies (Kilgo Training) 



1.3 Ensure consistent use and implementation of 

District curriculum frameworks – ELA/READING 

8 th grade students who were unsuccessful on the 2008-09 TAKS 

Reading Test will be identified as SSI students requiring additional 

interventions. These students will be provided with additional 

tutoring/training in Reading skills throughout the school year. ELA 

teachers and aides will continue to work closely with these targeted 

students to ensure passing of the Reading TAKS test in 2010. 

Particular emphasis will be placed on providing assistance for special 

populations (African American sub group, Special Education, and 

ESL). 

7 th and 8 th grade students transferring into Wedgwood after school 

begins in August will be tracked to identify students needing 

additional Reading/Writing interventions. Campus staff will scan the 

list of new enrollees each six weeks, check grades and prior TAKS 

scores, and ensure students needing assistance or placed in 

appropriate 7 th and 8 th structured reading classes. Lists of students 

needing additional assistance will be provided to Reading Point 

Teacher, Department Chair, LCT and AP to ensure students are also 

given opportunities for additional assistance (tutoring, Saturday 

school, etc.) 

7 th and 8 th grade students will be given district developed nine weeks 

exams based on district curriculum frameworks and targeting 

Student Expectations (utilizing Kilgo training) to test and then target 

weaker Student Expectations with specific teaching strategies. Data 

will be used to determine achievement levels, re-teaching needs, and 

selection for Writing Camps, Reading pull-outs and Saturday school 

attendees. 

Individual Responsible Resources Monitoring 

Greer 

Love 

Fletcher 

Capaldo 

ELA Department 

Teachers 

Greer 

Capaldo 

Love 

Fletcher 

Hernandez 

Counselors 

Greer 

Love 

Fletcher 

ELA Department 

Teachers 

On site staff, 

After School 

Tutoring, FWAS 

budget 

Campus exam given during October 

(District Benchmark) 

End of each six weeks TAKS formatted 

assessments (Curriculum Framework), 

Benchmark Exams, and Observations in 

the classroom. 

Wedgwood Middle School CIP 2009-2010 Page 11 

Greer 

Love 

N/A 

Tests and answer 

documents 

Staff 



Benchmark Exams 

As dictated by Curriculum Frameworks 

and based on needs of camps (minimum 

of once per six weeks), and classroom 

observations 

Classroom observations such as Learning 

Walks, evidence of strategies

Evidence of WIP which includes IFL principles (Accountable Talk, Clear 

Expectations and Academic Rigor); AVID (Cornell Notes, WICR), Kagan 

Cooperative Grouping strategies, ELS and Disciplinary Literacy 

strategies will be present in classes. Campus and district initiatives 

such as Love and Logic, Cooperative Discipline and 3Rs training will 

also be evident. Observations will be conducted by administration 

and LCTs. 

Grade level Instructional Planning Meetings will occur for all teachers 

to benefit classroom performance for students and teachers. The 

following items will be addressed on agendas for meeting: 

Increased time for stronger emphasis on short term 

(week) and long term (six week/academic year) lesson 

planning 

Focus on attention to growth measure/value added 

instruction and assessment utilizing Linkage training and 

individual student data base provided by district with 

particular emphasis on Special Education and African 

American sub-group data and strategies to improve these 

areas 

Determining student learning goals and specific SE’s 

Assessing mastery of Student Expectations previously 

taught 

Sharing of ideas and Best Practices 

Design of common assessments (utilizing Kilgo strategies 

and student data), and data disaggregation. 

Sharing and discussion of PCPs and student work 

Targeting Grammar strengths and weaknesses and how 

to assess/teach said weaknesses 

Monthly Professional Development Topics centered 

around content area. 

Max The TAKS sheets will be developed as a classroom activity to be 

used after the nine week assessments to ensure that students 

Fletcher 

ELA teachers 

Greer 

Love 

Fletcher 

Capaldo 

ELA Staff 

Development incorporated in lesson planning (GLIPMs) 

Curriculum 

Framework, 

Curriculum 

Resources 

brought to 

meetings, 

materials from 

Staff 

Development/Dis 

trict 

Feedback from Department members at 

GLIPMs (which occur every other day for 

each grade level), observations of 

meetings 


Greer 

Love 

Max The TAKS 

sheets 

To occur after each nine week 

assessments, and observations of

understand where their gaps in achievement are which will lead to 

them making improvements in their levels of student achievement. 

All ELA teachers will require 100% accountability from students not 

accepting failure. This will be displayed by completing assignments, 

group discussions, written/oral justifications, student work aligned 

with curriculum, etc. 

All ELA teachers will provide interventions for ESL and Special 

Needs students with the use of IEPs & LAU reports. 

LCT will be required to report to OCI teachers about specific 

SE’s to ensure students stay in line with Curriculum 

Framework and CMP 

Math and Science vocabulary will be reviewed to the seventh grade 

students by reading teachers to be taught the week before being 

used in the math classes, and development of 8 th grade Science 

lessons will be utilized in the Reading classroom after the 8 th grade 

students take their Reading TAKS test. This following will happen in 

the 8 th grade : 

o Providing science terms and definitions to be used 

the Reading classes. 

o SRAs that are science focused will be provided for the 

Reading classes to use as a comprehension 

enrichment exercise. 

All elective teachers will declare a department to support for TAKS 

during the 2009 – 2010 school year. This support will allow for 

student’s to be exposed to content knowledge and SE’s outside of 

the core classroom thus improving academic achievement . 

