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2010-2011 Campus Improvement Plan - McLaughlin

2010-2011 Campus Improvement Plan - McLaughlin

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CARROLLTON-FARMERS BRANCH ISD

McLaughlin/ Strickland
CAMPUS IMPROVEMENT PLAN 2010-2011
Dianna “DeDe” Lacy, Principal
Vision Statement: McLaughlin/Strickland Elementary, in partnership with our families and community, will develop students who will meet or exceed the local and state standards needed to successfully transition to middle school and to take advantage of the highest educational opportunities available.

October 1, 2010

Carrollton-Farmers Branch ISD Campus Plans

Improvement Plan 2010-2011

Campus Improvement Plan 2010-2011

CIC MEMBERS
Name Dianna “DeDe” Lacy Julie Rodriguez Craig Rich Laura Gutierrez Tracy Hill Tasha Smith Sarah Winston Briannah Thomas Deanna Robertson Jeannie Dewar Suzanne Snead Position Principal Assistant Principal Assistant Principal Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade Specials Areas Specials Areas Years Served 3 3 1 1 1 3 1 2 3 3 1 Signature

2

Campus Improvement Plan 2010-2011

PLANNING PROCESS

Needs Assessment
The Campus Improvement Council is composed of representative professional staff, parents of students enrolled at the campus, business representatives and community members. The Campus Improvement Council establishes and reviews campus educational plans, goals, performance objectives, and major classroom instructional programs. An annual Campus Improvement Plan guides this work. The Campus Improvement Plan is based on a comprehensive needs assessment which includes student achievement indicators, disaggregated by all student groups served by the campus. Additional factors such as school processes (e.g., attendance, graduation, tardies, discipline referrals, teacher absences), perception (e.g., staff, parent and community surveys), and demographics (e.g., enrollment trends, staff turnover) are to be considered. The Campus Improvement Plan is to include (TEC Chapter 11, subchapter F, section 11.253): 1. Assessment of academic achievement for each student using the student achievement indicator system. 2. Set campus performance objectives based on the student achievement indicator system, including objectives for special needs populations, including students in special education. 3. Identification of how campus goals will be met for each student. 4. Identification of resources needed to implement the plan. 5. Identification of staff needed to implement the plan. 6. Timelines for reaching goals. 7. Periodic, measureable progress toward the performance objectives. 8. Goals and methods for violence prevention and intervention on campus. 9. Program for encouraging parental involvement. 10. Goals and objectives for a coordinated health program (elementary and middle schools) which is based on student fitness data, student academic performance data, student attendance rates, percentage of students who are educationally disadvantaged that ensures that students participate in moderate to vigorous physical activity. Annual analysis of the plan and review of various assessment data are used to determine objectives that address campus goals. Specific strategies and action steps are developed to address these objectives. This process ensures a commitment to excellence and a resolve to provide the best instructional plan for every student.

3

Campus Improvement Plan 2010-2011

Campuses receiving Title 1 funds must address Title 1 targets in campus plans and indicate where Title 1 funds will be spent.

Title I --Targeted Assisted ( TA )
Must address the 8 components of a Targeted Assisted Program TA 1. Resources used to help children meet state academic achievement standards TA 2. Planning for identified students incorporated into existing school planning TA 3. Methods and strategies based on scientifically based research TA 4. TA program is coordinated with and supports regular educational programs TA 5. Highly qualified teachers TA 6. Professional Development TA 7. Increase Parental Involvement TA 8. Coordination of federal, state, and local services

Title I -- School-wide Components (TS)
TS 1. Comprehensive needs assessment TS 2. School-wide reform strategies TS 3. Highly qualified teachers TS 4. Professional development TS 5. Strategies to attract high-quality highly qualified teachers to high need schools TS 6. Parental involvement TS 7. Assisting preschool children in the transition from early childhood programs TS 8. Measures to include teachers in the decisions regarding use of academic assessments TS 9. Students’ difficulties identified on a timely basis TS10.Coordination and integration between federal, state, and local services

