HUCKABAY INDEPENDENT SCHOOL DISTRICT
District/Campus Improvement Plan
2011-2012
Mission Statement
The Huckabay Independent School District is committed to the belief that all
students must be provided the opportunity to succeed, develop, and
achieve their maximum potential.
Equal Educational Opportunity
No officer or employee of the District shall, when acting or purporting to act in an official capacity, refuse to permit any student to participate in any
school program because of the student's race, religion, color, sex, or national origin. 42 U.S.C. 2000d; Civil Practice and Remedies Code 106.001
Elementary and Secondary Education Act (ESEA) Goals
Performance Goal 1: By 2013-2014, all students will reach high standards at a minimum proficiency or better in reading/language arts
and mathematics.
Performance indicator: The percentage of students, in the aggregate and for each subgroup (disaggregated by race, ethnicity, gender,
disability status, migrant status, English proficiency, and status as economically disadvantaged), who are at or above the proficient level in
reading on the State’s assessment. *
Performance indicator: The percentage of students in the aggregate and in each subgroup (disaggregated by race, ethnicity, gender,
disability status, migrant status, English proficiency, and status as economically disadvantaged), who are at or above the proficient level in
mathematics on the State’s assessment. *
Performance indicator: The percentage of Title I schools that make adequate yearly progress.
Performance Goal 2: All limited English proficient students will become proficient in English and reach high academic standards, at a
minimum attaining proficiency or better in reading/language arts and mathematics.
Performance indicator: The percentage of limited English proficient students, determined by cohort, who have attained English proficiency
by the end of the school year. (Proficiency Chart)
Performance indicator: The percentage of limited English proficient students who are at or above the proficient level in reading/language
arts on the State’s assessment, as reported for performance indicator 1.1 *
Performance indicator: The percentage of limited English proficient students who are at or above the proficient level in mathematics on the
State’s assessment, as reported for performance indicator 1.2. *
Performance Goal 3: By 2005-06, all students will be taught by highly qualified teachers. [Section 9101(23) of ESEA] [Section
1111(h)(1)(C)(viii)]
Performance indicator: The percentage of classes being taught by “highly qualified” teachers in the aggregate and in “high-poverty” schools
(top quartile of schools ranked by low-income population).
Performance indicator: The percentage of teachers receiving high-quality professional development. [Section 9101(34)]
Performance indicator: The percentage of paraprofessionals (excluding those whose sole duties are translators and parental involvement
assistants) who are qualified.[Section 1119(c) and (d)]
Performance Goal 4: All students will graduate from high school.
Performance indicator: The percentage of students who graduate from high school, with a regular diploma
 disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economically disadvantaged
 calculated in the same manner as used in National Center for Education Statistics reports on Common Core of Data
Performance Goal 5: All students will be educated in learning environments that are safe, drug free, and conducive to learning.
Performance indicator: The number of persistently dangerous schools, as defined by the State.
State Board of Education Mission, Goals and Objectives
The mission of the Texas public education system is to ensure that all Texas children have access to a quality education
that enables them to achieve their full potential and fully participate now and in the future in the social, economic, and
educational opportunities in our state and nation. That mission is grounded on the conviction that a general diffusion of
knowledge is essential for the welfare of Texas and for the preservation of the liberties and rights of Texas citizens. It is
further grounded on the conviction that a successful public education system is directly related to a strong, dedicated, and
supportive family and that parental involvement in the school is essential for the maximum educational achievement of a
child. The objectives of public education are:
OBJECTIVE 1: Parents will be full partners with educators in the education of their children.
OBJECTIVE 2: Students will be encouraged and challenged to meet their full educational potential.
OBJECTIVE 3: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a
diploma.
OBJECTIVE 4: A well-balanced and appropriate curriculum will be provided to all students.
OBJECTIVE 5: Educators will prepare students to be thoughtful, active citizens who have an appreciation for the basic
values of
our state and national heritage and who can understand and productively function in a free enterprise
society.
OBJECTIVE 6: Qualified and highly effective personnel will be recruited, developed, and retained.
OBJECTIVE 7: Texas students will demonstrate exemplary performance in comparison to national and international
standards.
OBJECTIVE 8: School campuses will maintain a safe and disciplined environment conducive to student learning.
OBJECTIVE 9: Educators will keep abreast of the development of creative and innovative techniques in instruction and
administration using those techniques as appropriate to improve student learning.
OBJECTIVE 10: Technology will be implemented and used to increase the effectiveness of student learning, instructional
management, staff development, and administration.
The academic goals of public education are to serve as a foundation for a well-balanced and appropriate education. The
students in the public education system will demonstrate exemplary performance in the following:
GOAL 1: The reading and writing of the English language
GOAL 2: The understanding of mathematics
GOAL 3: The understanding of science
GOAL 4: The understanding of social studies
Education Code 4.001, 4.002
DISTRICT EDUCATION IMPROVEMENT COUNCIL
Cheryl Floyd – Chairperson
Tylor Chaplin
Kasha Lewis
Holly Moreno
Kenzie Carpenter
Marcella Lowe
Dale Collum
Parent Members
Mona Little
Tricia Klein
Principal
Kindergarten Teacher
1st Grade Teacher
4th Grade Teacher
Special Education Teacher
Career & Tech
Wynell Jackson
Kathy Sherrard
Jill Edwards
Joey Goodwin
Jennifer Edwards
Business Member
Lana Pike
Technology
Math (6-8)
Counselor
Math - Secondary
Science - Secondary
Community Member
Albert Hale
Comprehensive Needs Assessment
The following data sources were reviewed to assess the district’s strengths and priorities:
1. Disaggregated student assessment information
2. AEIS for 2011
3. AYP for 2011
4. Student demographics
5. Technology, Fiscal, and Facility Resources
6. Participation records of students enrolled in special programs (GT, Special Education, ESL, CATE)
7. Staff development records
8. Assessment data and curriculum alignment
9. Staff Surveys
10. Attendance & Retention records and Completion Rate
11. Discipline Records
12. College Readiness
From the data sources above, the following strengths were identified:
1. low student-teacher ratio
2. safe & secure learning environment
3. strong community/parental support
4. multi-year TAKS data shows stability in most areas or a slight increase in some areas
5. percent increase in each subject area from 03-10 exceeded the state increase except in reading/ELA (economically
disadvantaged), social studies (economically disadvantaged), science (Hispanic)
6. consistently have maintained a 96% or above attendance rate
7. graduation rate has been 100% and dropout rate has been 0%
8. minimal number of severe discipline infractions
From the performance data review, the following critical issues were identified:
1. In TAKS reading, the percent of economically disadvantaged and Hispanic students who “met standard” were slightly
lower than White students (09-11)
3. The percent of all subgroups that “met standard” in science is varied, but a slight improvement is evident for Eco. Dis. (09-11)
