2021-2022 Campus Improvement Plan Dickinson Independent .
Dickinson Independent School DistrictBarber Middle School2021-2022 Campus Improvement PlanBarber Middle SchoolGenerated by Plan4Learning.com1 of 61Campus #084901043September 7, 2021 4:23 PM
Mission StatementThe mission of Barber Middle School is to provide a safe and nurturing environment in which ALL students will make forward progress, build strong character, and receivequality academic instruction to read and perform math on grade level or higher.VisionWe believe that every student has value and can learn. We are committed to continually increasing our effectiveness through growth and development, thereby increasing studentachievement. We will provide all students with quality learning opportunities to enhance their social, emotional, and academic growth. We will ensure that every student has thefoundation necessary to succeed in high school, college, and life.Core BeliefsAt Barber Middle School, all adults believe in:1. High expectations and standards - We believe that all students have the innate ability to achieve them and are committed to doing everything in our power to help them getthere.2. Intentionality - We believe that every aspect our our practice impacts student growth and achievement.3. Continually Increasing our Effectiveness and embodying a Growth Mindset - We believe that continuous adult learning, feedback, and reflection lead to great teaching. Webelieve in a growth mindset for ourselves and our students.4 Respect and Humility - We believe that demonstrating respect and humility towards students, parents, the community, and each other is critically important to student growthand achievement. We honor the values, beliefs, and work of others.5. Personal Responsibility - We believe that student growth and achievement are within our realm of control; we take personal responsibility for students' learning and believe wecan make an impact.Barber Middle SchoolGenerated by Plan4Learning.com2 of 61Campus #084901043September 7, 2021 4:23 PM
Table of ContentsComprehensive Needs AssessmentDemographicsStudent AchievementSchool Culture and ClimateStaff Quality, Recruitment, and RetentionCurriculum, Instruction, and AssessmentParent and Community EngagementSchool Context and OrganizationTechnologyPriority Problem StatementsComprehensive Needs Assessment Data DocumentationGoalsGoal 1: DISD will provide effective teaching and learning experiences for all students resulting in continuous success.Goal 2: DISD will provide a physically and emotionally safe, healthy, and equitable environmentGoal 3: DISD will make family and community partnerships a priorityGoal 4: DISD will recruit, develop, and retain a diverse and effective staff committed to personal and professional growth focusing on student success.Goal 5: DISD will provide operational services to support the success of student learning.State CompensatoryPersonnel for Barber Middle SchoolTitle I PersonnelCampus Funding SummaryAddendumsBarber Middle SchoolGenerated by Plan4Learning.com3 of 61441013151720222426272930384146525455555660Campus #084901043September 7, 2021 4:23 PM
Comprehensive Needs AssessmentRevised/Approved: May 17, 2021DemographicsDemographics SummaryLeader: Hailey BrannonCommittee members: Callie Harmon, Susan McKeon, Tanya Morris, Anthony Murphy, Jennifer Overton, Erica WuenschelDate: April 21, 2021Summary:John and Shamarion Barber Middle School is a Title I campus in Dickinson Independent School District. Barber Middle School opened its doors in August of 2008 and servespredominantly low socioeconomic families. Barber Middle School serves approximately 721 students in grades 5 and 6, of which 64% of them are considered economicallydisadvantaged. Our student body is made up of 49% female and 51% male. Broken down by ethnicity, the student populations are as follows: 364 Hispanic (51%), 241 White(34%), 66 African American (9%), 20 Two or more (3%), 18 Asian (3%), 2 American Indian - Alaskan Native (0.3%), 427 Economically Disadvantaged (60%). The averagedaily attendance rate for students is 96%.There were a total of 68 discipline referrals which is 20 fewer than the previous year. Referral rates by demographics are 49% Hispanic, 26% White, 19% African American, andless than 1% for multiracial and Asian. Breaking our data down by number of offenses we have 98% of our students who have not received a write up. We have 37 students whohave one referral, 9 students who have received 2 referrals, 2 students who have 3 referrals, and only 2 students who have received four referrals. What that tells us is that thereare great classroom management procedures in our classrooms, which was a concern in our CNA in the previous year.John and Shamarion Barber Middle School Campus serves 289 At-Risk students, 47 504 students, 82 Special Education students, 131 Gifted students, 213 STEM students. Ourcampus is in 6th year of implementation of the STEM program.Our teacher demographics are varied as well. We have approximately 49 teachers on campus. At Barber 20% of teachers have 20 or more years of experience, 41% with 11-20Barber Middle SchoolGenerated by Plan4Learning.com4 of 61Campus #084901043September 7, 2021 4:23 PM