4

Campus Improvement Plan 2010-2011

The Goal of C-FB ISD is high achievement for all students.
Supporting Objective 1: Continuously increase student achievement A. TEA Recognized/Exemplary District B. Recognized/Exemplary Schools C. Adequate Yearly Progress (AYP) D. Achievement Gap E. Special Populations F. TAKS Commended Scores (all students) G. Higher Education Readiness Component (TSI) (EXIT Scores) H. SAT I. PSAT/NMSQT J. Advanced Placement K. Graduation Data Supporting Objective 2: Continuously improve the learning environment for students and staff A. Out of School Suspensions B. DAEP Placements C. Attendance Rate Supporting Objective 3: Continuously increase operational effectiveness A. Financial Integrity Rating System in Texas (School FIRST) B. Increase percentage of operating expenditures expended for instruction C. Fund balance as a percentage of the total expenditure budget excluding TIF and Chapter 41 payments D. Kilowatt hour per sq. ft. usage E. Overtime hours F. Highly Qualified Teachers G. Teacher Classroom Attendance Rate H. All Staff Attendance Rate I. Teacher Turnover Rate J. Availability of Critical Technology Systems Supporting Objective 4: Continuously increase stakeholder confidence and support of our school system A. Parent Survey - Achieving Quality Together B. Stakeholder Survey (to be developed) C. Staff Survey (to be developed)

5

Campus Improvement Plan 2010-2011

SMART GOAL
Goal should be Strategic and specific, Measurable, Attainable, Resultsbased, and Time-bound.

Kindergarten 2010-2011 Smart Goal MEASURES
Tools we’ll use to determine where students are now and whether they are improving.

INDICATOR
Standards and objectives (weak areas for students)

TARGETS
The attainable performance level we would like to see.

By the end of the school year 100% of Kindergarten students will be able to read and comprehend a level D book.

Higher level questions will be modeled by teacher through think alouds.

Fountas and Pinnel/DRA QAR during guided reading Letter ID assessment

100% of the students will incorporate thinking strategies on whole-text level (p153 The Literate Kindergarten by Zimmermann)

Letter id and TPRI/Tejas Lee skills will be mastered by the student.

TPRI/Tejas Lee

Students will know 54 letters and 54 sounds (English), 61 letters and 61 sounds (Spanish) Show developed in TPRI/Tejas Lee.

Word wall will be modeled and used interactively.

High Frequency Words as progress monitored every 9 weeks.

100% of students will know 25 high frequency words by the end of the year.

Remember . . . The one accomplishment that would foster longer-range actions would be a goal worthy of commitment. - Peter Senge, The Fifth Discipline (1990)

6

Campus Improvement Plan 2010-2011

1st Grade 2010-2011 Smart Goal SMART GOAL
Goal should be Strategic and specific, Measurable, Attainable, Resultsbased, and Time-bound.

INDICATOR
Standards and objectives (weak areas for students)

MEASURES
Tools we’ll use to determine where students are now and whether they are improving.

TARGETS
The attainable performance level we would like to see.

Retelling/Summarization

Oral retellings Response journals

By the end of the year, 100% of the 1st grade students will comprehend level J materials at an instructional level based on F&P/ DRA testing materials

100% of students will consistently give an accurate retelling of stories including character, setting, problem

Vocabulary development through inferring and context clues

Guided Reading Classroom dialogue

100% of students will use at least one of the following strategies: pictures, schema, anchor charts, inference, context clues to identify the meaning of unknown words.

Actively participate in classroom discussions

Asks high level questions
100% of students will participate in “text talks” about their reading with natural dialogue

Responds to

Make authentic connections to text

Natural dialogue (conversationallike)

Guided Reading
Checklist - workshop share times

100% of students will make at least one authentic connections (TS, TT, TW)

Response journal

7

Campus Improvement Plan 2010-2011

2nd Grade 2010-2011 Smart Goal SMART GOAL
Goal should be Strategic and specific, Measurable, Attainable, Resultsbased, and Time-bound.

INDICATOR
Standards and objectives (weak areas for students)

MEASURES
Tools we’ll use to determine where students are now and whether they are improving.

TARGETS
The attainable performance level we would like to see.

By the end of the year 100% Of 2nd grade student students will score at least 8/10 when applying higher level questioning in reading

Create at least 2 types of QAR questions.

Classroom dialogue Teacher created

100% of students will create at least 2 types of QAR questions for a text

Answer the 4 types of QAR questions for a text. (2 questions for each t )

Classroom dialogue
Teacher created Open Ended Assessment

100% of students will be able to answer all 4 types of QAR questions for a text

Remember . . . The one accomplishment that would foster longer-range actions would be a goal worthy of commitment. - Peter Senge, The Fifth Discipline (1990)

8

Campus Improvement Plan 2010-2011

SMART GOAL
Goal should be Strategic and specific, Measurable, Attainable, Resultsbased, and Time-bound.