4. The percent of students at or above the ACT/SAT criterion score is low.
5. Limited technology resources, devices, equipment, etc. and limited space
6. Lack of parental involvement across all grade levels, particularly secondary grades.
The 2009-2011 AEIS reports indicate that HISD is addressing the needs of most of our students. As indicated on the accompanying
chart, we need to address the needs of Hispanic and Economically Disadvantaged students in reading, math, and science. These needs
will be addressed by continuing to provide staff development for teachers and paraprofessionals in working with special needs
children, at-risk, ESL and economically disadvantaged. Teachers need training in differentiated strategies and materials to accomplish
that goal. Staff development will also help to retain highly qualified teachers and paraprofessionals. At this time, all professional staff
members meet the definition of highly qualified and the paraprofessionals meet the requirements of NCLB.
ALL STUDENTS
96
98
95
92
98
95
100
100
94
95
98
98
80
96
91
HISPANIC
93
94
83
94
97
91
100
100
99
92
91
99
82
85
83
WHITE
97
99
97
91
98
95
100
100
92
96
100
97
79
100
92
ECONOMICALLY
DISADVANTAGED
96
96
92
96
96
89
100
100
88
95
94
99
83
90
92
Met Standard
2010-2011
Met Standard
2009-2010
Met Standard
SCIENCE
2008-2009
Met Standard
2010-2011
Met Standard
2009-2010
Met Standard
2008-2009
Met Standard
SOCIAL STUDIES
2010-2011
Met Standard
2009-2010
Met Standard
2008-2009
Met Standard
WRITING
2010-2011
Met Standard
2009-2010
Met Standard
MATH
2008-2009
Met Standard
2010-2011
Met Standard
2009-2010
% of students who
met standard
Met Standard
School Years
READING/ELA
2008-2009
TAKS
ASSESSMENTS
Retention of highly qualified teachers will be maintained by the following – as the need arises:
1. mentor teachers
2. classroom observations
3. peer observations
4. TEKS/TAKS/STAAR/EOC instructional strategies
5. supplies and materials necessary to teach TEKS/TAKS/STAAR/EOC objectives
6. technology (equipment and software)
7. support by campus and district administration
8. professional development opportunities
The Huckabay ISD qualifies for a school-wide Title I school program with approximately 44% economically disadvantaged students.
The following fund sources are utilized to improve the district’s educational program:
Fund Source
Title I, Part A
Title II, Part A
REAP (Rural Education Achievement Program)
EduJobs
State Compensatory Education
(FTE’s – 4.56)
Amount
28,761
10,529
23,815
40,403
129,081
HUCKABAY ISD
District Goal:
District Improvement Plan
2011-2012
The Huckabay Independent School District will be rated exemplary in 2012.
Performance Objective(s):
At least 90% of all students, including all sub-populations, will meet or exceed the minimum assessment standard in
reading/ELA and writing as outlined by the state.
Summative Evaluation
TAKS, TAKSA, TAKSM, STAAR, EOC
SWP
Action(s)/Implementation(s)
Comp.
A
A
M
Needs
Assessment
Disaggregate TAKS/STAAR/EOC T ASR
Reading/ELA and Writing
objectives for All Students
Provide diagnostic tools to assess
ASR
student mastery (benchmark
assessments)
Person(s)
Responsible
Principal
Counselor
Teachers
Principal
Counselor
Teachers
A
M
RS
AIMS-Web and TPRI (Texas
Primary Reading Inventory) testing
for reading
AEIS
M
Extended day learning
opportunities and in-school
tutorials for students not
mastering the curriculum
RC
PR
BM
ASR
Principal
Teachers
Paraprofessional staff will assist
classroom teachers to allow for
RC
PR
Principal
Teachers
M
HQ
Principal
Teachers
Resources
Material/Fiscal
Formative
Evaluation
Timeline
Formative
Evaluation
Documented
Spring
Fall &
Spring
Palm pilots
Fall,
Winter,
&
Spring
-Title I, Part A - $2,023 Fall &
-Title II, Part A - $6,826 Spring
Tutorial Payroll
Title II, Part A Tutorial Transportation
- $1,778
-REAP Funds – $1,057
Tutorial Payroll
State
Local
Each six
weeks
Benchmark scores
Assessment
Results
AIMS-Web results
Assessment
Results
TPRI Results
Report Cards
Assessment
Progress
Results
Reports
Report
Benchmark
Cards
Scores
TAKS/STAAR/EOC
Summary Reports
Report Cards
Progress
Assessment
Results
Title I, Part A – $11,862
Title II, Part A - $1,925
intensive remediation of at-risk
students
AEIS
BM
AW
M
HQ
T
Continue inclusion: All students
will receive instruction in the least
restrictive environment in a regular
classroom, with assistance targeted
toward our at-risk population
AEIS
AYP
Principal
Counselor
Teachers
State
Each six
Local
weeks
Title I, Part A – $11,862
Title II, Part A - $1,925
A
M
Identify and address the needs of
ESL students
 Establish ESL guidelines
and procedures regarding
the following:
-LPAC
membership/training/
meeting
-Scheduling
-Placement
-All elementary teachers
become ESL certified
-All secondary teachers
attend SIOP (Sheltered
Instruction Observation
Protocol) training
Home
Language
Survey
AEIS
RC
PR
BM
Principal
ESL Teacher
Counselor
State/Local
Each
Six
Weeks
Reports
Benchmark
Scores
TAKS/STARR/EOC
Summary Reports
Report Cards
Progress
Reports
Benchmark
Scores
TAKS/STAAR/EOC
Summary Reports
LPAC
Documentation
TELPAS
Results
Language
Proficiency
Tests
Teacher
Certification
Report Cards
Progress
Reports
AEIS
Assessment
Results
Report Cards
Progress
Reports
LPAC
TELPAS
Assessment
Results
Report Cards
Progress
Reports
A
M
T
PD
Improve services for Dyslexic
students:
 Continue the dyslexia
identification procedures and
services to ensure alignment
with the district dyslexia plan.