Fletcher 

Capaldo 

ELA Staff 

Greer 

Love 

Fletcher 

Capaldo 

ELA Staff 

Greer 

Love 

Fletcher 

Capaldo 

ELA Staff 

Greer 

Love 

Fletcher 

Capaldo 

ELA Staff 

Staff Development 

Site Based 

Region IV ELL / 

SPED intervention 

books 

Vocabulary lists 

with definitions 

classrooms 

LCT will observe classrooms a minimum 

of once a week to ensure this is 

occurring leading to gains to 80% for 

each subgroup. Observations will also 

occur by administration 

On a six week basis No Fun Friday’s will 

be organized to hold students 

accountable 

Students will be able to use the 

vocabulary during a CMP lesson as it is 

introduced. 

Beginnings the first six weeks of school 

and continuing throughout the year 


N/A 

Teachers will declare the core content 

area of their choice and will then be 

involved with that department during 

Professional Development during the 

year. Classroom observations will be 

used to monitor as a follow up.

Staff development (high-quality research-based) and amount of Title 1 campus allotment used. 

Must be over 10% of campus allotment for AYP campuses. 

Staff Development Topic Amount / Funding Source 

Kagan Cooperative Grouping Training 

SPA retreat and other staff development planned to work on data analysis, team building, campus 

needs & assessment, & campus improvement plan 

Kilgo Training - update 

Additional training on Promethean Board and Active votes 

6K/SPA and SIP Grant 

180K/SPA and SIP Grant 

TBD / Title I funds 

NA / District provided 


Performanc 

e 

Objective 

1.3.1M 

1.3.1M 



1.3 Ensure consistent use and implementation of District curriculum frameworks – MATHEMATICS 

MATHEMATICS 



Source 

Current 

Campus 


District 


between student populations in Mathematics 

Data Smart 

African-American/White – summed across grades 28% 20% 31% 28% 



recognized and exemplary ranges across MATHEMATICS 

14% 10% 19% 16% 

All students 

African American Data Smart 

72% 

59% 

80% 

80% 

68% 

56% 

71% 

60% 

Hispanic 73% 80% 68% 71% 

White 87% 90% 86% 89% 

Economically Disadvantaged 68% 80% 65% 68% 

LEP -- -- 

SPED 

Increase passing rate for all subgroups to 80% 

12% 60% -- -- 

Increase SPED passing rate to 60% 


At Wedgwood Middle School, the African American subgroup is still a minimum of 15 points lower than the other subgroups. 

During the last two years the African American subgroup raised their TAKS scores 21%; however, the overall change over the two years has been 16% 

leaving the targeted subgroup still 15% behind. 

Our SPED subgroup have raised their TAKS scores 2%, with a goal of 48 more points 


Performanc 

e 

Objective 



1.3 Ensure consistent use and implementation of District curriculum frameworks – MATHEMATICS 

MATHEMATICS (CONTINUED) 

Action Steps / Strategies Individual Responsible Resources Monitoring 

Max The TAKS sheets will be developed as a classroom activity to be 

used after the nine week assessments to ensure that students 

understand where their gaps in achievement are which will lead to 

them making improvements in their levels of student achievement. 

The math department will develop tri-weekly tests during GLIPM 

over the specific objectives covered, using the Science and 

Mathematics Diagnostic System, designed to bridge the gap between 

TAKS, CMP2 and the nine week assessments. This will allow for 

identification of at risk students to place into interventions 


to benefit classroom performance for students and teachers. The 

following items will be addressed: 

Planning for the upcoming week, determine student learning 

goals and determine if learning goals have been met from 

previous week 

Best Practices of instruction will be discussed, Common 

assessments will be designed 

PCP’s and other student work will be analyzed 

Professional Development will be provided at least once a 

month 

SE’s and TEKS will be reviewed for upcoming lessons 

Data analyzed 

Josh Delich 

Pat Browder 

Math Department 

Josh Delich 

P. Browder 


Josh Delich 

Pat Browder 


Max The TAKS 

sheets 

Locally developed 

Curriculum 

Framework, 

Curriculum 

Resources 

brought to 

meeting 

To occur after each nine week 

assessments 

Tri-weekly beginning in September in 

which results will be discussed during 

GLIPM and reteaching planned 

Evidenced by walk-throughs by 

administrators and IPM conversations 

Beginning first week of school and 

continuing every other day until the end 

of the year 


All math teachers will utilize the Cooperative Grouping strategies 

learned at Kagan on a weekly basis to enhance their CMP2 lessons. 

During the school day tutorials will be held for 7 th grade students who 

are struggling to pass classes and/or the TAKS test. 

These tutorials will be objective based and occur as follows: 

With the student’s assigned teacher on Fridays during team 

time by pulling them out of electives 

With hired Math tutors after the first six weeks with the 

student being pulled out of electives using objective based 

lessons 

Outside the school day tutorials such as morning tutorials 

focused on Accelerated Math will provide a catch-up on basic 

skills in which the students are deficient with incentives provided 

for attendance 

Objective based Saturday Schools will be attended by students in the 

weeks leading up to the TAKS test 

All math teachers will require 100% accountability from students not 


group discussions, written/oral justifications, student work aligned 

with curriculum, etc. 

All math teachers will provide interventions for ESL and 

Special Needs students with the use of IEPs & LAU reports. 