3rd Grade 2010-2011 Smart Goal

INDICATOR
Standards and objectives (weak areas for students)

MEASURES
Tools we’ll use to determine where students are now and whether they are improving.

TARGETS
The attainable performance level we would like to see.

By the end of the school year, 90% of third grade students will master 3.3A,B

3.3A model addition and subtraction or estimation

End of unit Assessments Math boxes

90% model addition /subtraction

3.3B select operation addition of subtraction 999

Practice TAKS
UPS check

90% select operation addition or subtraction

Remember . . . The one accomplishment that would foster longer-range actions would be a goal worthy of commitment. - Peter Senge, The Fifth Discipline (1990)

9

Campus Improvement Plan 2010-2011

4th Grade 2010-2011 Smart Goal

SMART GOAL
Goal should be Strategic and specific, Measurable, Attainable, Resultsbased, and Time-bound.

MEASURES
Tools we’ll use to determine where students are now and whether they are improving.

INDICATOR
Standards and objectives (weak areas for students)

TARGETS
The attainable performance level we would like to see.

Target timed test-mixed Pre and Post assessments Students will compare, analyze related multiplication anchor charts and make generalizations that will help in solve unknown multiplication facts. (Classroom Dialogue) Weekly Specific Oriented timed math Test and Mixed timed test Creative Publications problem solver 3 and 4.

100% of the fourth grade students will be able to recall, apply strategies to solve story problems for multiplicatio n facts up to 12 x 12 by the end of the school

Students will be able to recall and apply and use multiplication facts up to 12 x 12. to solve problems Involving 1 digit by 1 digit, 2 digit by 1 digit and 2 digit by 2 digit

100% of the students will be able to recall and apply there multiplication facts up to 12 x 12

Students will be able to select and apply the correct problem solving strategies to mixed word problems.

Problem of the Day: Investigations Cps problem solving

100% of the students will select or develop an appropriate problemsolving strategy including drawing a picture, looking for patterns, systematic listing, guess and check, or acting out in order to solve a problem. ( obj. 6: 4.14 B

Remember . . . The one accomplishment that would foster longer-range actions would be a goal worthy of commitment. - Peter Senge, The Fifth Discipline (1990)

10

Campus Improvement Plan 2010-2011

5th Grade 2010-2011 Smart Goal SMART GOAL
Goal should be Strategic and specific, Measurable, Attainable, Resultsbased, and Time-bound.

INDICATOR
Standards and objectives (weak areas for students)

MEASURES
Tools we’ll use to determine where students are now and whether they are improving.

TARGETS
The attainable performance level we would like to see.

By the end of the 20102011 school year, 100% of 5th grade students will master inferencing on the TAKS reading and science test.

Reading- 4.RC(D) make inferences about text and use textual evidence to support understandings

Fountas and Pinnell open ended test responses MAP Test

100% of students will master making inferences about text and use textual evidence to support understandings

Anchor Charts/lessons

Reading Journals
100% of students will master

Science- 5.2(C) analyze and interpret information to construct reasonable analyze and interpret information to construct reasonable

MAP Test

Science Journals
Unit Tests

analyzing and interpreting information to construct reasonable analyze and interpret information to construct reasonable

Remember . . . The one accomplishment that would foster longer-range actions would be a goal worthy of commitment. - Peter Senge, The Fifth Discipline (1990)

11

Campus Improvement Plan 2010-2011

Specials Team 2010-2011 Smart Goal SMART GOAL
Goal should be Strategic and specific, Measurable, Attainable, Resultsbased, and Time-bound.

INDICATOR
Standards and objectives (weak areas for students)

MEASURES
Tools we’ll use to determine where students are now and whether they are improving.
Performance assessments

TARGETS
The attainable performance level we would like to see.

By the end of the school year, 100% of McLaughlin / Strickland students will be able to see and identify relationships in everyday situations.