 Provide training to all faculty
and staff in recognizing
characteristics of dyslexia
and/or related disorders.
 Review District Dyslexia
Handbook with all faculty and
staff.
 Communicate to teachers
identified dyslexic students
and provide accommodations
and explanation of services.
 Provide intervention for K-2
students based on TPRI
results and reading
weaknesses.
PD
M
Continue to upgrade library/reading
resources
 AR software/tests
 Acquire additional books
 Staff training
 Headphones
 Renaissance Upgrade
 Staffing
 Books on CD
Teacher
Principal
Observation Teachers
State
Local
Hermann Method
Principal
Library Aide
Teachers
State/Local
Title I, Part A – $16,899
Ongoing Battery of
Diagnostic
Tests
Assessment
Results
Report Cards
Progress
Reports
Ongoing Star Tests
Assessment
Book Inventory Results
Report Cards
Progress
Reports
Library
Inventory
RS
M
A
Continue to ensure vertical
alignment of writing program
AEIS
AYP
ASR
RC
PR
Principal
Teachers
-Same publisher for
elementary and middle
school. writing
curriculum
- Writer’s Work Space
(grades 9-12)
A
M
Continue to utilize
TAKS/STAAR/EOC workbooks
RC
PR
ASR
BM
Principal
Teachers
Local
State
REAP Funds - $400
PD
Provide quality staff development
opportunities for teachers
Principal
Teachers
State
Local
REAP Funds - $1,600
RS
M
A
Utilize Study Island for 3-6
Reading
ASR
BM
AEIS
Principal
Teachers
State
Local
Ongoing Report Cards
Assessment
Benchmark
Results
Scores
TAKS/STAAR/EOC Report Cards
Summary Reports
Progress
Reports
BM
ASR
Principal
Teachers
State
Local
Ongoing Report Cards
Benchmark
CNA Utilize interactive white board
technology
Ongoing Report Cards
Progress
Reports
Benchmark
Scores
TAKS/STAAR/EOC
Summary Reports
Lesson Plans
Ongoing Report Cards
Progress
Reports
Benchmark
Scores
TAKS/STAAR/EOC
Summary Reports
Ongoing
Assessment
Results
Report Cards
Progress
Reports
Assessment
Results
Report
Cards
Staff
Development
Certificates
Assessment
Results
REAP Funds - $3,175
HQ
RR
HQ
RR
Highly qualified teachers will be
distributed equally to ensure that
the needs of all students are met
Professional staff will continue
effective instructional strategies to
ensure that all students achieve
success
AEIS
Principal
Superintendent
AEIS
Principal
Superintendent
EduJobs
$40,403
(employee health ins.)
EduJobs
$40,403
(employee health ins.)
Schoolwide Components
PD
Professional Development
CNA
Comprehensive Needs Assessment
RS
Reform Strategies
R/R
HQ
Highly Qualified Staff
PI
C
Program Coordination & Integration
Scores
TAKS/STAAR/EOC Report Cards
Summary
Reports
Progress
Reports
Ongoing AEIS
AEIS
AEIS
AEIS
T
Transition
Recruitment & Retention
A
Parent Involvement
M
Teachers Involved in
Assessments
Assistance for Mastery
Needs Assessment: AEIS; TPRI; SS=Student Survey; PS=Parent Survey; FS=Faculty Survey; DR=Discipline Report; RC=Report
Card, PR=Progress Report, BM = Benchmark Scores; AYP; AW=AIMS-Web; ASR = Assessment Summary Reports
HUCKABAY ISD
District Goal:
District Improvement Plan
2011-2012
The Huckabay Independent School District will be rated exemplary in 2012.
Performance Objective(s):
At least 90% of all students, including all sub-populations, will meet or exceed the minimum assessment standard in
math as outlined by the state.
Summative Evaluation
TAKS, TAKSA, TAKSM, STAAR, EOC
SWP
Action(s)/Implementation(s)
Comp.
Needs
Assessment
A
Disaggregate TAKS/STAAR/EOC T ASR
Math objectives for All Students
A
M
Benchmarking
ASR
A
M
AIMS-Web Testing
AEIS
M
Extended day learning
opportunities and in-school
tutorials for students not
mastering the curriculum
RC
PR
BM
ASR
Person(s)
Responsible
Principal
Counselor
Teachers
Principal
Counselor
Teachers
Principal
Teachers
Principal
Teachers
Resources
Material/Fiscal
Formative
Evaluation
Timeline
Formative
Evaluation
Documented
Spring
-Title I, Part A - $2,023
-Title II, Part A - $6,826
Tutorial Payroll
Title II, Part A Tutorial Transportation $1,778
REAP Funds - $1,057
Fall &
Spring
Benchmark scores
Assessment
Results
Fall,
Winter,
&
Spring
Fall &
Spring
AIMS-Web results
Assessment
Results
Report Cards
Assessment
Progress
Results
Reports
Benchmark
Scores
TAKS/STAAR/EOC
Summary Reports
RS
M
Vocabulary Reinforcers
Supplemental Curriculum &
Technology
RC
PR
BM
ASR
FS
Principal
Teachers
State/Local
M
HQ
Paraprofessional staff will assist
classroom teachers to allow for
intensive remediation of at-risk
students
RC
PR
AEIS
BM
AW
Principal
Teachers
State
Local
Title I, Part A – $11,862
Title II, Part A - $1,925
M
HQ
T
Continue inclusion: All students will
receive instruction in the least
restrictive environment in a regular
classroom, with assistance targeted
toward our at-risk population
AEIS
AYP
Principal
Counselor
Teachers
State
Local
Title I, Part A – $11,862
Title II, Part A - $1,925
BM
ASR
Principal
Teachers
State
Local
REAP Funds - $3,175
CNA Utilize interactive white board
technology
Ongoing Report Cards
Progress
Reports
Benchmark
Scores
TAKS/STAAR/EOC
Summary Reports
Each six Report Cards
weeks
Progress
Reports
Benchmark
Scores
TAKS/STAAR/EOC
Summary Reports
Each six Report Cards
weeks
Progress
Reports
Benchmark
Scores
TAKS/STAAR/EOC
Summary Reports
Ongoing Report Cards
Benchmark
Scores
TAKS/STAAR/EOC
Summary Reports
Report Cards
Assessment
Results
Assessment
Results
Report Cards
Progress
Reports
AEIS
Assessment
Results
Report Cards
Progress
Reports
Assessment
Results
Report Cards
Progress
Reports
HQ
RR
HQ
RR
PD
Highly qualified teachers will be
distributed equally to ensure that the
needs of all students are met
Professional staff will continue
effective instructional strategies to
ensure that all students achieve success
Provide quality staff development
opportunities for teachers
AEIS
Principal
Superintendent
AEIS
Principal
Superintendent
Principal
Teachers
EduJobs
$40,403
(employee health ins.)
