• Multiple Career Magnet Center Campus Improvement Plan

    Multiple Career Magnet Center Campus Improvement Plan

     

    William B Carrell Vision

    To transform scholars into successful leaders through determination and commitment to excellence.

    Multiple Careers Magnet Center Mission

    To develop students in good work habits, attitudes, and career skills- Our students participate in a ½ day program to work on career readiness skills and job placement through our internship program. The rest of their day is at their home high school.

    18+Mission

    To provide opportunities for scholars to succeed in school, community, and vocational settings as independent adults who become productive and responsible citizens. Our students have finished all of their graduation requirements and are working on transitioning into adult life though job readiness skills.

     

                    DALLAS INDEPENDENT SCHOOL DISTRICT BOARD GOALS

     

    GOAL 1: All students will exhibit Satisfactory or above on performance on State assessments. Students below Satisfactory performance will demonstrate more than one year of academic growth.

    GOAL 2: Dallas ISD schools will be the primary choice for families in the district.

    GOAL 3: The achievement gap by race, ethnicity, and socio-economic status will be no greater than 10% on all academic measures.

    GOAL 4: 95% of students will graduate. Of the graduates, 90% have the qualifying scores for community college, college, military, or industry certification.

    GOAL 5: 95% of entering kindergarten students are school-ready on a multidimensional assessment.

    GOAL 6: All students will participate in at least one extracurricular or co-curricular activity each year.

     

     

     

    DALLAS INDEPENDENT SCHOOL DISTRICT STUDENT OUTCOME GOALS

    GOAL 1: Student achievement on state assessments in all subjects at level II or above will increase from 66% to 75% by 2022.

    GOAL 2: Student achievement on the 3rd grade state assessment in reading at level II or above will increase from 63% to 75% by 2022.

    GOAL 3: Student achievement on state assessments as measured by postsecondary readiness standard in two or more subjects will increase  

                    from 22% to 35% by 2022.

     

                    THE STATE OF TEXAS PUBLIC EDUCATION MISSION AND ACADEMIC GOALS

    The mission of the public education system of this state is to ensure that all Texas children have access to a quality education that enables them to achieve their potential and fully participate now and in the future in the social, economic, and education opportunities of our state and nation. That mission is grounded on the conviction that a general diffusion of knowledge is essential for the welfare of this state and for the preservation of the liberties and rights of 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 STATE OF TEXAS PUBLIC EDUCATION GOALS

    GOAL #1:             The student in the public education system will demonstrate exemplary performance in the reading and writing of the                                                            English language.

    GOAL #2:             The students in the public education system will demonstrate exemplary performance in the understanding of mathematics.

    GOAL #3:             The students in the public education system will demonstrate exemplary performance in the understanding of science.

    GOAL #4:             The students in the public education system will demonstrate exemplary performance in the understanding of social studies.

     

    THE STATE OF TEXAS PUBLIC EDUCATION OBJECTIVES

    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 high school diploma.

    Objective #4: A well-balanced and appropriate curriculum will be provided to all students.

    Objective #5: Qualified and highly effective personnel will be recruited, developed, and retained.

    Objective #6: The state’s students will demonstrate exemplary performance in the comparison to national and international standards.

    Objective #7: School campuses will maintain a safe and disciplined environment conducive to student learning.

    Objective #8: Educators will keep abreast of the development of creative and innovative techniques as appropriate to improve student learning.

    Objective #9: Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development, and administration.

     

     

    Comprehensive Needs Assessment Summary

    School Year: 2017-2018

    Data Sources Reviewed:

    Enrollment, Attendance, Mobility/Stability, Course/Class Assignments, Student Portfolios, IEP’s, Certifications, Practicum Placement, 18+Jobs, Climate Survey, Teacher Surveys, Parent Conferences, Parent Focus Group, Feedback Data, Class Walk-Through, SPOT observation data, Professional Development Data, Grades, Staff Org Chart, Time Clock Data, Curriculum Alignment Plans, TEKS, Student Rubrics, Parent Sign in Sheets, parent and Community Partnership Data, School Map, Google Doc for Committees, Teacher Handbook, Technology Plan

     

    Area Reviewed

    Summary of Strengths

    What were the identified strengths?

     

    (Facts not actions)

    Summary of Needs

    What were the identified needs?

     

     

    (Facts not actions)

    Priorities

    What are the priorities for the campus, including how federal and state program funds will be used?

    Demographics

     

    MCMC-MCMC communication between CACE   and VCT’s has been stronger this year, thus recruiting has increased. 18+ program continues to serve 40+ students each year.

    18+- Tier system has supported recruitment and job skill development.