Patterns

Dialogue/oral assessments Rubric checklists Performance assessments

100% of students will consistently demonstrate knowledge of patterns in content areas 100% of students will be able to identify at least two perspectives in a given scenario

Perspective

Dialogue Role play

Verbal / Written response

Problem Solving
Checklists Pre/post test with scenario

100% of students will be able to explain how they problem solved

Remember . . . The one accomplishment that would foster longer-range actions would be a goal worthy of commitment. - Peter Senge, The Fifth Discipline (1990)

12

Campus Improvement Plan 2010-2011

McLaughlin / Strickland
Campus Goals & Objectives

2010 TAKS, PARTICIPATION, & ATTENDANCE DATA 2011 GOALS

All Students INDICATOR 2010 Data Reading/English Language Arts Mathematics Writing Science Social Studies All Tests Graduation 2009 Graduation 2010 Goal Participation: Reading/Language Arts Participation: Math Attendance 99 100 97.8 100 100 99 89 87 92 93 NA 90 2011 Goal 93 93 97 100 NA 100

African American 2010 Data 94 76 100 * NA 90 2011 Goal 93 92 100 100 NA 100

Hispanic 2010 Data 87 85 89 92 NA 88 2011 Goal 91 90 95 100 NA 100 2010 Data 98 98 100 100 NA 99

White 2011 Goal 100 100 100 100 NA 100

Special Ed 2010 Data 87 86 100 84 NA 89 2011 Goal 91 93 100 93 NA 100

Economically Disadvantaged 2010 Data 88 85 93 92 NA 89 2011 Goal 91 90 98 100 NA 100 2010 Data 90 86 100 92 NA 92

LEP 2011 Goal 95 93 100 100 NA 100

100 100 98.1

100 100 99

100 100 97.8

100 100 99

100 100 97.1

100 100 99

100 100 97.1

100 100 99

99 100 97.9

100 100 99

99 100 98

100 100 99

13

Campus Improvement Plan 2010-2011

McLaughlin / Strickland
Campus Goals
2010 Percentage of Commended Students 2011 Goals
All Students INDICATOR Campus Reading/English Language Arts Mathematics Writing Science Social Studies 31.7 33.5 43.9 49 NA State 35 37 30 44 NA
Diff. from state

African American 2011 Goal 50 55 48 59 NA Campus 6.3 11.8 33.3 * NA State 25 23 30 28 NA
Diff. from state

Hispanic 2011 Goal 50 75 38 50 NA Campus 23.3 29.6 38.2 42 NA State 28 31 25 36 NA
Diff. from state

White 2011 Goal 45 50 55 55 NA Campus 67.5 67.5 83.3 79 NA State 48 47 38 59 NA
Diff. from state

2011 Goal 85 85 88 89 NA

-3.3 -0.5 +13.9 +5 NA

-18.7 -11.2 +3.3 * NA

-4.7 -0.4 +13.2 +6 NA

+19.5 +20.5 +45.3 +20 NA

Special Ed. INDICATOR Campus Reading/English Language Arts Mathematics Writing Science Social Studies 3.1 8.3 20 23.1 NA State 17 17 11 24 NA
Diff. from state

Economically Disadvantaged 2011 Goal 40 40 40 50 NA Campus 25.4 28.4 41.3 43.5 NA State 26 28 22 33 NA
Diff. from state

LEP Campus 9.2 17.9 20.9 16 NA State 23 25 20 20 NA
Diff. from state

2011 Goal 50 55 55 55 NA

2011 Goal 50 50 35 40 NA

-13.9 -8.7 +9 -0.9 NA

-0.6 +0.4 +19.3 +9.5 NA

-14 -7.1 +0.9 -4 NA

14

Campus Improvement Plan 2010-2011

McLaughlin / Strickland 2010-11 Campus Focus District Supporting Objective #1: Continuously increase student achievement
Campus Focus # 1 Criteria for Success
100% of students identified as needing additional assistance in focused areas will receive targeted research based instruction in the area of need. 5% increase in all commended subjects and subpops Campus rating of Exemplary from TEA

Performance Measure
B, D, E

F B

Campus Focus #2
Increase number of students reading on grade level

Criteria for Success
100% of students identified as needing additional assistance will receive targeted research based instruction in the area of need. 100% of students reading levels will increase do to timely and focused interventions decided by SNAP teams. 100% of students will set reading level goals and monitor progress.