EduJobs
$40,403
(employee health ins.)
State
Local
REAP Funds - $1,600
Ongoing AEIS
AEIS
AEIS
AEIS
Ongoing
Staff Dev.
Certificates
Schoolwide Components
CNA
Comprehensive Needs Assessment
PD
Professional Development
T
Transition
RS
Reform Strategies
R/R
Recruitment & Retention
A
HQ
Highly Qualified Staff
PI
Parent Involvement
M
Teachers Involved in
Assessments
Assistance for Mastery
C
Program Coordination and Integration
Needs Assessment: AEIS; TPRI; SS=Student Survey; PS=Parent Survey; FS=Faculty Survey; DR=Discipline Report; RC=Report
Card, PR=Progress Report, BM = Benchmark Scores; AYP; AW=AIMS-Web; ASR = Assessment Summary Reports
HUCKABAY ISD
District Goal:
District Improvement Plan
2011-2012
The Huckabay Independent School District will be rated exemplary in 2012.
Performance
Objective(s):
At least 90% of all students, including all sub-populations, will meet or exceed the minimum assessment standards in
social studies as outlined by the state.
Summative Evaluation
TAKS, TAKSA, TAKSM, STAAR, EOC
SWP
Action(s)/Implementation(s)
Comp.
A
A
M
M
HQ
Needs
Assessment
Disaggregate
T ASR
TAKS/STAAR/EOC social
studies objectives for All Students
Provide diagnostic tools to assess ASR
student mastery (benchmark
assessments)
Paraprofessional staff will assist
classroom teachers to allow for
intensive remediation of at-risk
students
RC
PR
AEIS
BM
AW
Person(s)
Responsible
Principal
Counselor
Teachers
Principal
Counselor
Teachers
Principal
Teachers
Resources
Material/Fiscal
Formative
Evaluation
Timeline
Formative
Evaluation
Documented
Spring
Fall &
Spring
State
Local
Title I, Part A –
$11,862
Title II, Part A $1,925
Benchmark scores
Each six Report Cards
weeks
Progress
Reports
Benchmark
Scores
TAKS/STAAR/EOC
Summary Reports
Assessment
Results
Assessment
Results
Report Cards
Progress
Reports
AEIS
State
Local
Title I, Part A –
$11,862
Title II, Part A $1,925
M
HQ
T
Continue inclusion: All students
AEIS
will receive instruction in the
AYP
least restrictive environment in a
regular classroom, with assistance
targeted toward our at-risk
population
Principal
Counselor
Teachers
A
M
Continue to increase the percent
of students achieving commended
performance on
TAKS/STAAR/EOC
Ensure that grade levels not tested
on TAKS/STAAR/EOC
participate in vertical planning
and curriculum alignment
Provide quality staff development
opportunities for teachers
AEIS
ASR
Principal
Teachers
Spring
ASR
AEIS
BM
Principal
Teachers
Fall
A
M
PD
Each six
weeks
Report Cards
Progress
Reports
Benchmark
Scores
TAKS/STAAR/EOC
Summary Reports
AEIS
ASR
Assessment
Results
Report Cards
Progress
Reports
Report Cards
Lesson Plans
Lesson Plans
Assessment
Results
Assessment
Results
Principal
Teachers
State
Local
REAP Funds - $1,600
Ongoing
State
Local
REAP Funds - $3,176
Ongoing Report Cards
Benchmark
Scores
TAKS/STAAR/EOC Report Cards
Summary Reports
Progress
Reports
Ongoing AEIS
AEIS
CNA Utilize interactive white board
technology
BM
ASR
Principal
Teachers
HQ
RR
Highly qualified teachers will be
distributed equally to ensure that
the needs of all students are met
AEIS
HQ
RR
Professional staff will continue
effective instructional strategies
to ensure that all students achieve
success
AEIS
Principal
EduJobs
Superintendent
$40,403
(employee health
ins.)
Principal
EduJobs
Superintendent
$40,403
(employee health
ins.)
Staff
Development
Certificates
Assessment
Results
AEIS
AEIS
Schoolwide Components
PD
Professional Development
CNS
Comprehensive Needs Assessment
RS
Reform Strategies
R/R
HQ
Highly Qualified Staff
PI
C
Program Coordination & Integration
T
Transition
Recruitment & Retention
A
Parent Involvement
M
Teachers Involved in
Assessments
Assistance for Mastery
Needs Assessment: AEIS; TPRI; SS=Student Survey; PS=Parent Survey; FS=Faculty Survey; DR=Discipline Report; RC=Report
Card, PR=Progress Report, BM = Benchmark Scores; AYP; AW=AIMS-Web; ASR = Assessment Summary Reports
HUCKABAY ISD
District Goal:
District Improvement Plan
2011-2012
The Huckabay Independent School District will be rated exemplary in 2012.
Performance
Objective(s):
At least 90% of all students, including all sub-populations, will meet or exceed the minimum assessment standards in
science as outlined by the state.
Summative Evaluation
TAKS, TAKSA, TAKSM, STAAR, EOC
SWP
Action(s)/Implementation(s)
Comp.