    MCMC-We have a waiting list now of 53 students. Will need to explore ways to serve more students to meet the needs of our district.

    18+- Refinement of the Tier System

    I

    MCMC-CACE personnel will continue to strengthen CACE ( recruitment program). A new cluster will need to be added if the waiting list continues throughout next semester.

    18+ Refinement of Tier system

    Student Achievement

     

    92% placement for MCMC exiting students in practicums, students transitioning to other programs, and students pursuing higher education programs.

    8 Career Safe Certifications

    18+ has 32 out of 36 students placed in internships or jobs, 9 Completers of program this year transitioned into full time employment

    MCMC-Certifications must be expected by 3rd year students. Students need direct job pathways aligned as closely as possible to their clusters or areas of interest. The current ASOS

    (Acquisition of Specific Occupational Skills) needs to be revised and aligned to the new CTE TEKS.  

    18+ -Tier System needs to be refined and use student language so students understand where they are on the system.

     

     

     

    MCMC- Continue to create direct job sites related to cluster skills.

    Create new ASOS to align with new TEKS and 21st century job skills.

    18+ - Refine Tier System into checklist of aligned skills for easy student and parent understanding.

    School Culture and     Climate

    Fall climate survey was all in the green.

    The focus with staff this year was to

    “ all swim the same direction.”

     

    Climate survey Fall:

    80.4% positive for beliefs and priorities 77% for Positive Culture and Feedback

    75.8% positive for Culture of Feedback and Support

    89.3% College Going Culture

     

    Continue to assess staff during the school year about climate. Rename- PBIS Committee, the Climate and PBIS Committee

    Train staff in charge of events and have committee attend training to understand events expectations.

    Continue to support staff to understand change theory and the need to continue to develop goals and objectives for our school that align with preparing students with intellectual disabilities with the knowledge and skills for entry-level positions that lead to their success as productive and responsible citizens, in an ever changing job market.

    Staff Quality/ Professional Development

    Very seasoned staff

    All teachers certified in CTE areas, one SPED teacher

    Retention is high for both para and professionals.

    Define clear expectations for staff attendance and punctuality.

     

     

    Have clear procedure guidelines in staff

    handbook for staff on leaving early and arriving late.

    Have clearly written expectations on staff attendance in staff handbook.

     

     

    Curriculum, Instruction, Assessment

    Use of rubrics by teachers

    Curriculum alignment knowledge

    ( resources to use)

    Use of student portfolios

    Seasoned staff with good instructional strategies

    Structure of clubs for students

    Alignment of project to TEKS, skill level of the student, or student interest using skills learned in the cluster

    Strengthen the rubrics for students use

    Data protocol for collaboration

    Continue to ensure practicum sites are aligned with the clusters and/or skill levels and interests of the students. Practicums are for students with the appropriate skill level required for the performance of tasks by their work based learning site as well as a match that aligns with their intellectual disability.

    Unpack new TEKS and create a new ASOS aligned with new TEKS with 1,2, and 3, year expectations.

    IEP’s need to be aligned with TEKS and progression of student.

    Data protocol needs to be refined to gather meaningful information for teachers.

    Project Based Learning rubrics need to be institutionalized

    Use clubs as a tool for student and parent engagement

    Family and Community Involvement

    Strong community partnerships- 2 of our volunteers were in the final district category for district volunteer of the year.

    2 Fall Activities, 2 Spring Activities

    Eagle/Bear Club started this year

    Interview survey done with the principal.

    Principal obtained qualitative data from 5 different MCMC parents and 4 18+ parents. Parents from both programs are satisfied with the programs and commitment of staff.

    Strong SBDM for MCMC

    Parent qualitative survey showed some parents from MCMC are concerned their students did not get jobs.

    Parent turnout is very low.

    Parent/Teacher communication is low

    Volunteers from parents are low

     

     

    Important for parents to understand that MCMC is a pre-employment job skill development curriculum which may lead to jobs for students that have the skills for entry-level positions and the parental support necessary for success in the world of work, and 18+ is a job coaching program.

    Clearly defined TIER system ( 18+) and ASOS development will clarify job expectations to parents and students.

    Continue to implement meaningful parent programs

    Continue to strengthen communication to families especially from the cluster classroom.

    Define expectations from parents for both programs and clearly explain during initial ARD.

    Create volunteer opportunities and signups at the beginning of the year.

    School Context and Organization

    Moving to google drive.

    School master calendar.

    Weekly Carrell News- Staff

    Newsletter 4 times per year to parents

    Collaboration with SPED teacher and CTE department has grown, but will need to improve

    Parent communication must improve

     

    Continue to improve the use of PLC in the decision making process

    Cluster must establish mode of weekly communication to parents.