Performance Measure
B, D, E D, E D, E

15

Campus Improvement Plan 2010-2011

McLaughlin / Strickland 2010-11 Campus Focus District Supporting Objective #2: Continuously improve the learning environment for students and staff
Campus Focus #3
Improve the learning environment for students

Criteria for Success
10% reduction in office referrals from 2009-2010 100% of the classrooms will implement Morning and Class Meetings. 100% of our parents will actively participate in monitoring their child’s progress toward becoming responsible citizens. 10% reduction in out of school suspensions Increase attendance rate to 99%

Performance Measure
A A A A C

16

Campus Improvement Plan 2010-2011

McLaughlin / Strickland 2010-11 Campus Focus District Supporting Objective #3: Continuously increase operational effectiveness
Campus Focus #4
Decrease spending

Criteria for Success
Decrease percentage of operating expenditures expended on noninstructional materials by 5% Decrease overtime hours by 50%

Performance Measure
B E

Campus Focus #5
Improve teacher turnover

Criteria for Success
Increase teacher survey by 10% in the categories of Strongly Agree or Agree 100% of teachers will be highly qualified to teach reading

Performance Measure
I (and C in Obj. 4) F

Campus Focus #6
Decrease energy consumption

Criteria for Success
3% reduction in electricity usage per month

Performance Measure
D

17

Campus Improvement Plan 2010-2011

McLaughlin / Strickland 2010-11 Campus Focus District Supporting Objective #4: Continuously increase stakeholder confidence and support of our school system
Campus Focus #7
Improve parental involvement

Criteria for Success
Increase PTA membership by 10% from 2009 Increase parent community survey effectiveness rating by at least .5

Performance Measure
A A

Campus Focus #8
Provide parent education

Criteria for Success
80% of parents of RtI students will participate in parent education sessions. Increase parental attendance in parent education sessions by 15%.

Performance Measure
A, TA7, TS6, TS7

Campus Focus #9
Improve the learning environment for staff

Criteria for Success
Increase teacher survey climate by at least .5 from spring 2010

Performance Measure
I (and C in Obj. 4)

18

Campus Improvement Plan 2010-2011

19

CAMPUS IMPROVEMENT PLAN 2010-2011
Campus Focus
Title Target Area

ACTION STRATEGY

X

TS6

Parents of all students will be invited to parent training or provided resources to learn how to best help their children improve their reading and/or math ability.

FORMATIVE MEASURE Documentation of invitations at the parent trainings, topics taught at the trainings, and DVD/recorded training checkout logs Agenda Sign in Sheets & evaluations

ASSESSMENT TIMELINE

RESPONSIBLE PERSON(S)

COST/RESOURCES

January

Julie Rodriguez & Craig Rich

Training Materials $1727 Title Funds

X

TS7 TS1 TS6

Develop and provide parent education to parents of struggling students (RtI), and to students in PreK @ Stark to help transition to the elementary school Any student reading below level will receive tutoring at their instructional reading level, in addition to the participation in their daily guided reading groups.

Agenda Sign in Sheets & Evaluations

December May

Parent Ed. Committee Names?

Title Funds $1727

1 2 3 4 5 6 7

X

X

TS 8,9

X

X

TS 1,2,8 ,9

Students who are below level according to district criteria will participate in tier 2 or 3 interventions

TS9
Carrollton-Farmers Branch ISD Campus Plans

Students who are identified as needing

Accurate reading inventory data; tutoring schedules and attendance; teacher dialogue/ collaboration re. reading assessments Biweekly or weekly progress monitoring; documentation of collaboration between the interventionist and classroom teacher Observations, district

October January May

DeDe Lacy

DRA & Fountas & Pinnell reading assessments

November, January, March

DeDe Lacy

Title Funds Salaries for Instructional Facilitators & Instructional Assistants $100,000 Snacks and Tutoring – Title funds

September January

Arelis Reyes Kristy Kemp

Improvement Plan 2010-2011

Campus Improvement Plan 2010-2011

X

intervention will receive additional small group instruction.