LCT will be required to report to OCI teachers about specific 

SE’s to ensure students stay in line with Curriculum 

Framework and CMP 

Josh Delich 

Pat Browder 


Josh Delich 

Pat Browder 


Tutoring Initiative 

Committee 

Josh Delich 

Pat Browder 


Kagan 

Cooperative 

Grouping training 

Math and Science 

Initiative Funds 

Tutors 

Morning Activity 

Bus 

Accelerated Math 

program 

Site Based 

Region IV ELL / 

SPED intervention 

books 

The grouping strategies will be observed 

during classroom walk throughs by 

administrators for the entire school year 

Pullout tutorials during team time will 

begin during week two of school and 

occur once a week. Pullout tutorials with 

Math tutors will begin by October 1 st and 

occur two times a week. 

Beginning the first six weeks and 

Monday through Thursday until the first 

TAKS results are reported with a test 

being given in November and February 

to review progress 

Saturday Schools will occur 4 weeks prior 

to TAKS 

LCT will observe classrooms a minimum 

of once a week to ensure this is 

occurring leading to gains to 80% for 

each subgroup 

On a six week basis No Fun Friday’s will 

be organized to hold students 

accountable 


Teachers will utilize the Kilgo process model to study student data to 

target instruction based on specific Student Expectations 

Math Camp targeting 7 th and 8 th graders with a scale score between 

1800 – 2050 will occur off campus for a total of 3 days two weeks 

before the TAKS test 

A Math “Boot Camp” will be held for the 8 th graders with a scale 

score between 1975 – 2100 after the first test 

A Math “Boot Camp” to focus on our SPED subgroup with a scale 

score below 2100 after the results of the first test are received 

Math vocabulary will be given to the seventh grade reading teachers 

to be taught the week before being used in the math classes. 

Math teachers will utilize the Structured Writing Guide twice a month 

until February to prepare students for TELPAS and increase writing in 

the math classroom 

All math teachers will use technology on a daily basis which will 

increase student participation. This will include the Promethean 

Board, calculator, document camera, and activotes. 

Josh Delich 

Pat Browder 


Josh Delich 

Pat Browder 


Josh Delich 

Pat Browder 


Josh Delich 

Pat Browder 


TAKS results by 

SE’s 

Math/Science 

Initiative Funds 

Lessons 

developed during 


meetings 

Vocabulary lists 

with definitions 

Structured 

Writing Guide 

Promethean 

Boards, 

calculators, 

activotes 

Evidenced by lesson plans showing the 

Student Expectations are being taught 

beginning 8/24/2009 

A short quiz will be given at the end of 

each day over the objective covered that 

day. This score will be reported to all 

teachers of students who are attending 

Math “Boot Camp” for their use. 

Students will be able to use the 

vocabulary during a CMP lesson as it is 

introduced. 

Beginnings the first six weeks of school 

and continuing throughout the year 

70% of ELL students will receive high 

rating on TELPAS. 

8/24/09, twice a month 

The use of technology will be observed 

during classroom walk through 

8/24/2009 




student’s to be exposed to content knowledge and SE’s outside of 

the core classroom thus improving academic achievement . 

Utilize Content Literacy Strategies (Structured Writing Guide, 

Anticipation Guide, Summing It Up) and IFL Strategies (Academic 

Rigor, Accountable Talk, Clear Expectations) at least twice a week. 

7 th and 8 th grade students transferring into Wedgwood after school 

begins in August will be tracked to identify students needing 

additional Math interventions. Campus staff will scan the list of new 

enrollees each six weeks, check grades and prior TAKS scores, and 

ensure students needing assistance or placed in appropriate 7 th and 

8 th structured reading classes. Lists of students needing additional 

assistance will be provided to Reading Point Teacher, Department 

Chair, LCT and AP to ensure students are also given opportunities for 

additional assistance (tutoring, Saturday school, etc.) 

Josh Delich 

Pat Browder 


Josh Delich 

P. Browder 


Delich 

Browder 

Hernandez 

Counselors 



N/A 

N/A 

Teachers will declare the core content 

area of their choice and will then be 

involved with that department during 

Professional Development during the 

year. Classroom observations will be 

used to monitor as a follow up. 

Evidenced by lesson plans showing the 

activity is taking place. 

8/24/09 twice a week 



Benchmark Exams 




Conference for the Advancement of Mathematics Teaching 



Additional training on Promethean Board and Activotes 

SPA retreat and other staff development planned to work on data analysis, team building, campus 

needs & assessment, & campus improvement plan 

$4800 / AYP funds 


$6,000 / SPA and SIP funds 


180K/SPA and SIP Grant


Performance 

Objective 

1.3.1SC 

1.3.2SC 



1.3 Ensure consistent use and implementation of District curriculum frameworks – SCIENCE 

SCIENCE 



Source 

Current 

Campus 


District 


between student populations in Science 

Data Smart 

African-American/White – summed across grades 35% 15% 37% 34% 



recognized and exemplary ranges across Science 

20% 5% 29% 26% 

All students 

African American 

Data Smart 

56% 

41% 

70% 

70% 

59% 

47% 

62% 

51% 

Hispanic 56% 70% 56% 60% 

White 76% 80% 85% 88% 

Economically Disadvantaged 50% 70% 54% 57% 

LEP 16% 70% -- -- 

SPED 16% 70% -- -- 


While minimal improvements in Science were made, African American Students still fell short of the bar need for Academically acceptable. In addition at the 

new 55% standard for 09-10 our Hispanic populations and Econ. Disadvantaged population would fall short or be close. Special Needs populations are 

struggling to understand the content in Science as well. The Achievement gap is lower than the district average, but is simply unacceptable that it is as large as 

it is. 