A
A
M
M
HQ
Needs
Assessment
Disaggregate
T ASR
TAKS/STAAR/EOC science
objectives for All Students
Provide diagnostic tools to assess ASR
student mastery (benchmark
assessments)
Paraprofessional staff will assist
classroom teachers to allow for
intensive remediation of at-risk
students
RC
PR
AEIS
BM
AW
Person(s)
Responsible
Principal
Counselor
Teachers
Principal
Counselor
Teachers
Principal
Teachers
Resources
Material/Fiscal
Formative
Evaluation
Timeline
Formative
Evaluation
Documented
Spring
State
Local
Title I, Part A –
$11,862
Title II, Part A $1,925
Fall &
Spring
Benchmark scores
Assessment
Results
Each six
weeks
Report Cards
Progress
Reports
Benchmark
Scores
TAKS/STAAR/EOC
Summary
Reports
Assessment
Results
Report Cards
Progress
Reports
AEIS
M
HQ
T
Continue inclusion: All students
will receive instruction in the least
restrictive environment in a
regular classroom, with assistance
targeted toward our at-risk
population
AEIS
AYP
Principal
Counselor
Teachers
A
M
Ensure that grade levels not tested
on TAKS/STAAR/EOC
participate in vertical planning
and curriculum alignment
Provide quality staff development
opportunities for teachers
ASR
AEIS
BM
Principal
Teachers
A
M
Continue to update science lab
resources and equipment
A
M
Extended day learning
opportunities and in-school
tutorials for students not
mastering the curriculum
PD
State
Local
Title I, Part A –
$11,862
Title II, Part A $1,925
Each six
weeks
Fall
Report Cards
Progress
Reports
Benchmark
Scores
TAKS/STAAR/EOC
Summary Reports
Report Cards
Lesson Plans
Assessment
Results
Report Cards
Progress
Reports
Lesson Plans
Assessment
Results
Principal
Teachers
State
Local
REAP Funds - $1,600
Ongoing
Staff
Development
Certificates
TEKS
Principal
Teachers
State
Local
Ongoing Inventory
Inventory
RC
TR
BM
ASR
Principal
Teachers
-Title I, Part A $2,023
-Title II, Part A $6,826
Tutorial Payroll
Title II, Part A Tutorial
Transportation $1,778
REAP Funds - $1,057
Fall,
Spring,
and
Summer
Report Cards
Assessment
Progress
Results
Reports
Report
Benchmark
Cards
Scores
TAKS/STAAR/EOC
Summary Reports
A
M
Continue to utilize
TAKS/STAAR/EOC workbooks
RC
PR
ASR
BM
Principal
Teachers
State
Local
REAP Funds - $400
Ongoing Report Cards
Assessment
Progress
Results
Reports
Report
Benchmark
Cards
Scores
TAKS/STAAR/EOC
Summary Reports
RS
M
A
Utilize Study Island for 5-6
Science
ASR
BM
AEIS
Principal
Teachers
State
Local
CNA Utilize interactive white board
technology
BM
ASR
Principal
Teachers
State
Local
REAP - $3,175
HQ
RR
Highly qualified teachers will be
distributed equally to ensure that
the needs of all students are met
AEIS
HQ
RR
Professional staff will continue
effective instructional strategies
to ensure that all students achieve
success
AEIS
Principal
EduJobs
Superintendent $40,403
(employee health
ins.)
Principal
EduJobs
Superintendent $40,403
(employee health
ins.)
Ongoing Report Cards
Assessment
Benchmark
Results
Scores
TAKS/STAAR/EOC Report Cards
Summary Reports
Progress
Reports
Ongoing Report Cards
Assessment
Benchmark
Results
Scores
TAKS/STAAR/EOC Report Cards
Summary Reports
Progress
Reports
Ongoing AEIS
AEIS
AEIS
AEIS
Schoolwide Components
PD
Professional Development
CNA
Comprehensive Needs Assessment
RS
Reform Strategies
R/R
HQ
Highly Qualified Staff
PI
C
Program Coordination & Integration
T
Transition
Recruitment & Retention
A
Parent Involvement
M
Teachers Involved in
Assessments
Assistance for Mastery
Needs Assessment: AEIS; TPRI; SS=Student Survey; PS=Parent Survey; FS=Faculty Survey; DR=Discipline Report; RC=Report
Card, PR=Progress Report, BM = Benchmark Scores; AYP; AW=AIMS-Web; ASR = Assessment Summary Reports, TEKS=Texas
Essential Knowledge and Skills
HUCKABAY ISD
District Goal:
District Improvement Plan
2011-2012
The Huckabay Independent School District will be rated exemplary in 2012.
Performance
Objective(s):
Address identified needs in special programs (special education, CATE, Migrant, Gifted & Talented) and improve services
for students identified as 504, Dyslexic, & At-Risk.
Summative Evaluation
TAKS, TAKSA, TAKSM, STAAR, EOC
SWP
Action(s)/Implementation(s)
Comp.
T
M
A
PI
PD
R/R
C
Needs
Assessment
Person(s)
Responsible
Address identified needs in the
Special Education Program:



Identify special education AEIS
program needs based on
the following
components: initial
evaluations, reevaluations, least
restrictive environment,
related services, and
transition
Provide staff
development to all faculty
and staff in modifications,
confidentiality, and prereferral process
Continue to monitor the
number of Hispanic and
LEP referrals to prevent
Special Ed.
Director
Principal
Special Ed.
Teacher
Resources
Human/Material/Fiscal
State
Local
Formative
Evaluation
Timeline
Formative
Evaluation
Pre-referral
documentation
Per
ARD Minutes
student
Benchmark
occurrence Tests
Progress
Reports
Report Cards
PEIMS
Data
Evaluate
effectiveness
of ESL
Program
Teacher
Referrals
Evaluate
effectiveness
of pre-referral
committee
Documented
Referrals to
special education
Staff
Development
Certificates
PEIMS Data
AIMS Web
over-representation.
As required for response
to intervention (RTI), the
Student Intervention
Team (SIT) will continue
to meet to discuss any
pre-referrals/referrals to
special education.