    Technology

     

    Equipment for CTE cluster and computers for students, Lesson plans, curriculum alignment submitted through google, each teacher has a laptop and Ipad

    Professional development for integration of lesson planning with   technology.

    Paraprofessionals general use of technology.

     

    Continue to have clear expectations for use of technology in the classroom to push teachers to grow their skills.

    Offer two technology PD’s per year related to CTE for para and teachers.

     

     

     

    Title I, Part A

    Schoolwide Components:

    1. A comprehensive needs assessment of the entire school(including taking into account the needs of migratory children as defined in section 1309(2)) that is based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards described in section 1111(b)(1).
    2. Schoolwide reform strategies that provide opportunities for all children to meet the State’s proficient and advanced levels of student academic achievement,       use effective methods and instructional strategies that are based on scientifically based research, and       that include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the State student academic achievement standards who are members of the target population of any program that is included in the schoolwide program.
    3. Instruction by state certified teachers.
    4. In accordance with section 1119 and subsection (a)(4), high-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the State’s student academic achievement standards.
    5. Strategies to attract high-quality teachers to high-need schools.
    6. Strategies to increase parent and family involvement in accordance with section 1118, such as family literary services.
    7. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a State-run preschool program, to local elementary school programs.
    8. Measures to include teachers in the decisions regarding the use of academic assessments described in section 1111(b)(3) in order to provide information on, and to improve, the achievement of individual students and the overall instructional program.
    9. Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards required by section 1111(b) (1) shall be provided with effective, timely additional assistance which shall include measures to ensure that student difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.
    10. Coordination and integration of Federal, State, and local services and programs, including programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.

     

     

     

    Title I Schoolwide Components Reference Numbers

    1. Comprehensive Needs Assessment

    2. Reform Strategies

    3. Instruction by State Certified Teachers

    4. High Quality Professional Development

    5. Strategies to Attract State Certified Teachers

     

    6. Strategies to increase family, community and parent engagement

    7. Transition

    8. Teacher Decision-Making Regarding Assessments

    9. Effective and Timely Assistance to Students

    10. Coordination and Integration

    Strategic Priority Reference Numbers

    1. Recruiting, supporting, and retaining teachers and principals

    2. Building a foundation of math and reading

    3. Connecting high school to career and college

    4. Improving low-performing schools

    Student Outcome Goals

    1. Student achievement on state assessments in all subjects at level II or above will increase from 66% to 75% by 2022.

    2. Student achievement on the 3rd grade state assessment in reading at level II or above will increase from 63% to 75% by 2022.

    3. Student achievement on state assessments as measured by postsecondary readiness standard in two or more subjects will increase from 22% to 35% by 2022.

    Goal: (Key Action)Student achievement in MCMC/18+ programs will increase from 88% to 90% as measured by TIER progress ( 18+) and Syllabus of TEKS and Career Skills ( MCMC)

    Student Outcome

    Goal #

    3

    Objective: Indicator of Success: Increase from 88% to 90% as measured by TIER progress ( 18+) and Syllabus of TEKS and Career Skills ( MCMC)

    REF

    #

    Strategies and Action Steps

    Person(s)

    Responsible

    Resources

    Timelines

    Evidence of Implementation

    Evidence of

    Impact

    Formative/

    Summative

    Title I Schoolwide Components

    (Code by #)

    Strategic Priority

    1A

    Disaggregate six week assessments. Use Data Protocol and determine appropriate instructional strategies and interventions during PLC period.

    Administrator/Counselor

     

    Teachers

     

     

    Each 6 weeks

    PLC Data Meeting Notes

     

    Lesson Plans

     

    Spot

    Observations

    Increase TIER Checklist

    ( 18+)

    Increase Syllabus Checklist

    ( MCMC)

     

     

     

    6 Week Assessment

     

     

    1

     

    2

     

    8

     

    3

    1B

    Develop and Institutionalize Rubrics to measure student growth as aligned with TIER Progress ( 18+) and Syllabus of TEKS and Career Skills

    Teachers

     

    Administrator

     

    Rubric used daily by teacher and students

    Lesson Plans

     

    SPOT Observation

    Increase TIER Checklist

    ( 18+)

    Increase Syllabus Checklist

    ( MCMC)

     

    Students explain RUbrics and skills

    6 Week Progress Update

    7

     

    8

    3

    1C

    Teachers will create innovative and creative lessons aligned with CTE standards and Job Skill Development.