Performance 

Objective 



1.3 Ensure consistent use and implementation of District curriculum frameworks – SCIENCE 

Action Steps / Strategies 

Students understand where their gaps in achievement are at which will 

lead to them making improvements in their levels of student 

achievement. 

Max the TAKS sheets will be used after each 9 weeks 

assessments. 

In an effort to make students aware and accountable of their 

performance, they will create maintain their own personal 

growth chart containing the data, from their Max the TAKS 

sheet, in their journals (this will also provide opportunity for the 

students to apply an objective 1 SE pertaining to plotting and 

analyzing graphs/charts). 

The TPM (Growth Measure) will be incorporated to insure all 

students are growing in significant measureable growth over 

the last 3 years. This will be accomplished by conferencing with 

teachers after 9 week assessments, end of six weeks, or after a 

general assessment to develop a plan for success. 

At risk students will have conferences set up by the Science LCT, 

Counselor, and Principal on a weekly basis. 

8 th grade at risk 

Each student will meet with at least one of the three above staff 

members each week. 

Folders kept in main office with grades, when students have 

met with their guidance administrator, interventions that have 

been recommended, and follow up steps to ensure 

interventions have been met. 

SCIENCE (CONTINUED) 

Individual 

Responsible 

Jarchow 

Science Staff: 

Haynes, Vollmering, 

Moreno, Bowman, 

Ackerman, Rankin, 

Maddux, White 

Jarchow, Guess, 

Vollmering, , 

Weathersby 

Resources Monitoring 

Student Data Sheet 

Student Journals 

TPM data 

Folders-data from SASI 

Form Developed for 

Tracking by Science LCT 

Student conferences will schedule 

into the lesson plans throughout 

each 6 weeks. Walkthroughs and 

observations will be conducted by 

LCT & Principals. 

Folders will be used to ensure 

organization and will be reviewed 

by LCT & Principal each 6 weeks. 

Folders will be used to ensure 

organization and will be reviewed 

by LCT & Principal each 6 weeks. 


All science teachers will utilize labs, foldables, or other hands-on 

activities a minimum of 40% of the time. 

All science teachers will maintain (updated, keeping aligned 

with curriculum, every 6 weeks) a word wall using vocabulary 

words with their definitions and graphics. 

Technology will be incorporated whenever possible (computer 

based probes, calculator probes, internet-based enrichment 

sites) 

This will assist ELL and Special Needs learners in mastering 

objectives 

8 th grade pull-out tutorials 

Kilgo will be used to analyze students’ assessments, including 

7 th grade math TAKS and 9 week assessments to identify the 

struggling demographics. 

o The data will identify the students that need to be 

elevated to the next performing level and identified the 

SEs the targeted students are weak. 

This will occur during the school day and in small groups pulled from 

elective classes 

Outside the school day tutorials, morning tutorials, Saturday schools, 

and science camps will be provided for students to ensure achievement 

gains are made throughout the year. 

Emphasis on the struggling demographics, which will be 

identified through the 7 th grade math TAKS and 9 week 

assessments. 

Students scoring below 70% on six weeks average 

Students scoring below 70% on 9 week assessments. 

Jarchow 





Maddux, White 

Jarchow 





Maddux, White 

Jarchow 





Maddux, White 

Probes, Access to 

Internet enrichment 

sites, Access to student 

computers 

Science/Math Tutors, 

Region IV TAKS 

preparation books, 

Measuring Up, Study 

Island 

Students’ data 

Walkthroughs and observations 

will be conducted by LCT and 

Principals. Effective strategies will 

be shared during IPM. 

Data will be brought to IPM and 

analyzed after each 9 week 

assessment. Data will be used in 

leadership team meetings and 

staff development. 


analyzed throughout each 6 

weeks and after each benchmark. 

Data will be used in leadership 

team meetings and staff 

development. 


8 th grade students that made between 1980-2150 on their 7 th grade 

math TAKS have been identified as at risk. These students will be placed 

in a double block science class made possible by adding an additional 

teacher to the school. 

A list with the “at risk” subgroup will be given to each teacher 

by the beginning of school. With this information teachers will: 

o Develop their lesson plans to incorporate effective 

resources such as: 

� Measuring Up 

� TAKS Coach 

� Study Island 

� Region 4 TAKS Preparation Activities 

o Contact parents to build a relationship that will carry 

over from school to home and back again. 

o Identify strengths and areas of improvement of each of 

the students. 

Science teachers will give 9 week assessments to assist in determining 

whether appropriate interventions are being given to at risk 

populations allowing for students who may have been missed (new 

students, new schedules, COC) 

Jarchow 

Vollmering, Haynes, 

Moreno, Ackerman 

Jarchow 





Maddux, White 

Ms. Hernandez 

Students’ data 

Teacher added, 

Measuring Up, Study 

Island, TAKS Coach, 

Region IV TAKS 

Preparation Binder 

Student data 



weeks and after each 9 week 

assessment. Data will be used in 

leadership team meetings and 

staff development. 

Data will be brought to IPM 

quarterly to analyze. Data will be 

used in leadership team meetings 

and staff development. 


Instructional Planning Meetings will occur for all teachers to benefit 

classroom performance for students and teachers. The following items 

will be addressed: 

An agenda will be created and followed for each meeting. 

SE’s and TEKS will be used for planning for the upcoming week 

to determine student learning goals and if the learning goals are 

being met from the previous week. 

Data (9 week assessments, mini assessments, student products) 

will be analyzed. 

Professional development will be conducted 2 times per month 

through various methods; i.e. LCT pull outs, waiver day 

extensions, article reviews. 

