Retention is high for both para and Have clearly written expectations on staff professionals. attendance in staff handbook. Curriculum, Use of rubrics by teachers Alignment of project to TEKS, skill level Unpack new TEKS and create a new ASOS Instruction, Curriculum alignment knowledge of the student, or student interest aligned with new TEKS with 1,2, and 3, year Assessment ( resources to use) using skills learned in the cluster expectations. Use of student portfolios Strengthen the rubrics for students use IEP’s need to be aligned with TEKS and Seasoned with good Data protocol for collaboration progression of student. instructional strategies Continue to ensure practicum sites are Data protocol needs to be refined to gather Structure of clubs for students aligned with the clusters and/or skill meaningful information for teachers. levels and interests of the students. Project Based Learning rubrics need to be Practicums are for students with the institutionalized appropriate skill level required for the Use clubs as a tool for student and parent performance of tasks by their work engagement based learning site as well as a match that aligns with their intellectual disability. Family and Strong community partnerships- 2 of Parent qualitative survey showed Important for parents to understand that Community our volunteers were in the final some parents from MCMC are MCMC is a pre-employment job Involvement district category for district volunteer concerned their students did not get development curriculum which may lead to of the year. jobs. jobs for students that have the skills for 2 Fall Activities, 2 Spring Activities Parent turnout is very low. positions and the parental support Eagle/Bear Club started this year Parent/Teacher communication is low necessary for success in the world of work, and Interview survey done with the Volunteers from parents are low 18+ is a job coaching program. principal. Clearly defined TIER system ( 18+) and ASOS Principal obtained qualitative data development will clarify job expectations to from 5 different MCMC parents and 4 parents and students. 18+ parents. Parents from both Continue to implement meaningful parent programs are satisfied with the programs programs and commitment of staff. Continue to strengthen communication to Strong SBDM for MCMC families especially from the cluster classroom. Define expectations from parents for both programs and clearly explain during initial ARD.
Retention is high for both para and professionals. 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 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 development curriculum which may lead to jobs for students that have the skills for 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.