years of experience, 26% with 6-10 years of experience, and only 17% with 5 or less years of experience. In addition to teachers initial certification we have 32 with ESL, 17with Gifted and Talented, 13 with SPED, and 3 with Bilingual certifications.Barber Middle SchoolGenerated by Plan4Learning.com5 of 61Campus #084901043September 7, 2021 4:23 PM
Barber Middle SchoolGenerated by Plan4Learning.com6 of 61Campus #084901043September 7, 2021 4:23 PM
Teacher DemographicsBarber Middle SchoolGenerated by Plan4Learning.com7 of 61Campus #084901043September 7, 2021 4:23 PM
Barber Middle SchoolGenerated by Plan4Learning.com8 of 61Campus #084901043September 7, 2021 4:23 PM
Demographics StrengthsCampus Strengths:Diverse students populationsOver 70% of our staff are ESL certifiedMultiple training opportunities are provided to better prepare staff for our diversified population including: RtI at Work, PLC at Work, AVID elementary, STEM,Lead4ward, Teach Like a Champion 2.0, Restorative Practices, Character Strong, Safe and Civil, Get Better Faster, and The Impact CyclePromote attendance using parent contactThe majority of teachers have attended 7 Steps to a Language Rich Classroom, ELPS, and Talk Read Talk Write.Barber Middle SchoolGenerated by Plan4Learning.com9 of 61Campus #084901043September 7, 2021 4:23 PM
Extra Bilingual Teachers and paraprofessionals to support our high ELL populationImplementation of guidelines for success with SWAMP Bingo and SWAMP character lesson.Decrease in discipline referralsLess African American boys referrals are being turned inCIS and the counselors are helping support students that have emotional needs.We have school wide celebrations for cultural diversity recognitionHispanic - Sept.Black History - FebWomen - MarchAsian - MayInclude: Irish HeritageMore school wide assemblies about culture.Encouraging rewards for grade and attendanceProblem Statements Identifying Demographics NeedsProblem Statement 1: Classroom disruptions, noncompliance, and physical aggression are the top three discipline offenses among students. Root Cause: Our students arelacking skills for conflict resolution.Problem Statement 2: Teachers need more robust training to help students develop more skills to deal with classroom disruptions. Root Cause: Current district initiativesincluding Restorative Practices and Character Strong do not directly target how to stop disruptions in the moment.Problem Statement 3: All teachers have not been trained and or certified to work with our various student groups. Root Cause: Not all teachers have secondary certifications inESL, SPED, and GT.Barber Middle SchoolGenerated by Plan4Learning.com10 of 61Campus #084901043September 7, 2021 4:23 PM
Student AchievementStudent Achievement SummaryLeader: Krystal TrevinoCommittee Members: Krystal Trevino, Barbara Erdberg, Shanda Gracia, Barbara E Mcindoe, Betty Commander MccullochJacqueline CardenasDate Committee Met: April 21, 2021Summary:Due to the COVID 19 pandemic, Texas did not participate in the STAAR test for the 19-20 school year. Student achievement was evaluated using the following data: MAPtesting, CBA growth, Pre-STAAR Benchmark data and 20-21 interim STAAR test. 5th and 6th grade students were assessed on the 2019 released test in March 2021. Whencomparing these scores to the 2019 scores, 6th grade students maintained growth, while 5th grade students overall performance decreased. All students were assessed using theinterim 20-21 STAAR test in reading, math and 5th grade science. The majority of students scored within the high to medium range in each subcluster on the interim test. Staffmembers utilize interim data, along with MAP, and PSBM to provide interventions and instructional practices to meet the needs of students.While 6th grade reading and math students are maintaining their overall percentage within each performance level there is still a sizable and significant gap between theperformance of the 5th grade students' math scores as compared to the scores from previous years. Teachers will continue to provide multiple layers of support through theimplementation of highly effective strategies, including small group instruction, guided reading, and web-based applications that allow for differentiated instruction.Students participated in STAAR at the end of the school year. Most tested areas stayed within 5-10% of 2019. This shows that teachers were able to close gaps whilesimulaneously teaching new standards. Intervention time will continue to be used to provide targeted intervention to ensure student growth.2021 Preliminary STAAR data compared to 20195th STAAR2019MathReadingScience6th STAAR 93729Approaches8969Meets5640Masters3222Barber Middle SchoolGenerated by Plan4Learning.com5th 2021STAAR6th STAAR 202111 of es8773Meets6042Masters2818Campus #084901043September 7, 2021 4:23 PM