Best practices of instruction will be discussed and review 

assessments from the CF that will be used in the classrooms. 

Student work will be analyzed 

Development of vertical alignment will be planned. As well as 

cross curriculum, which will be utilized by: 

o Providing science terms and definitions to be used the 

Reading classes. 

o SRAs that are science focused will be provided for the 

Reading classes to use as a comprehension enrichment 

exercise. 

Jarchow 





Maddux, White 

Curriculum Framework, 

Curriculum Resources, 

Kilgo binder w/data, 

brought to meeting, 

Science SRAs 

Beginning at first IPM until the last 

IPM of the school year through 

walkthroughs and observations 

from LCT & Principals. 


All science teachers will require 100% accountability from students not 


group discussions, written/oral justifications, conclusions/written 

summaries, student work aligned with curriculum, etc. 

Students needing to redo assignments will be allowed to do so 

to attain mastery and policies by team will be developed to 

accept late work. 

All science teachers will provide interventions for ESL and 

Special Needs students with the use of IEPs & LAU reports such 

as WIP, IFL, or AVID strategies. 

All science teachers with GT or Honors class will include 

appropriate extensions to motivate these students to reach 

their potential. 

All science teachers will incorporate, as appropriate, keeping in line 

with the CF. 

WIP strategies that consist of Content Literacy Strategies 

(Summing It Up, Anticipation Guide, Cloze, etc.) 

IFL Strategies (Clear Expectations, Academic Rigor, Accountable 

Talk) 

AVID strategies (Cornell Notes, journals, and rubrics) 

Brain Activators relating to the curriculum taught that day as 

well as spiraling SEs (TAKS formatted questions) into each 

lesson (this would be a great way to continue an SE that 

students had difficulties with in a prior lesson) 

Techniques acquired from Kagan-Cooperative grouping training 

will be used (how to assign effective roles, how to keep each 

student accountable for their role, effective styles of grouping) 

Effective testing strategies (CUBES) 

Procedures to address missing: supplies, dress code issues, 

uncooperative behavior; which will not impede in the flow of 

the class or the positive relationship that the teacher has with 

each of their students. Our goal is to have each student in the 

classroom and engaged in the ongoing activities. 

Jarchow 





Maddux, White 

Jarchow 





Maddux, White 

Curriculum 

Frameworks, IEP, LAU 

Report, GT student list, 

Student Assessment 

data 

WIP strategies, IFL 

strategies, AVID 

strategies, TAKS 

formatted questions, 

Classroom policies and 

procedures 



weeks. Student accountability will 

begin at the 2 nd week of the 6 

weeks period through teaming 

and RTI referrals. 

Walkthroughs and observations 

will be conducted by LCT and 

Principals. Effective strategies will 

be shared during IPM. 




student’s to be exposed to content knowledge and SE’s outside of the 

core classroom thus improving academic achievement . 

Jarchow 





Maddux, White 





N/A 

Teachers will declare the core 

content area of their choice and 

will then be involved with that 

department during Professional 

Development during the year. 

Classroom observations will be 

used to monitor as a follow up. 




Additional training on Promethean Board and Activotes 

SPA retreat, National Science Convention, State Science Convention and other staff development 

planned to work on data analysis, team building, campus needs & assessment, & campus 

improvement plan 


$6,000 / SPA and SIP funds 


180K/SPA and SIP Grant

Performance 

Objective 



1.3 Ensure consistent use and implementation of District curriculum frameworks – SOCIAL STUDIES 

Action Steps / Strategies 

7 th grade students will be given campus developed, six weeks exams 

and CBA exam every nine weeks based on district curriculum. Test 

will particularly address Objectives 1 and 4. Data will be used to 

determine achievement levels and re-teaching needs. 

8 th grade students will be given campus developed, six weeks exams 

based on district curriculum and district CBA exam every nine weeks. 

Campus developed exams will particularly address Objectives 1 and 

4. Data will be used to determine achievement levels and re-teaching 

needs and interventions needed. 


to benefit classroom performance for students. The following items 

will be addressed: 

planning for the upcoming week, determining student 

learning goals, determining if learning goals have been met 

from previous week 

best practices of instruction will be discussed, common 

assessments will be designed 

PCP’s and other student work will be analyzed 

Teacher data will be analyzed and SE’s will be reviewed for 

upcoming lessons 

Professional Development will occur once a six weeks 

Use of Linkage and Max the TAKS sheets will be completed for all 7 th 

and 8 th grade students. Linkage will be used to record campus and 

SOCIAL STUDIES (CONTINUED) 

Individual 

Responsible 

Hayward 

Thompson 

Burke 

7 th grade teachers 

Hayward 

Burke 

8th grade 

teachers 

Hayward 

Burke 

Thompson 

7 th and 8th grade 

teachers 

Hayward 

Resources Monitoring 

Tests 

Answer documents 

Tests 

Answer documents 

Curriculum Framework 

Curriculum resources 

brought to meetings 

After school tutoring: 

Teachers will examine student scores 

and SE’s at the end of each six weeks in 

IPM 

Classroom observations and 

walkthroughs 

End of each six weeks in IPM student 

data will be examined. 

CBA according to district timeline 


walkthroughs 

Beginning first week of school and 

continuing until the end of year 

End of each six weeks in IPM. 



district level exam data. Teachers will use Max the TAKS sheets to 

determine weaknesses of students SE’s. Teachers will conference 

with students about results. Analysis of student’s grades, campus 

exams and district CBA will be used to determine achievement level, 

re-teaching and tutoring needs. Team and department planning time 

will be used to analyze data in order to identify those students in 

need of tutoring. Tutoring will be available by individual teachers 

throughout the year. 

