Through Title I, financial assistance is given to local education agencies and schools serving a high percentage of low-income students.  Schools and agencies which receive this funding are required to meet the academic standards of those schools to which aide is not eligible based on the needs of the students it serves. Effectively, closing the education gap between the economically advantaged and disadvantaged students. 

U.S. Department of Education. (2004). Title I: Improving the academic achievement of the disadvantaged. Retrieved from https://www2.ed.gov/policy/elsec/leg/esea02/pg1.html

Sec. 11.251.  PLANNING AND DECISION-MAKING PROCESS.  (a) and (f)

(a)  The board of trustees of each independent school district shall ensure that a district improvement plan and improvement plans for each campus are developed, reviewed, and revised annually for the purpose of improving the performance of all students.  The board shall annually approve district and campus performance objectives and shall ensure that the district and campus plans: 

(1)  are mutually supportive to accomplish the identified objectives;  and

(2)  at a minimum, support the state goals and objectives under Chapter 4.

(f)  The district policy must provide that all pertinent federal planning requirements are addressed through the district- and campus-level planning process.

Sec. 11.253.  CAMPUS PLANNING AND SITE-BASED DECISION-MAKING.  (a) – (e)

(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.

 

Public Education, Tex. Admin. Code § 11.252-11.523 (2019).

Dickinson High School will foster a collaborative atmosphere that promotes personalization, expects excellence from all stakeholders, and provides unlimited opportunities for all students to achieve success in 21st century learning and career endeavors.

The mission of Dickinson High School is to empower our students with the skills and knowledge to become accomplished, self-directed, and collaborative citizens who contribute excellence to our complex and ever-changing world.

Dickinson Independent School District. (2019). Dickinson High School 2019-2020 CIP. Retrieved from http://www.dickinsonisd.org/upload/page/0373/docs/New%20CIP/DHS%20CIP.pdf 

2.       Analyze prior years data focusing on demographics, student achievement, school culture and climate, staff, curriculum, instruction and assessment, community involvement, technology, and school organization. Data to be analyzed should include state test, college entrance exams, attendance, safety analysis, discipline, graduation rates, community involvement, and staff retention rate.

3.       Create a vision of student success. Identify how this differs from what currently exist to determine your campus strengths and areas for improvement.

4.       Establish goals based on the campus needs that align campus vision. Goals must be measurable, realistic and have a time-limit.

 

Weatherford, V. (n.d.) What’s your plan? Comprehensive needs assessment. Region 7 Education Service Center.

for successful college and career readiness and all measured areas will meet or exceed state average

percentages in all categories (approaches, meets, masters).

Goal 2: Dickinson High School will employ, recruit, develop, and retain highly qualified staff to maximize

learning for all students and proactively engage students for success.

 

Goal 3: Dickinson High School will provide a safe, healthy, secure and orderly environment for students,

staff, families and community.

Goal 4: Dickinson High School systems, services, infrastructures and facilities will support and enhance

student learning.

 

Goal 5: Dickinson High School personnel will actively promote parent and community engagement

through communication, participation, and partnerships.

 

Each of the goals listed in Dickinson High Schools CIP includes multiple performance objectives, each with their own strategies, key personnel to monitor growth, expected results and impact, and time limits for review and completion. 

 

Dickinson Independent School District. (2019). Dickinson High School 2019-2020 CIP. Retrieved from http://www.dickinsonisd.org/upload/page/0373/docs/New%20CIP/DHS%20CIP.pdf 

Goal 5: Dickinson High School personnel will actively promote parent and community engagement

through communication, participation, and partnerships.

Performance Objective 1: Parent participation in informational meetings will increase by 10% over previous year.

Performance Objective 2: The DHS campus website will be regularly maintained to include weekly updates.

 Performance Objective 3: Increase parent awareness of their access to student data (i.e. grades, transcripts, schedules, attendance, etc.) via Naviance and

Skyward by sharing information on these systems at both the September and January Parent University (Open House) nights.

Performance Objective 4: DHS will schedule a variety of parent and family engagement meetings monthly during the school year in order to strengthen

involvement between the home and school as evidenced by agendas and sign-in sheets.