 Continue to provide
special education
information meetings and
correspondence
HQ
Address identified needs in the
C
CTE and college readiness
R/R program:
T
 Coordinate and integrate
CNA
CTE Program with
regular education
program
 Tech Prep/Technology
classes will be offered to
encourage students to
attend post-secondary
education
 Ensure accurate PEIMS
coding
 Continue Career Day
participation
 Offer two-way video
dual-credit courses
through Weatherford &
Ranger Colleges
 Career Safe – OSHA
certification for students
Results

AIMS Web
Meeting Agenda
Parent Needs
Assessment/
Survey
PEIMS Data
AEIS
Principal
Counselor
PEIMS
Coordinator
State
Local
Carl Perkins – SSA
with ESC XI
Lesson plans
Fall &
Spring
Coordinated
lesson plans
PEIMS
Class Rosters
Career plans
for Coherent
Sequence
Students
Ongoing
PEIMS
PEIMS Data
Spring
Fall &
Spring
Enrollment
Participation
Records
PEIMS

Revise and implement a
Comprehensive Guidance
Plan in accordance with
the State Guidance Plan.
DR
SAT/ACT
PS
SS
Counselor
Principal
Cross Timbers Family
Services
Ongoing
STAR Council
Calendar of
Events
Program
Participation
School
Calendar
Assessment
Results
Assessment
Results
Lesson Plan
ACT-Plan Test
K.U.D.E.R
TSU Career Center

Offer college readiness
classes (Texas Grant
Program, Financial Aid,
Admissions, etc.)
SAT/ACT
Teacher
Counselor
Principal
State Guidance Plan
Gear Up Program
SAT/ACT Prep
Software
Fall &
Spring
Report Cards
ACT/SAT
scores
McAffee

Tests taken
Increase the number of
graduates taking the
ACT/SAT
Local/State
AEIS

Panhandle Plains
Student Loan Center
Computers
purchased
Implement interactive
white board technology
TI, FS
Technology
REAP Funds - $4,676

Update technology
hardware and software
Boards installed
T
PI
M
C
Implement a quality Migrant
Education Program through a
shared service arrangement
with ESC XI that includes:
 Annual recruitment,
verification,
identification, and
services
 Parent Committee
 Training in the Seven
Areas of Focus
Address identified needs in the
ESL program:
 Review ESL program to
provide structure and
consistency through
communication and
coordination with regular
education teachers
 Establish ESL guidelines
and procedures regarding
the following:
-LPAC
membership/training/
meetings
-Grading criteria
-Scheduling
-Placement
-Curriculum alignment
and coordination
-All elementary teachers
become ESL certified
State/Local
Per
ID & R
occurrence Logs
Semester
NGS Reports
Per
Student
LPAC
documentation
Fall &
Spring
Progress
Reports
PEIMS
Occupational Principal
Survey
Migrant
Coordinator
ESC 11
AEIS
Principal
ESL
Teacher(s)
State
Local
SRA
Assessment
Results
LPAC Meeting
Agendas
Report Cards
Proficiency
Tests
Teacher
Certification
Teacher
Certification

T
PD
C
Update and improve
current ESL curriculum
Improve services for Dyslexia
students and/or 504 students:





Continue the dyslexia and
504 identification
procedures and services
to ensure alignment with
the dyslexia plan
Provide training to all
faculty and staff in
recognizing
characteristics of dyslexia
and/or related disorders
Review district dyslexia
handbook with all faculty
and staff
Provide intervention for
K-2 students based on
TPRI results and reading
weaknesses
Communicate to teachers
identified 504 students
and provide
accommodations and
explanation of services
State
Local
TO
ASR
Reading
Assessments
TPRI
504
Coordinator
Dyslexia
Coordinator
Hermann Method
Ongoing
504
Committee
Meetings
504/Dyslexia
Roster
Fall
Meeting
Agenda/Minutes
Staff
Development
Certificates
Fall
Ongoing
Ongoing
Individual
Student
Accommodations
T
PD
A
C
M
State
Local
Address identified needs in the
Gifted & Talented (GT)
Program:







Training in differentiation AEIS
with depth and
complexity
Align the G/T with
regular education TEKS
and ensure differentiation
All G/T students will
develop portfolios of
work samples/projects in
the four core areas
30-hour and 6-hour
update training
Provide opportunities for
advanced-level courses
such as credit by exam,
dual enrollment
Duke Talent Search
Annual G/T Testing for
identification
Progress
Reports
Principal
District G/T
Coordinator
Fall &
Spring
Report Cards
Assessment
Results
Student
Portfolios
Staff
Development
Certificates
Concurrent
enrollment
Enrollment in
dual credit
courses
Identification of
students
CNA
Comprehensive Needs Assessment
Schoolwide Components
PD
Professional Development
RS
Reform Strategies
R/R
Recruitment & Retention
A
HQ
Highly Qualified Staff
PI
Parent Involvement
M
C
Program Coordination & Integration
T
Transition
Teachers Involved in
Assessments
Assistance for Mastery
Needs Assessment: AEIS; TPRI; SS=Student Survey; PS=Parent Survey; FS=Faculty Survey; DR=Discipline Report; Other
(specify); TO = Teacher Observations; PBM=Performance-Based Monitoring, TI = Technology Inventory, ASR = Assessment
Summary Results
HUCKABAY ISD
District Goal:
Performance Objective(s):
District Improvement Plan
2011-2012
The Huckabay Independent School District will be rated exemplary in 2012.
The district/campus student attendance rate will be 97%.
The district dropout rate will be 0%.
Summative Evaluation
SWP
AEIS
PEIMS Data
Action(s)/Implementation(s)
Needs
Assessment
Comp.