Elective teachers will assist in supporting the Social Studies teachers 

in teaching Social Studies SE’s 

All social studies teachers will promote accountability from students. 

This will be displayed by completing assignments, group discussions, 

written/oral justifications, student work aligned with curriculum, etc. 

Students needing to redo assignments will be allowed to do so to 

attain mastery and policies by team will be developed to accept 

late work. 

All social studies teachers will provide interventions for ELL, and 

Special Needs students with the use of IEPs & LAU reports. 

Evidence of WIP strategies such as IFL principles (Accountable Talk, 

Clear Expectations and Academic Rigor), Technology (Promethean 

Boards), AVID (Cornell Notes, WICR), planners, and Content Literacy 

(Anticipation Guides, etc…) will be present in each class. Campus and 

district initiatives such as Cooperative Discipline and 3Rs training will 

also be evident. Observations will be conducted by administration 

and LCTs. 

Evidence of WIP ( Kagan Cooperative learning, AVID, IFL principles, 

and ESL strategies) will be present in each classroom. Strategies and 

Burke 

Thompson 

SS teachers 

Hayward 

Burke 

Elective Teachers 

Hayward 

Burke 

Thompson 

SS teachers 

Hayward 

Thompson 

Burke 

SS teachers 

Hayward 

All SS teachers 

FWAS budget 

Saturday School: Site 

budget 

Computer 


Curriculum resources 

provided by Social 

Studies teachers 

Site Based 



walkthroughs 


walkthroughs 

Will begin during the first week of school 

and continue throughout the school 

year. Will be monitored weekly. 


walkthroughs 

No fun Fridays campus wide during 

fourth week of six weeks. 

Starting 9-8-09 

Once a month and continuing until the 

end of the school year 

Classroom observations. 

Starting 9-8-09 and continuing through 

the end of the school year. 


activities such as word walls, graphic organizers, and hands-on 

activities should be observed in social studies classrooms with a 

special emphasis in classroom targeting LEP ,Economically 

Disadvantage and Sp Ed populations. 

Demonstration of modifications for special populations will be 

determined by individual teachers and must be available for review. 

Evidence of Kigo training will be present in teacher’s planning and 

activities. Teacher will address low SE’s identified through Kilgo 

training 

Evidence of district’s social studies curriculum will be observed in 

classrooms from student completion of progress check products (1 

per six weeks) as outlined in curriculum documents (Summer ’09 

revisions). 

Implementation of Social Studies review camp prior to administration 

of Social Studies TAKS exam and Saturday Schools leading to 

increased achievement levels 

Hayward 

Burke 

SS teachers 

Hayward 

Thompson 

Burke 

SS Teachers 

Hayward 

Thompson 

Burke 

SS Teachers 




Site Based Budget 

Classroom observations 

Classroom observations once a month 

and continuing until end of school year 

Starting 9-8-09 and continuing through 

the end the school year. 

Classroom observation 

Beginning in April 2010 and continuing 

until TAKS test. 






Kagan-Cooperative Training 

Kilgo Training 

Data Analysis-Spa Retreat 

N/A 

District and Site Based Budget 

6,500.00 

SIP/SPA funds 

600.00 per teacher 

AYP funds 

140,000 

SIP/SPA 


Performance 

Objective 

1.4.1 

1.4.2 

1.4.5 



1.4 Provide opportunities for student voice, leadership, and engagement in the learning process 



Increase in student perception of opportunity to express voice 

and input at the campus-level of identified youth leaders 

Increase percent participation (of total eligible population) in 

6 th grade transition camps 

Increase in the number of opportunities for students to share 

feedback and perceptions with District leadership 

Increase number of students participating in student 

engagement activities by defined category: 

Student 

Survey 

Campus 

Student 

Engagemen 

t 

Project 

Prevail/Gui 

dance & 

Counseling 



60 65 

40 45 

56% 62% 

42% 45% 

- - 8 14 

College Readiness - - 685 900 

Leadership Development - - 213 224 

Community Service - - 48 55 


There is a continued need to increase student voice on campus by 

improving organizations such as natural helpers, principals advisory 

council and student council. 


Leading Question: How will you ensure that students have opportunities to be 

heard and fully engaged? 

We are going to add the safe school ambassadors program to our 

campus this year to increase student voice. 



Performance 

Objective 

1.5.1 

1.5.2 

1.5.3 

1.5.4 

Performance 

Objective 

1.5 Provide a safe, positive and secure learning environment for students and staff. 





Positive trend in stakeholder perception regarding campuses 

being a respectful environment 

Students 56 61 57% 62% 

Teachers Teacher 

78 85 84% 87% 

Positive trend in stakeholder perception regarding campus Climate 

safety: 

Survey / 

Students Student 

80 85 -- -- 

Teachers Personaliza 80 90 88% 90% 

Positive trend in stakeholder perception regarding campuses 

being FREE from bullying and harassment 

tion Survey 

Students 55 60 56% 61% 

Teachers 58 65 55% 60% 

Decrease the number of significant crime incidents on 

campuses 

Safety & 

Security 

- - 448 426 


Campus Safety, bullying, and respect of students and staff are slightly 

behind the district averages. 

Goal 2: Operational Effectiveness & Efficiency 

All operations in the district will be efficient and effective 

2.1 Promote a service-oriented culture throughout the District 

Leading Question: What needs to be done to ensure physical safety at the 

building (reduce crime, violence, etc.) as well as emotional well being 

(bullying, tolerance, respect) at the campus for students and staff? 