    Teachers

     

    Weekly

    Weekly Lesson Plans

     

    SPOT Observations

    Rubric developed by administrator and teachers to measure innovation

    Lesson Plan Review weekly with teacher and administrator

    2

    3

     

    3

    1D

    SPED teacher/librarian will implement balanced literacy reading program related to job and career readiness.

    SPED Teacher/

    Librarian

     

    Daily for

    specific students

    SPOT Observation

    Increase in Route 44 reading scores

    Route 44 BOY and EOY increase

    7

    8

    9

    2

                         

     

    Title I Schoolwide Components Reference Numbers

    1. Comprehensive Needs Assessment

    2. Reform Strategies

    3. Instruction by State Certified Teachers

    4. High Quality Professional Development

    5. Strategies to Attract State Certified Teachers

     

    6. Strategies to increase family, community and parent engagement

    7. Transition

    8. Teacher Decision-Making Regarding Assessments

    9. Effective and Timely Assistance to Students

    10. Coordination and Integration

    Strategic Priority Reference Numbers

    1. Recruiting, supporting, and retaining teachers and principals

    2. Building a foundation of math and reading

    3. Connecting high school to career and college

    4. Improving low-performing schools

    Student Outcome Goals

    1. Student achievement on state assessments in all subjects at level II or above will increase from 66% to 75% by 2022.

    2. Student achievement on the 3rd grade state assessment in reading at level II or above will increase from 63% to 75% by 2022.

    3. Student achievement on state assessments as measured by postsecondary readiness standard in two or more subjects will increase from 22% to 35% by 2022.

    Goal: (Key Action) Promote a culture that fosters college/career readiness by providing a quality, learner-centered environment so that 95% of students graduate or complete with job and/or skills to transition into independent living as measured by individual transition plans.

    Student Outcome

    Goal # 3

     

    Objective: Indicator of Success: 95% of students graduate or complete with job and/or skills to transition into independent living as measured by individual transition plans.

    REF

    #

    Strategies and Action Steps

    Person(s)

    Responsible

    Resources

    Timelines

    Evidence of Implementation

    Evidence of

    Impact

    Formative/

    Summative

    Title I Schoolwide Components

    (Code by #)

    Strategic Priority

    2A

    Teachers will have a mode of communication to parents and students about skill development each 3 weeks.

    Teachers

     

    Technology

    assistance- Google, S’mores

    2x each six weeks

    S’More

    Individual Newsletter

    Progress monitoring for students

    TIER/Syllabus

    Checklists

    6

    7

    9

     

     

    3

    2B

    Counselor will meet with each student, family, and teacher in MCMC to discuss transition plan and create pathway to independence. 18+ Teachers will meet with family and student for Pathways meeting.

    Counselor

    Administrator

    Teachers

    Create Pathway to independence

    1 X per year

    Pathway Documentation

    Independence Plan

    Meeting Notes

    6

    7

    10

    3

    2C

    Career/College speakers that align with clusters and 18+ program.

     

    Counselor

     

    6x per year

    Speaker sign in

    Students can verbalize job opportunities in career path

    Career Path

    6

    7

    3

    2D

    Field Trips aligned with cluster programs

    Teachers

     

    4x semesters

    Field Trip Forms

    Students can verbalize job opportunities in career path

    Improvement in syllabus checklist.

    7

    3

                         

     

    Title I Schoolwide Components Reference Numbers

    1. Comprehensive Needs Assessment

    2. Reform Strategies

    3. Instruction by State Certified Teachers

    4. High Quality Professional Development

    5. Strategies to Attract State Certified Teachers

     

    6. Strategies to increase family, community and parent engagement

    7. Transition

    8. Teacher Decision-Making Regarding Assessments

    9. Effective and Timely Assistance to Students

    10. Coordination and Integration

    Strategic Priority Reference Numbers

    1. Recruiting, supporting, and retaining teachers and principals

    2. Building a foundation of math and reading

    3. Connecting high school to career and college

    4. Improving low-performing schools

    Student Outcome Goals

    1. Student achievement on state assessments in all subjects at level II or above will increase from 66% to 75% by 2022.

    2. Student achievement on the 3rd grade state assessment in reading at level II or above will increase from 63% to 75% by 2022.

    3. Student achievement on state assessments as measured by postsecondary readiness standard in two or more subjects will increase from 22% to 35% by 2022.

    Goal: (Key Action) (Key action is to address a student Outcome goal, elect from above and add # to column on the right.)