M
Continue weekly monitoring of
student attendance records
A
PEIMS
AEIS
AYP
Person(s)
Responsible
PEIMS
Coordinator
Principal
M
Continue attendance incentive
program
PEIMS
Principal
PI
Continue parental notification
regarding student absences
Follow the procedures for Leavers
and Underreported students
Contact parents each day when child
is absent
PEIMS
Principal
CNA
Continue to work with law
enforcement agencies to enforce
truancy policy
PEIMS
PEIMS
Coordinator
Daily
PEIMS
Attendance
Coordinator
Reports
Principal
PEIMS
Principal
Resources
Human/Material/Fiscal
Local
Formative
Evaluation
Timeline
Formative
Evaluation
Weekly PEIMS
Attendance
Reports
(individual &
campus)
Weekly PEIMS
6 Weeks
Attendance
Reports
(individual &
campus)
Ongoing PEIMS
Documented
AEIS
AYP
Parent Sign
In/Out Shee
AEIS
AYP
Parent Sign
In/Out Shee
Letter sent
Ongoing PEIMS
AEIS
Daily
Attendance
Reports
Attendance
Logs
Ongoing Attendance
Reports
Attendance
Logs
CNA
Implement a student software system
(TEXIS) that will enable close
monitoring of student discipline,
grades, attendance, registration, and
scheduling
PEIMS
Student PEIMS State
Coordinator
Local
Ongoing PEIMS
PEIMS
Schoolwide Components
CNA
Comprehensive Needs Assessment
PD
Professional Development
T
Transition
RS
Reform Strategies
R/R
Recruitment & Retention
A
HQ
Highly Qualified Staff
PI
Parent Involvement
M
Teachers Involved in
Assessments
Assistance for Mastery
Needs Assessment: AEIS; TPRI; SS=Student Survey; PS=Parent Survey; FS=Faculty Survey; DR=Discipline Report; Other (specify)
HUCKABAY ISD
District Goal:
District Improvement Plan
2011-2012
The Huckabay Independent School District will employ and retain highly qualified teachers and instructional
paraprofessionals to deliver instruction to all student populations served within the district.
Performance Objective(s): -One hundred percent of core academic subject teachers will be highly qualified as defined by NCLB.
-One hundred percent of special education teachers will meet the highly qualified requirements under the IDEIA statutes.
-One hundred percent of the instructional paraprofessional staff will maintain highly qualified status.
Summative Evaluation
SWP
Teacher/paraprofessional certification and highly qualified status.
Action(s)/Implementation(s)
Comp.
HQ
HQ
HQ
Needs
Assessment
Conduct recruitment activities to T
Job
ensure that there are highly qualified
Vacancies
personnel in all positions. Activities
will include posting vacancies in
multiple sites and making personal
contacts
Implement a systematic review of
Certification
teachers’ certifications and notify
Review
teachers when certifications are due
for renewal to maintain highly
qualified status
Initiate audit of teacher teaching
assignments and certifications and
design a corrective action plan as
needed to ensure maintenance of
100% highly qualified status by the
end of the year
HQ Report
Person(s)
Responsible
Superintendent
Principal
Resources
Material/Fiscal
Formative
Evaluation
Timeline
Spring
Formative
Evaluation
Application
Pool
Documented
Job postings
as needed
Superintendent
Fall
Records of
Teacher
Renewals
Certifications
reviewed and
staff notified
Superintendent
Fall
Audit Results
HQ Report
Individual
Teacher
Corrective
Action Plans
HQ
Implement a teacher mentoring
program for teachers new to the
teaching profession to ensure that
they are retained and provided
professional support
HQ
Provide professional development to Review of
Principal
new paraprofessionals to improve the Staff
Teachers
quality of the support provided by
Development
instructional aides to students served Certificates
in the classroom
HQ
Assist teachers in maintaining
certification through coursework and
TExES Testing
Teacher
Principal
Certifications Teachers
HQ
Develop and implement individual
action plans to ensure that all special
education teachers meet IDEIA
statues for highly qualified for all
subject areas taught
Provide professional development
opportunities to 100% of the teachers
Teacher
Principal
Certifications Teachers
HQ
Teacher
Service
Records
Principal
Professional Principal
Development Teachers
Surveys
Fall &
Spring
Teacher
Feedback
Teacher
Evaluations
Teacher
Retention
State
Local
Fall &
Spring
Staff
Development
Certificates
Summative
Evaluations
State
Local
Ongoing Records of
Teachers
Attaining
Additional
Certifications
Fall &
Individual
Spring
Action Plan
Monitoring
State
Local
Ongoing Professional
Development
Evaluations
Teacher
Certifications
Teacher
Certification
and Highly
Qualified
Status
Professional
Development
Certificates
Schoolwide Components
PD
Professional Development
CNA
Comprehensive Needs Assessment
RS
Reform Strategies
R/R
HQ
Highly Qualified Staff
PI
C
Program Coordination & Integration
T
Transition
Recruitment & Retention
A
Parent Involvement
M
Teachers Involved in
Assessments
Assistance for Mastery
Needs Assessment: AEIS; TPRI; SS=Student Survey; PS=Parent Survey; FS=Faculty Survey; DR=Discipline Report; RC=Report
Card, PR=Progress Report, BM = Benchmark Scores; AYP; AW=AIMS-Web; ASR = Assessment Summary Reports
HUCKABAY ISD
District Goal:
District Improvement Plan
2011-2012
Parents, community members and educators at Huckabay Independent School District will be active partners in the
education of our students.
Performance Objective(s): Opportunities for parental and community involvement will be provided.
Summative Evaluation
SWP
Membership and attendance rosters, parent/community involvement rate
Needs
Assessment
Action(s)/Implementation(s)
Comp.
