Cleveland Middle School

Campus Plan 2012-2013

AED 519 Campus Plan of Amber Herndon
Goal 1: At the end of the 2012-2013 school year, all Cleveland Middle School students will receive continuous rigorous mathematics instruction and 75% of the
sub-populations will master their grade level standards (TEKS) and thus pass the mathematics STAAR/STAARM/STAARA test. In addition, minimum AYP
goals will be exceeded and 50% of the students will perform at the advanced level.
Objective1: All students in the sub-groups will meet grade level and pass 75% on the Math STAAR exam and 50% of the students will reach advanced level.
Summative Evaluation: AIES reports will reveal that all students in the sub groups will pass with a 75% rate and 50% will reach advanced level ratings.
Strategy

Person
Responsible
SPED
department, ESL
Department

Resources

Timeline

Formative Evaluation

Research/Notes

$800 for a presenter

SIP funds, Region
10 (free training)

Weekly planning agendas,

sign-in sheets, post survey
over knowledge gained

Master Teacher,
Mentor Teachers

$2,000 Equipment
for presentations,
professional
resources &
conferences,
consultants

Monthly
development
beginning
September 3
May 31
Weekly meetings
beginning August
27 May 31

Math Labs: classrooms will be arranged

to accommodate hands-on experiences
and project-based learning

Math
Department,
Academic Teams

August 27 June
7

PBL presentations, seating

arrangement chart, classroom
observation forms

Teachers will differentiate instruction to

reach all learners.

Math Teachers

Math manipulatives,
teacher resource
materials, $1,500,
Destination Math
Computer Program
GT/SPED/ESL IEP
or modifications/
accommodations,
Teacher resources

August 27 June
7

Differentiated instruction
lesson, classroom
observations, walk-throughs

What should professional

development look like? Stages
of the Training Regime from
Teaching Matters Most,
pages 94-97
When I realized that others
could learn from my superstar
teachers, too, getting other
teachers into their classrooms
became an essential too.
~Todd Whitaker, What Great
Principals Do Differently (pg.
44)
High-quality teaching:
Problem-based and
cases/scenarios, adapted from
P.W. Jackson (1986). The
Practice of Teaching.
In his book, Shaking Up The
School House, Schlechty
points out that it is possible to
design each piece of
schoolwork so it appeals to a
wide range of motives: for

Teachers and paraprofessionals will

receive professional development on
serving all special populations in an
inclusion model with differentiated
instruction.
Math department will meet weekly in
TAP cluster meetings to improve
teacher performance by modeling
lessons, present strategies and
interventions, review data, and organize
classroom visits.

Student surveys, walkthroughs

Cleveland Middle School

Campus Plan 2012-2013
example, some students may
do the work to demonstrate
mastery, others to learn new
material, others to experience
the conviviality of a group, and
still others for the intrinsic joy
of learning. (pg. 93)

Students who are considered in Tier 2 or

Tier 3 according the RTI plan will have
additional instruction to meet their needs
through daily additional Math labs.

Teachers

Renaissance
Learning, teacher
resource materials,
Study Island (school
license), Destination
Math, $1,440 for 2
teacher for 1 hour of
after school tutoring
for 36 weeks

August 27 June
7

Daily quizzes with no more

than 5 questions (openended, no multiple choice)

Notes: One lesson can reach all

students. The question is: Is
differentiation truly needed?
Same as above

Cleveland Middle School

Campus Plan 2012-2013

Goal 2: The objective at Cleveland Middle School is to increase the commended rate in social studies from 38% to 55% on the STAAR or STAARM/ STAARA
social studies test. The staff will use effective instructional practices that will motivate and engage students.
Objective1: All eight graders at Cleveland Middle School will help attain the commended rate from 38% to 55% on the social studies STAAR test.
Summative Evaluation: AIES reports will reveal Cleveland Middle School reach and/or exceeded the 55% commended rate on Social Studies STAAR.
Strategy

Person
Responsible
Master Teachers

Resources

Timeline

Formative Evaluation

Research/Notes

Use from previous

tests: STAAR
released or TAKS
released tests (free)

Progress reports,
CFA/Benchmark data, TEKS
mastery

Great principals keep

standardized testing in
perspective and focus on the
real issue of student
learning. ~Todd Whitaker

All social studies teachers will receive

professional development using the 5E
model of instruction.

Principal, Master
Teacher

Region 10 (free
training)

Beginning
Sept 18, 2012 and
Every 3 weeks
after that date.
This will end on
May 21, 2013.
Summer August
13-17, 2012

Outcomes will be measured

using lesson plans,
walkthroughs, and
observations.

The campus will hold a Reading and

Social Studies night that promotes
learning for students and parents
through meaningful activities and given
information.

Principal, Master
Teachers,
Mentor teachers
and classroom
teachers.

SIP funds, Local

funds for materials
($1350)

The 4th Thursday

of the following
months:
September,
November,
January, March,
May

Outcome will be measured

using sign in sheets, game
quizzes, parent volunteers
signed up, parent contact
logs, parent surveys, parent
meeting agenda, newsletters

What should professional

development look like?
Stages of the Training
Regime from Teaching
Matters Most, pages 94-97
The work of teachers is to
be found in inventing
workspecifically
knowledge work that has
attributes that appeal to the
motives of the student.
Great teachers do not seek to
motivate students. Rather
great teachers understand
that students are motivated,
and they design schoolwork
in a way that appeals to
those motives. ~ Phillip
Schlechty Shaking up the

Master Teachers will develop 3 week

common assessments

Cleveland Middle School

Campus Plan 2012-2013
School House, pg. 83

Celebrate Freedom Week will be

emphasized as a school wide initiative
in order to promote learning of social
studies concepts.

Classroom
Teachers, Master
Teacher

CSCOPE, IFDs,
state standards,
teacher made
materials

September 17-21

Agendas/flyers, student
initiatives, student
ambassadors, student lead
activity

Teachers will work with administrators

to facilitate field trips and student driven
learning activities.

Social Studies
Department

Local funds

October,
December,
February, April

student activities aligned

with the field trip
experiences

Mr. Schlechty states that,

Teachers design activities
for students that they believe
students will find engaging
and from which students will
learn. (pg. 83)
Mr. Schlechty states that,
Teachers design activities
for students that they believe
students will find engaging
and from which students will
learn. (pg. 83)

Cleveland Middle School

Campus Plan 2012-2013
SBDC Committee Members 2012 2014
Department
Administration
Master Teachers

Name
Principal Amber Herndon
Assistant Principal Mary BoxWorthy
ELAR
Social Studies
Science
Math

Signature

Campus Interventionist
Campus Coordinator SPED
Campus Coordinator ESL
PTA President
BAC Specialist
Community/Business Partner
1) Who will be on the committee?
People who support Cleveland Middle school in having a rigorous academic program that will achieve or exceed state, national, and
international standards that will lead to academic excellence for every student in every school everyday.
2) How will you determine who to place on the committee?
Due to their expertise, the people selected are key in determining the academic rigor that is expected in each classroom that our
students will continue to receive authentic experiences and exposure to culture through many venues.
3) Why did you choose each member?
Each member will contribute to the schools goal to provide students with daily opportunities for meaningful application of strategies
that prepare them to master the required concepts in all academic areas. Master teachers, administrators, specialists, and community
investors will continually monitor, and assess student progress, individualize instruction and provide specific feedback to target areas
in need of improvement and close the achievement gap.