    Foster a safe and orderly school culture that promotes academic, social and emotional learning as measured by increases in pre and post parent surveys and teacher surveys in the area of positive culture and environment ( MCMC 74.1 to 77 )

    Student Outcome

    Goal #

    3

     

    Objective: Indicator of Success: Increases in pre and post parent surveys and teacher surveys in the area of positive culture and environment ( MCMC 74.1 to 77 )

    REF

    #

    Strategies and Action Steps

    Person(s)

    Responsible

    Resources

    Timelines

    Evidence of Implementation

    Evidence of

    Impact

    Formative/

    Summative

    Title I Schoolwide Components

    (Code by #)

    Strategic Priority

    3A

    Continue to offer Clubs, but also add a parent component including PBL showcase.

    Principal

    Teachers

     

    2 x per year

    Sign in Sheets

    Positive culture and environment

    PBL Rubric

    6

    3

    3B

    Select students from each of the 6 clusters and 2 from 18+ and form a Student Advisory Committee (SAC) in order for students to develop leadership skills and voice concerns and solutions about their school.

    Student Representatives

    Teacher Rep.

     

     

    Monthly

    Meeting dates, times, sign-in sheets, agendas

    Improved school Culture

    Leadership Skills

     

    Climate Survey

    6

    1

     

    3C

    PBIS Committee will become the Climate and PBIS Committee and address concerns from teachers monthly.

    Committee Members and Leadership

     

    Monthly

    Meeting dates, times, sign-in sheets, agendas

    Improved school Culture

     

     

    Climate Survey

    6

    1

     

    3D

    Increase volunteer opportunities for parents to engage in school. Formalize Eagle/Bear Club

    Leadership

    Principal

     

    Monthly

    Meeting dates, times, sign-in sheets, agendas

    Improved school Culture

     

     

    Climate Survey

    6

    1

     

                         

     

    Title I Schoolwide Components Reference Numbers

    1. Comprehensive Needs Assessment

    2. Reform Strategies

    3. Instruction by State Certified Teachers

    4. High Quality Professional Development

    5. Strategies to Attract State Certified Teachers

     

    6. Strategies to increase family, community and parent engagement

    7. Transition

    8. Teacher Decision-Making Regarding Assessments

    9. Effective and Timely Assistance to Students

    10. Coordination and Integration

    Strategic Priority Reference Numbers

    1. Recruiting, supporting, and retaining teachers and principals

    2. Building a foundation of math and reading

    3. Connecting high school to career and college

    4. Improving low-performing schools

    Student Outcome Goals

    1. Student achievement on state assessments in all subjects at level II or above will increase from 66% to 75% by 2022.

    2. Student achievement on the 3rd grade state assessment in reading at level II or above will increase from 63% to 75% by 2022.

    3. Student achievement on state assessments as measured by postsecondary readiness standard in two or more subjects will increase from 22% to 35% by 2022.

    Goal: (Key Action) (Key action is to address a student Outcome goal, elect from above and add # to column on the right.)

    Student Outcome

    Goal #

     

    Objective: Indicator of Success:

    REF

    #

    Strategies and Action Steps

    Person(s)

    Responsible

    Resources

    Timelines

    Evidence of Implementation

    Evidence of

    Impact

    Formative/

    Summative

    Title I Schoolwide Components

    (Code by #)

    Strategic Priority

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

                         

     

    Title I Schoolwide Components Reference Numbers

    1. Comprehensive Needs Assessment

    2. Reform Strategies

    3. Instruction by State Certified Teachers

    4. High Quality Professional Development

    5. Strategies to Attract State Certified Teachers

     

    6. Strategies to increase family, community and parent engagement

    7. Transition

    8. Teacher Decision-Making Regarding Assessments

    9. Effective and Timely Assistance to Students

    10. Coordination and Integration

    Strategic Priority Reference Numbers

    1. Recruiting, supporting, and retaining teachers and principals

    2. Building a foundation of math and reading

    3. Connecting high school to career and college

    4. Improving low-performing schools

    Student Outcome Goals

    1. Student achievement on state assessments in all subjects at level II or above will increase from 66% to 75% by 2022.

    2. Student achievement on the 3rd grade state assessment in reading at level II or above will increase from 63% to 75% by 2022.

    3. Student achievement on state assessments as measured by postsecondary readiness standard in two or more subjects will increase from 22% to 35% by 2022.

    Goal: (Key Action) (Key action is to address a student Outcome goal, elect from above and add # to column on the right.)

    Student Outcome

    Goal #

     

    Objective: Indicator of Success:

    REF

    #

    Strategies and Action Steps

    Person(s)

    Responsible

    Resources

    Timelines

    Evidence of Implementation

    Evidence of

    Impact

    Formative/

    Summative

    Title I Schoolwide Components

    (Code by #)

    Strategic Priority