PI
Conduct annual Veteran’s Day
CNA Program
PI
CNA
PI
CNA
PI
CNA
H
Monthly Newsletter sent to
parents/community
Volunteer Program
TAKS/STAAR/EOC Parent Night
PI
Open House/Meet the Teacher
CNA
PI
Thanksgiving Activities
CNA
PI
Fall Festival
CNA
PI
Art/Technology Show
CNA
Person(s)
Responsible
Principal
Teachers
Resources
Human/Material/Fiscal
State
Local
Formative
Evaluation
Timeline
Formative
Evaluation
November Attendance
Sign-in Sheet
FS
PS
FS
PS
FS
PS
Teacher
State/Local
Ongoing
Newsletter sent
Principal
Teachers
Principal
Teachers
Ongoing
FS
PS
FS
PS
FS
PS
FS
PS
Principal
Teachers
Principal
Teachers
Principal
Teachers
Teacher
Parents
Community Members
Release
TAKS/STAAR/EOC
Tests
Teachers
FS
PS
PS
Spring
Documented
Parent/community Sign-in sheets
participation
Participation
Parent Survey
Sign-in sheets
Sign-in sheets
Student Activity
Fall
Spring
November
Student Activity
October
Student Activity
December
May
Parent
participation
Parent
participation
Sign-in sheets
CNA Utilize a student software system
that includes a parent portal
providing access to school/student
related information (attendance,
grades, assignments)
PI
Senior Parent Night at Basketball
CNA Game
PI
Breakfast treats for
CNA parents/grandparents
PI
Elementary parent/student
CNA collaboration – pizza box
PI
Parent night with outside speakers
CNA
PI
Teacher Web Pages
CNA
PI
“Back To School Day” for
CNA secondary parents
FS
State
Local
Ongoing
FS
PS
FS
PS
FS
PS
FS
PS
FS
PS
FS
PS
Student
PEIMS
Coordinator
Teachers
Principal
Principal
Coaches
Principal
Teachers
Principal
Teachers
Principal
Teachers
Principal
Teachers
Principal
Teachers
Parents
Students
State
Local
Parents
Students
Parents
Spring
Parents
Students
State
Local
Ongoing
PI
Parent Computer Night
CNA
FS
PS
Principal
Teachers
Parents
Students
Fall
PI
Utilize SchoolMessenger
CNA
FS
PS
Principal
Teachers
Parents
Ongoing
Schoolwide Components
PD
Professional Development
CNA
Comprehensive Needs Assessment
RS
Reform Strategies
R/R
HQ
Highly Qualified Staff
PI
Parent Survey
Parent
Participation
Parent
participation
Parent
participation
Parent
participation
Parent
participation
Number of hits
November
Spring
October
Spring
Parent
participation/sig
in sheets
Parent
participation/sig
in sheets
Parent Input Comments
T
Transition
Recruitment & Retention
A
Parent Involvement
M
Teachers Involved in
Assessments
Assistance for Mastery
Needs Assessment: AEIS; TPRI; SS=Student Survey; PS=Parent Survey; FS=Faculty Survey; DR=Discipline Report; Other (specify)
HUCKABAY ISD
District Goal:
Performance Objective(s):
District Improvement Plan
2011-2012
Huckabay Independent School District will have a safe, orderly environment that promotes successful student learning.
1) Discipline referrals will be minimal
2) Tobacco, alcohol, and other drug offenses will remain at zero
3) Incidents of violence will remain at zero
Summative Evaluation
SWP
Action(s)/Implementation(s)
Comp.
CNA Implement the Crisis Operations
Tt
Management Plan
F
 Conflict resolution
 Suicide prevention
 Violence prevention
 Provide training on the
contents in the Crisis Plan
and update based on needs
identified during training
CNA Provide a tobacco, alcohol, and drug
C
education program
 Canine detection
 Expand drug awareness
programs for secondary
students
 DPS presentation
Needs
Assessment
PS
SS
PS
SS
Person(s)
Responsible
Principal
Principal
Teachers
Counselor
Resources
Human/Material/Fiscal
SHAC Committee
Formative
Evaluation
Timeline
Documented
Sheriff’s Department
Staff
Development
Records
Counselor
Drills
Principal
Presentations
Huckabay Volunteer
Fire Department
Student Council
Ongoing
Formative
Evaluation
Discipline
Referrals
Ongoing
Discipline
Referrals
Red Ribbon
State
Local
Need for
awareness
Canine report
School
calendar
CNA Implement Positive Behavior Support
strategies derived from the Texas
Behavior Support Initiatives
 Trainer-of-trainers
 Provide in-house training to
personnel in restraint
CNA Utilize an eight step discipline plan
CNA Bullying and cyberbullying will be
addressed within the classrooms by all
teachers (K-12)
Required Principal
Training Teachers
PS
SS
SS
PS
CNA The prevention of teen dating violence PS
(the intentional use of physical, sexual, SS
verbal, or emotional abuse by a person
to harm, threaten, intimidate, or
control another person in a dating
relationship) will be addressed
CNA Maintain, monitor, and evaluate
PS
facilities to provide an environment
FS
that will meet the demands of
curriculum requirements
CNA Emphasize positive behavior and selfPS
esteem
FS
Principal
Teachers
Principal
Counselor
Teachers
Counselor
Greater Erath County
Fall
Special Education Co-op
Ongoing
Assemblies
Health Curriculum
Bullying Videos
Assemblies
Ongoing
Discipline
Referrals
Training
Schedule and
Attendance
Discipline
Referrals
Need for
awareness
Discipline
Referrals
Lesson Plans
Discipline
referrals
Need for
Awareness
Program
Participation
Ongoing
Needs
Assessment
Board
Minutes
Ongoing
Needs
Assessment
Banners
Ongoing
Health Curriculum
Superintendent
School Board
Principal
Teachers
State
Local
Schoolwide Components
PD
Professional Development
CNA
Comprehensive Needs Assessment
RS
Reform Strategies
R/R
HQ
Highly Qualified Staff
PI
C
Program Coordination
T
Transition
Recruitment & Retention
A
Parent Involvement
M
Teachers Involved in
Assessments
Assistance for Mastery
Needs Assessment: AEIS; TPRI; SS=Student Survey; PS=Parent Survey; FS=Faculty Survey; DR=Discipline Report; Other (specify)
HUCKABAY ISD
District Goal:
Performance Objective(s):
District Improvement Plan
2011-2012
Huckabay Independent School District will meet the financial business accountability and compliance requirements
outlined by the state of Texas.
Effectively manage accounts payable/receivable, the budget, the finances, and the requisition aspects of the district.
Summative Evaluation
SWP
Action(s)/Implementation(s)
Comp.
CNA Continue using TEXIS to support the E
daily business requirements of the
district
CNA Provide the required business/finance
compliance reports to the state
(PEIMS)
Needs
Assessment
Person(s)
Responsible
Superintendent
Resources
Human/Material/Fiscal
State
Local
Formative
Evaluation
Timeline
Ongoing
Formative
Evaluation
PEIMS
District PEIMS
Coordinator
Business Mgr.
Superintendent
District PEIMS
Coordinator
Business Mgr.
Documente
PEIMS
Financial
Reports
State
Local
Ongoing
PEIMS
PEIMS
Financial
Reports
Schoolwide Components
PD
Professional Development
CNA
Comprehensive Needs Assessment
RS
Reform Strategies
R/R
HQ
Highly Qualified Staff
PI
C
Program Coordination
T
Transition
Recruitment & Retention
A
Parent Involvement
M
Teachers Involved in
Assessments
Assistance for Mastery
Needs Assessment: AEIS; TPRI; SS=Student Survey; PS=Parent Survey; FS=Faculty Survey; DR=Discipline Report; Other (specify)