X

TS9

Students who score between 40%-69% will attend after school or morning focused tutorials

benchmarks, end of unit assessments, common assessments, universal math screenings Universal Math Screenings; Documentation of tutorials Excel spreadsheets showing students moving from light green (at level) to dark green (above level) 100% of the students will receive E’s and S’s on their report card in the area of citizenship 100% of the students will have E’s and S’s on their report cards in the area of citizenship and effort 100% of the students will receive E’s and S’s on their report card in the area of citizenship

March

Esther Fraler Linda Folmer Rhonda Lawson Deanna Robertson DeDe Lacy, Julie Rodriguez & Craig Rich Laura Gutierrez Tracy Hill Tasha Smith Sarah Winston Briannah Thomas Deanna Robertson Emily Jackson and Lisa Matthews

$18,000

30 minutes twice a week

X

TS8, 9

Students who score at grade level in reading and/or math will be monitored in order to move them to above level

October January March May

X

TS1, 2

RTime will be implemented once a week during Morning Meeting

October January March May

X

TS2, 6

Implement Morning Meetings and Class Meetings in every classroom to build a community of learners Students who are who are having difficulty with following the school and classroom rules after tier 1 interventions have been tried, will receive behavior tier 2 or 3 interventions

October January March May

DeDe Lacy, Julie Rodriguez & Craig Rich

Title funds to purchase books and/or video tapes for book study $500

X

TS9

October January March May

Emily Jackson and Lisa Matthews

21

Campus Improvement Plan 2010-2011

X

TS2, 4

X

TS1

One teacher at each grade level with reading Teaching Children to Care and share strategies to implement agreed up at the vertical team book study. Calls will be made home daily for students who are absent and administrators will intervene if there is a perpetual issue with absences or tardies. Grade levels will meet for 100 minutes weekly in PLCs MCL/STR will have a set of norms and so will grade level teams for PLCs and meetings Staff members will participate in team building activities for a ½ day during the first week of staff development. Teachers will read How Full is Your Bucket for Kids to their classes and create a structure for daily bucket filling in classrooms Staff will read How Full is Your Bucket and the leaderships team will create a structure for daily bucket filling school wide A situational appraisal will be conducted annually based on the previous

100% of the students will receive E’s and S’s on their report card in the area of citizenship

October January March May

Emily Jackson and Lisa Matthews

Increase attendance rate to 99%

October January March May

DeDe Lacy, Julie Rodriguez & Craig Rich DeDe Lacy, Julie Rodriguez & Craig Rich DeDe Lacy, Julie Rodriguez & Craig Rich DeDe Lacy, Julie Rodriguez & Craig Rich

X

TS1, 8,10

Weekly Minutes Increase teacher survey climate by at least .5 from spring 2010 Increase teacher survey climate by at least .5 from spring 2010 100% of the students will receive E’s and S’s on their report card in the area of citizenship Increase teacher survey climate by at least .5 from spring 2010 Increase teacher survey climate by at least .5 from

Weekly

X X

TS1

Weekly

X X

TS1, 3,4

Staff Development Week in August

X X

TS1, 2

October January March May

Emily Jackson and Lisa Matthews DeDe Lacy, Julie Rodriguez & Craig Rich DeDe Lacy, Julie Rodriguez &

X X

TS1, 2,4

May

X X

TS1, 2,4

May

22

Campus Improvement Plan 2010-2011

X

TS1, 10

year’s data. Monitor operational spending to ensure that purchases will aid student achievement Implementation of Watt Watchers program school wide Increase flexibility in the trunk lift by 5%. We can incorporate flexibility stretching for the trunk during stretching. Increase the percentages of passing in the BMI (Body Mass Index) Healthy Fitness Zone by 3 %. We can do this by promoting healthy choices and Whoa, Go, Slow, and increasing physical fitness at recess, team tiger, PE. Encourage students and parents to MOVE and eat healthier at home! 1st and 2nd graders will have the opportunity to participate in the McLaughlin Run Club October-March/one time per week after school. 2nd grade PACER scores will be submitted to the district in the spring of 2011

spring 2010 Documentation of budget sheets/staff dialogue C-FB DBR (Dash Board Report)

Craig Rich CIC DeDe Lacy Kathi Sullivan

Ongoing Ongoing (Monthly) Or June

X

TS 10

Chris Lettko Corrie Kantor

Report obtained from Victor Melton

TS 10

Teacher Lesson plans

On-going

Corrie Kantor Katie Thomas

Fitnessgram Guidelines

TS 10

Teacher Lesson plans

On-going

Corrie Kantor Katie Thomas

Health textbooks

TS 10

Teacher Lesson plans

On-going

Corrie Kantor

Fitnessgram assessment

TS 10

Fitnessgram test

Spring 2011

Corrie Kantor Katie Thomas

Fitnessgram assessment

23

Campus Improvement Plan 2010-2011

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