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 (p. 52)

By signing below, we, representatives of our Title I school, have jointly developed or agree with this compact to share responsibilities for improved student academic achievement and the ways that the school and parents can build and develop a partnership to help children achieve the State’s high standards and to be successful in school.
School Responsibilities:

• Provide each student with a safe learning environment

• Use positive actions and words with all students, parents and staff

• Maintain and foster high standards of academic achievement and positive behavior

• Differentiate instruction to meet the needs of each student through the use of MISD teaching strategies.

• Respectfully and accurately inform parents and students of their academic progress each grading period and throughout the six weeks

• Increase student engagement to promote a positive school environment

• Communicate with parents regarding areas of need

• Increase all students’ learning skills for college readiness

• Model policies and expectations set forth by MISD

• Help students resolve conflicts in positive ways through mentoring

Parent-Teacher Conferences Held during which School-Parent Compact may be discussed:

• All teachers available weekdays before or after school, or by appointment during planning periods

Reports on students’ progress available:

• Three weeks progress reports sent home with students for all classes, including electives

• Six weeks report cards mailed home

• Parent Portal web based grade reports

• Teacher communication to parents through E-mail and phone

• Parent-Teacher Conferences by appointment

• Annual Title I School-Parent Meeting

Access to Title I Staff Parent-Teacher Conferences:

• All teachers available weekdays before or after school, or by appointment during planning periods

Parent opportunities to volunteer and participate in their child’s classroom activities:

• Parents are welcome to come in any time to take part in their child’s education by signing in at the office and receiving a visitor’s pass.

• Parents may volunteer with field trips, classroom activities, PTA, and extracurricular events.

Student Responsibilities:

• Be on time to class so that instruction is not missed

• Every student at Coleman completes every assignment every day

• Use positive interaction and comments with all students, parents and staff

• Work cooperatively with students and teachers to achieve high academic goals and positive behavior

• Work diligently to increase all learning skills for college readiness

• Respect staff, students and property

• Come to school on time and prepared

• Follow policies and expectations set forth by MISD in the student code of conduct

• Resolve conflicts in positive, nonviolent ways through conflict resolution with counselors, teachers and administrators.

Parent Responsibilities:

• Send my child to school on time each day prepared for learning

• Use positive actions and words with all students, parents and staff

• Maintain and foster high standards of academic achievement and positive behavior for my child

• Respectfully and accurately communicate with my child’s teachers about their academic progress and social needs each grading period and throughout the six weeks

• Encourage my child to develop all learning skills for college readiness

• Support my child through the Coleman PTA activities and support or volunteer when possible at all Coleman High School activities

• Help my child resolve conflicts in positive, nonviolent ways through conflict resolution with counselors, teachers and administrators. (CHS, 2020, pp. 1-3)

1. Professional Learning Communities 
2. Effective Schools Framework

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.
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.
Lever 3: Positive School Culture -
Positive school culture requires compelling and aligned vision, mission, goals and values, explicit behavioral expectations and management system, proactive and responsive student support services, and involved families and community.
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.
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. (pp. 5-8)