The counselors have prepared a plan to involve classroom activities 

and speakers to improve campus respect and student to student 

behavior. 


Potential Data to consider: 

Performance 

Objective 

Data Driven Concern Plans / Commitments to Address 

Teacher Survey / Student Survey regarding the campus being 

friendly and welcoming 

Parent Staff Complaints on Campus to Secondary Schools 

consist of no more than one complaint per week on average. 


Performance 

Objective 

2.2 Use date to inform decisions 

Members of our campus team have worker diligently to change community 

perceptions and provide a service first atmosphere. Front office personal have been 

trained by principal in how to handle parent complaints to expedite the process and 

ensure these complaints are addressed in a timely manner 


50% of teachers access data smart 

Leadership/Data Coaching Team meet twice a month to 

view data and then it is broken down in GLIPM meetings 


2.3 Communicate with all stakeholders in a timely and relevant manner 

Many leadership members on campus still access data the old fashion way by 

creating spreadsheets and excel charts as this is what they are comfortable with. 


Parents are communicated with in various ways on a daily 

basis and staff meetings occur on a nearly daily basis. Our 

campus website was used regularly and is now been changed 

to a new URL. It was just recently updated. Our campus 

communicator has attended 50% of monthly meetings due to a 

staff change 

Work to ensure that campus communicator attends all meetings, and that our 

school keeps up with the changes in terms of the district website and submission 

to be live. 


Performance 

Objective 


Performance 

Objective 

2.4 Be responsible stewards of public funds 

Goal 2: Operational Effectiveness & Efficiency 

All operations in the district will be efficient and effective 


Money each year is spent by the required dates and little to no 

money is given back unspent. 

Energy management reports continue to show us being good 

stewards of public funds by decreasing electric usage. 

There were 13 total workman’s compensation issues on 

campus. 


Increase training and reminders on safety practices to attempt to reduce workman 

compensation claims. 

2.5 Nurture and build capacity of all employees to best support academic achievement 


Non instructional staff continue to have bi-yearly meetings 

with me on campus to ensure they are efficient and effective 

Staff Understand their roles and do a wonderful job at assisting the educational 

program 


Goal 3: Family Involvement & Community Partnerships 

Family involvement and community partnerships will be an integral part of the education of all children 

Performance 

Objective 

3.1 Build community support and engage them to support District goals 


Current 

Campus 


District 


Total dollars in community / business partnerships $ 2,000 $4,000 $700,000 $850,000 

Total number of community / business partnerships 2 4 360 380 


We currently only have one partnership providing monetary resources for our students which is Freese and Nichols. 

Often times there are many new great ideas on how we can use Freese and Nichols, but they never come together. 

Our partnership with Wedgwood Baptist has provided us with a tremendous partner in terms of providing off campus locations to hold camps and 

TAKS readiness activities 


We will continue to strive to work to ensure we increase community 

partnerships by staying active in the community and attempting to 

court assistance from businesses 

Jarchow 


Delich 

Hightower 

District Parent 

Liaison Offices 

We will continue to look at the resources 

provided to see what increases or gains 

can be made

Goal 3: Family Involvement & Community Partnerships 

Family involvement and community partnerships will be an integral part of the education of all children 

Performance 

Objective 

3.2 Develop and expect parents to be active participants in student learning 


Increase stakeholder feedback regarding how well 

Source 

Current 

Campus 


District 


campuses encourage and support parental involvement Climate Survey 

Teachers Results 

90 93 88% 91% 

Students 70% 75% 

Increase in ratio of total volunteer hours per student Campus 2.0 6.0 5.9 6.5 

Increase average number of parents attending parent 

events (parent sign in sheets) 


There is a need to increase the number of volunteer hours per students to reach the district level. 

- 100 - - 


Promote parents to volunteer on campus in areas of need. 

Donovan 


Title One 

Parent Budget 

Sign in sheets 





Attachment: Title 1 Components for School wide Planning & Parent Compact 

1. Needs Assessment 

Low TAKS math and 

science scores 

Technology seldom 

used by teachers 

High number of 

discipline referrals 

In depth diversity 

training for teachers 

and students 

6. Professional Development 

Balanced Literacy 

Principles of learning 

LCT’s 

Diversity training 

Data disaggregation 

Team planning 

CMP training for math 

teachers 

AVID 

Attachment: Title 1 Components for Schoolwide Planning and Parent Compact 

2. Reform Strategies 

Redesign enhanced 

math program 

Add a math block to 

schedule 

Team planning 

Vertical planning* 

7. Parent Involvement 

Strategies 

Involve parents on : 

SBDM, PTA, community 

partners 

Parent Liaison 

Utilize Neoris phone 

System 

Open House 

Math and Science 

nights 

3. Transition 

Transition camp for 7 th 

graders 

Hold parent meeting 

for students and 

parents in teaming 

Hold honors meeting 

for students and 

parents 

Work with PTA to unite 

all parent groups 

8. Assessments 

TAKS/SDAA tests 

Benchmarks 

Item analysis 

TELPAS 

4. Highly Qualified 

Professional Staff 

During summer staffing 

ensure that all teachers 

are highly qualified 

9. Steps/Procedures for 

Students Experiencing Difficulty 

SST 

Intervention Specialist 

Bullying program 

Group counseling 

5. Strategies to Attract 

Highly Qualified Teachers 

To High Need Schools 

Attract and recruit 

qualified minority 

teachers 

10. Coordination & Integration 

of Federal, State & Local 

Services Programs 

Coordinate services 

through grant and 

FWAS programs 

NSLP 


Attachment H-Title I Parent Compact 

Wedgwood Middle School-Student, Teacher, Parent Compact 

Parent/Guardian Agreement 

I want my child to succeed. Therefore, I will encourage him/her by doing the following: 

