Sec. 11.253.  CAMPUS PLANNING AND SITE-BASED DECISION-MAKING.  (a)  Each school district shall maintain current policies and procedures to ensure that effective planning and site-based decision-making occur at each campus to direct and support the improvement of student performance for all students.

(b)  Each district's policy and procedures shall establish campus-level planning and decision-making committees as provided for through the procedures provided by Sections 11.251(b)-(e).

(c)  Each school year, the principal of each school campus, with the assistance of the campus-level committee, shall develop, review, and revise the campus improvement plan for the purpose of improving student performance for all student populations, including students in special education programs under Subchapter A, Chapter 29, with respect to the achievement indicators adopted under Section 39.053(c) and any other appropriate performance measures for special needs populations.

(d)  Each campus improvement plan must:

(1)  assess the academic achievement for each student in the school using the achievement indicator system as described by Section 39.053;

(2)  set the campus performance objectives based on the achievement indicator system, including objectives for special needs populations, including students in special education programs under Subchapter A, Chapter 29;

(3)  identify how the campus goals will be met for each student;

(4)  determine the resources needed to implement the plan;

(5)  identify staff needed to implement the plan;

(6)  set timelines for reaching the goals;

(7)  measure progress toward the performance objectives periodically to ensure that the plan is resulting in academic improvement;

(8)  include goals and methods for violence prevention and intervention on campus;

(9)  provide for a program to encourage parental involvement at the campus; and

(10)  if the campus is an elementary, middle, or junior high school, set goals and objectives for the coordinated health program at the campus based on:

(A)  student fitness assessment data, including any data from research-based assessments such as the school health index assessment and planning tool created by the federal Centers for Disease Control and Prevention;

(B)  student academic performance data;

(C)  student attendance rates;

(D)  the percentage of students who are educationally disadvantaged;

(E)  the use and success of any method to ensure that students participate in moderate to vigorous physical activity as required by Section 28.002(l); and

(F)  any other indicator recommended by the local school health advisory council.

(e)  In accordance with the administrative procedures established under Section 11.251(b), the campus-level committee shall be involved in decisions in the areas of planning, budgeting, curriculum, staffing patterns, staff development, and school organization.  The campus-level committee must approve the portions of the campus plan addressing campus staff development needs.

(f)  This section does not create a new cause of action or require collective bargaining.

(g)  Each campus-level committee shall hold at least one public meeting per year.  The required meeting shall be held after receipt of the annual campus rating from the agency to discuss the performance of the campus and the campus performance objectives.  District policy and campus procedures must be established to ensure that systematic communications measures are in place to periodically obtain broad-based community, parent, and staff input, and to provide information to those persons regarding the recommendations of the campus-level committees.

(h)  A principal shall regularly consult the campus-level committee in the planning, operation, supervision, and evaluation of the campus educational program.

Performance Objective 1: Grape Creek High School will continue to achieve a TEA Accountability Standard of MET STANDARD based on performance of the 5 End of Course Assessments.

Performance Objective 2: (Student Performance) Students receiving special education services will increase performance on state assessments.

Performance Objective 3:  Grape Creek H.S. will increase opportunities in CTE and provide employment related certifications.

Goal 2: Grape Creek High School will provide a safe, risk-free educational environment conducive to learning.

Performance Objective 1:  Provide parents/students with District Code of Conduct and Campus Disciplinary Plans and implement consistently and fairly with all students.

Performance Objective 2:  Continue to maintain relationships with the Tom Green County Sheriff’s Office and encourage daily walkthroughs of campus and take advantage of the department’s training sessions, and use deputies for security when appropriate.

Performance Objective 3:  Collaborate with school counselor, SHAC, and student clubs to provide character education programs.

Performance Objective 4:  GCHS will strive to maintain a drug-free campus environment.

Performance Objective 5:  GCHS will strive to meet goals and objectives for the Coordinated Health Program develops by the SHAC (Student Health & Advisory Committee) and those guidelines outlined in Board Policy FFA Local.

Goal 3:  Improve attendance rate ½ % each year over 3-year period through 2019-2020 school year.

Performance Objective 1:  Attain attendance goals of 95% for the 2020-2021 school year.

Goal 4:  GCHS will involve families AND THE community in the educational process.

Performance Objective 1:  To provide a smooth transition from middle school to high school, provide both students and parents information to assist middle school students/parents with the transition to the high school campus.

Performance Objective 2:  Provide post-secondary admission and financial training (FAFSA) to families and students.

·       More career exploration opportunities within vocational career areas for students

·       Student achievement strengths observed/monitored through interim tests/data performance

·       The gap between At Risk/SPED students observed

·       School data demographics are analyzed and researched

·       All CIP guidelines outlined directly with SMART Goal objectives and strategies

1.     Lever 1 STRONG SCHOOL LEADERSHIP AND PLANNING - Effective campus instructional leaders with clear roles and responsibilities develop, implement, and monitor focused improvement plans that address the causes of low performance.

2.     Lever 2 EFFECTIVE, WELL-SUPPORTED TEACHERS - Campus leadership retains effective, well-supported teachers by strategically recruiting, selecting, assigning, and building the capacity of teachers so that all students have access to high-quality educators.

3.     Lever 3 POSITIVE SCHOOL CULTURE - Positive school culture requires compelling and aligned vision, mission, goals and values, explicit behavioral expectations and management systems, proactive and responsive student support services, and involved families and community.

4.     Lever 4 HIGH-QUALITY CURRICULUM - All students have access to a TEKS-aligned, guaranteed and viable curriculum, assessments, and resources to engage in learning at appropriate levels of rigor.

5.     Lever 5 EFFECTIVE INSTRUCTION - All students have rigorous learning experiences because the school ensures objective-driven daily lessons, classroom routines, and formative assessments that yield the data necessary for teachers to reflect, adjust, and deliver instruction that meets the needs of each student.

Department of Contracts, Grants, and Financial Administration, Texas Education Agency (2018).  Supplement, not supplant handbook: A guide for grants administered by the Texas Education Agency (Version 3.1).  Retrieved from https://tea.texas.gov/sites/default/files/SNS%20Handbook_3.1--revised%2012-2018.pdf

ESSA (2015). Every Student Succeeds Act of 2015, Pub. L. No. 114-95 § 114 Stat. 1177 (2015-2016).

Region 11 (n.d.). What’s your plan: Comprehensive Needs Assessment. [PDF File].  Retrieved From https://www.esc11.net/cms/lib3/TX21000259/Centricity/Domain/489/CNA%20Process%20Resource.pdf

Texas Education Agency (n.d.). Effective Schools Framework.  Retrieved from https://texasesf.org/ 

Texas Education Code, Title 2 § 11.253 (2009).