 

Dickinson Independent School District. (2019). Dickinson High School Title I Parent Engagement Policy

2019-2020. Retrieved from http://www.dickinsonisd.org/upload/page/0373/docs/Parent%20Eng.%20 Policies/Parent%20Engagement%20Plan%20English%202019-2020%20DHS.pdf

 

Dickinson Independent School District. (2019). Dickinson High School 2019-2020 CIP. Retrieved from http://www.dickinsonisd.org/upload/page/0373/docs/New%20CIP/DHS%20CIP.pdf 

 

for successful college and career readiness and all measured areas will meet or exceed state average

percentages in all categories (approaches, meets, masters).

-Remediation for all students that failed to meet the state/federal standards on any of the 2019 STAAR EOC assessments.

-AVID Program, AP, Pre-AP, SAT Prep courses, Duel-Credit

-Drop Everything ad Read – 20 minutes each day ALL students and staff.

- Provide "just in time," focused Tier II intervention for students who failed to master the state standards (TEKS) following Tier I instruction.

- Effective Co-Teach model utilizing a certified regular education teacher and a certified special education teacher who are assigned to the regular education classroom. 

-Embedded tutorial in each day (SMART Lunch) in which students are drafted by core teachers for intervention, support, or acceleration.

-Lighted Windows/Open Doors after school tutorial program

- utilizing research-based instructional strategies learned through teacher participation in any of the following professional development activities: Abydos Writing Institute Lead4Ward Playlist Notice and Note AVID Institute Rice AP Institutes NMSI--LTF Seidlitz 7 Steps for Language Rich Classroom College Board Training Campus Book Studies Region IV Professional Learning Harris County Prof. Learning Neuhaus Training Solution Tree (RtI, PLC)

-CTE Programs

 

Goal 2: Dickinson High School will employ, recruit, develop, and retain highly qualified staff to maximize

learning for all students and proactively engage students for success.

- Teachers will actively participate in weekly Professional Learning Community (PLC) activities.

- Lead4Ward

- College Board AP Conferences, AVID Conference, NMSI/LTF Institutes, RICE University AP Institutes, U of H AP Institutes 

-Utilize Mentorship program

-ongoing professional development provided by school district

 

Goal 3: Dickinson High School will provide a safe, healthy, secure and orderly environment for students,

staff, families and community.

-Restorative Practices

-Character Strong

-Safe and Civil Schools

-Emotional Poverty 

-SMART ISS

-Communities in Schools

-AVID Schoolwide at 9^th Grade Center

 

Goal 4: Dickinson High School systems, services, infrastructures and facilities will support and enhance

student learning.

-technology Integration PD for ALL faculty

-Tech Bites

-5min Tech Talk at all faculty meetings

 

Goal 5: Dickinson High School personnel will actively promote parent and community engagement

through communication, participation, and partnerships.

-increase education of school sponsored activities and organizations.

-Open House

-Parent University

-Remind, School Messenger, teacher webpages, text messaging 

-high school monthly publication in English and Spanish.

Dickinson Independent School District. (2019). Dickinson High School 2019-2020 CIP. Retrieved from http://www.dickinsonisd.org/upload/page/0373/docs/New%20CIP/DHS%20CIP.pdf 

 

Texas Education Agency, Department of Contract, Grants, and Financial Adminsration. (2018). Supplement, not supplant handbook: A guide for contracts, grants, and financial administration. (Version 3.1). Austin: Texas Education Agency.

Lever 1: Strong School Leadership and Planning  

Develop campus instruction leaders with clearly defined roles and responsibilities are better at developing, implementing and monitoring a plan.

Lever 2: Effective, Well-Supported Teachers 

Leadership recruits, selects, assigns, and builds up the teacher to allow students access to highly qualified teachers.

Lever 3: Positive School Culture

Campus aligns vision, mission, and goals for behavior, student support services, and the community.

Lever 4: High-Quality Curriculum 

Curriculum, assignments, and scope and sequence align to TEKS.

Lever 5: Effective Instruction 

All students obtain rigorous instruction through daily lesson plans with formative assessments, classroom routines and instructional strategies, data-driven instruction, and RTIs.

 

Texas Education Agency. (2019). Effective Schools Framework. https://texasesf.org/