1. See that my child is punctual and attends school regularly. 

2. Support the school discipline policy. 

3. Establish a time for homework and review homework regularly. 

4. Provide a quiet, well lighted place for study. 

5. Encourage my child’s efforts and be available for questions. 

6. Stay aware of what my child is learning. 

7. Provide a library card for my child. 

8. Read with my child and let my child see me read. 

Signature: _______________________________________ 

Student Agreement 

It is important that I work to the best of my ability. Therefore, I shall strive to do the following: 

� Attend school regularly. 

� Come to school each day with pens, pencils, paper, and other necessary tools for learning. 

� Complete and return homework assignments. 

� Observe regular study hours. 

Conform to rules of student conduct. 

Signature: ________________________________________ 

Teacher Agreement 

It is important that students achieve. Therefore, I shall strive to do the following: 

� Provide appropriate and meaningful homework assignments for students. 

� Provide necessary assistance to parents so they can help with the assignments. 

� Encourage students and parents by providing information about student progress. 

Use special activities in the classroom to make learning meaningful and engaging. 

Signature: ______________________________________ 

Principal’s Agreement 

I support this form of parent involvement. Therefore, I shall strive to do the following: 

� Provide an environment that allows for positive communication between the teacher, parent, and student. 

Encourage teachers to provide homework assignments that will consistently reinforce classroom instruction. 

Signature: ____________________________________ 


Attachment: State Compensatory Education Services 

Attachment I. State Compensatory Education (SCE) 

In accordance with the District mandate for high academic achievement for all students, this CIP is based on addressing the District's strategic goals 

and standards. This selection specifically targets the needs of students performing below potential, including those indentified "At-Risk" according 

to state and District criteria. On this campus, there are approximately 489 students identified "At-Risk". 

State Compensatory Education funds pay for part or all of the salaries for 0.0 staff members. Programs and services currently being implemented 

on this campus that are partially or fully supported through State Compensatory Education funding include the following: 

Program/Service Owner Amount 

ROTC 144 $3200 

Family Resource Center 205 $00,000 

Drop out Prevention 207 $00,000 

HS Instructional Personnel 239 $00000 

Assistant Superintendent - Secondary School Leadership 240 $00,000 

Deputy Superintendent - School Leadership and Student Support Se 248 $00,000 

MS Instructional Personnel 269 $00,000 

Middle School Non- Carryover 273 $994 

ES Administrative Personnel 308 $00,000 

ES Instructional Personnel 309 $00,000 

Math and Algebra Initiative 315 $00000 

Secondary Math Initiative 325 $2123 

Chief of Schools 337 $5542 

After School Program 395 $2000 

Pregnancy Related Service 460 $00,000 

Summer School 566 00000 

Total $13859 


Attachment: Pregnancy Related Service 

Attachment: Pregnancy Related Services (PRS) Program 

Listed below are the strategies which are funded with the Compensatory Education allotment: 

A. Any school age female student enrolled in the District and who is in the prenatal or postpartum period of pregnancy is eligible for services under the Pregnancy Related 

Services (PRS) Program. Identification and intake documentation of pregnant students will be completed, verified, and filed by authorized District personnel. 

B. The PRS Program shall be operated in accordance with the Texas Education Agency Student Attendance Handbook. The following support services will be offered by the 

District through the PRS Program. It is not required that teach student avail themselves of each/every service. Description of PRS: 

counseling services; 

health services; 

transportation for the student and/or the student’s children to school, childcare facility, community service agencies, etc.; 

case management and service coordination (assistance in obtaining services from government agencies and community service organizations); 

instruction related to parenting knowledge and skills, including child development, home and family living, and appropriate job readiness training; 

childcare for the student's child(ren); 

schedule modifications as needed and appropriate. 

C. Compensatory Education Home Instruction (CEHI) is the mandatory support service the District will offer to each student receiving services through the PRS program. CEHI 

consists of prenatal/postnatal tutoring services conducted by a certified teacher that is provided while the regular education student is not in daily school attendance because of 

delivery or complications related to pregnancy. 

D. The certified teacher serving as the CEHI instructor (pre/postnatal tutor) will maintain a log of home and school instruction during the days or weeks the student receives 

CEHI. 

E. Documentation of each student's participation in the PRS program will be on file with the Coordinator of Adolescent Pregnancy Services for all schools, except the New Lives 

School, which will maintain the files for the students who are enrolled in that school. This documentation will include: 

verification of pregnancy by the school nurse, the Project Reach Case Manager, or a responsible campus official; 

CEHI teacher’s log including date and times; 

copy of ARD and IEP, if applicable; 

PRS entry date; 

date of delivery; 

doctor’s notes that require either prenatal confinement or extension of the six weeks post-partum period; 

documentation must be maintained verifying the infant’s hospitalization period, if the break-in service option is used for a student; 

documentation that PRS provided two (2) hours per week (or required hours based on TEA guidelines) to students with disabilities who are receiving PRS and 

homebound/hospital services; and 

PRS exit date 



Attachment: Student Data used for Needs Assessment

060 Wedgwood MS.pdf - Fort Worth ISD

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