Student Achievement StrengthsCampus Strengths:The percentage of mastery increased on the 5th grade science PSBM compared to the 2019 STAAR test.According to MAP data 40-48% of students are projected ACT College Ready83% of the Economically disadvantaged students approach grade level on the 5th grade math PSBM.67% of the Economically disadvantaged students approach grade level on the 5th grade reading PSBM5th grade students scored a mean score of 1570 (range 842-2030)990-2179 on the math interim STAAR assessmentAt least 50% of the 5th grade students placed and performed within the high to medium form on the 5th grade math interim test within each subcluster.5th grade students scored a mean score of 1517 (range 842-2030) on the reading interim STAAR assessmentAt least 50% of the 5th grade students placed and performed within the high to medium form on the 5th grade reading interim test5th grade students scored a mean score of 3691 (range of 1198-5418) and performed higher in 3 out 4 subclusters compared to district performance on the science interimtestAt least 50% of the 6th grade students placed and performed within the high to medium form on the 6th grade math interim test6th grade students scored a mean score of 1620 (range 1038-2242) on the math interim STAAR assessmentAt least 50% of the 6th grade students placed and performed within the high to medium form on the 6th grade ELAR interim test6th grade students scored a mean score of 1567(range 862-2086) on the ELAR interim STAAR assessment6th grade math interim scores were slightly higher than the district average scores.6th grade students maintained academic growth in each performance level on the math and reading 20-21 PSBM compared to the 18-19 STAAR Test.Problem Statements Identifying Student Achievement NeedsProblem Statement 1: Students in 5th grade scored 52% below their meets, 12% below approaches and 17 % below masters scores on their math 2020-2021 PSBM compared tothe 2019 STAAR test. Root Cause: COVID has drastically impacted student growth and created significant learning gaps for 5th grade students. Students were unable to receivethe positive campus experiences that contribute to student achievement in the math classroom.Barber Middle SchoolGenerated by Plan4Learning.com12 of 61Campus #084901043September 7, 2021 4:23 PM
Problem Statement 2: Current intervention practices are sporadic and reactive; thus intervention is not helping to close enough learning gaps for our students. Root Cause:Teams/teachers are not accountable to a set of specific guidelines and protocols that structure student intervention.Problem Statement 3: LEP students scored about 20% below the average campus percent scores on the 2020-21 PSBM test. Root Cause: Teachers/teams lack intentionalplanning and training of the implementation of the 7 steps to meet the needs of the EL processing time.Barber Middle SchoolGenerated by Plan4Learning.com13 of 61Campus #084901043September 7, 2021 4:23 PM
School Culture and ClimateSchool Culture and Climate SummaryLeader: Janice WileyDate: April 28, 2021Committee Members: Roxanne Ellison, Sheri Strickland, Alyssa Traywick, Tracy Whitley, Justin WilsonSummary: End-of-year surveys were sent out to teachers and students and those responding were mostly positive about the school’s atmosphere and effectiveness.Overwhelmingly, teachers felt that the campus master schedule, campus-wide routines and procedures, and most of the discipline procedures were very effective. Manycompliments were given to our administration in their support of teachers, response to our needs, and providing feedback to implement growth opportunities throughout the year.Teachers also responded favorably to the longer planning periods to incorporate professional learning opportunities during our planning time. Teachers gave constructivesuggestions to add-to or adjust our existing procedures. Students responded favorably to feeling safe at school, how students and teachers treat each other with respect, having atleast one or more adults in the building that they felt cared about them, and feeling comfortable with reporting something dangerous or a bullying incident to a staff member.School Culture and Climate StrengthsCampus Strengths:·Teachers and students felt strongly that students feel safe at Barber.·Teachers and students felt strongly that students treat each other respectfully and teachers respectfully at Barber.·Routines and procedures are clearly communicated, efficient, and keep the school running smoothly.·The current master schedule, along with planning times, is an effective use of time.·Staff members handle low-level discipline issues within their classrooms.·Discipline referrals are dealt with appropriately and in a timely manner.Problem Statements Identifying School Culture and Climate NeedsProblem Statement 1: Classroom disruption, noncompliance, and physical aggression are the highest occurring discipline offenses. Adjust SWAMP violation procedures toeffectively lower discipline occurrences. Root Cause: Inconsistent implementation of Restorative PracticesProblem Statement 2: Students lack conflict resolution skills to successfully deal with disagreements on their own. Root Cause: Lack of explicit and intentional conflictBarber Middle SchoolGenerated by Plan4Learning.com14 of 61Campus #084901043September 7, 2021 4:23 PM
resolution lessons were included in school-wide character lessons.Barber Middle SchoolGenerated by Plan4Learning.com15 of 61Campus #084901043September 7, 2021 4:23 PM
Staff Quality, Recruitment, and RetentionStaff Quality, Recruitment, and Retention SummaryLeader: Erika LaceyCommittee Members: Michael Fontaine, Lesa Barklage, Chad Hulse, Nicole Castille, Shauna Platt, Melody AmayaDate: April 21, 2021Summary:We met as a team to discuss our campus’ strengths and weaknesses in the area of staff quality, recruitment, and retention. BMS always strives to meet the district requirements ofinterviewing and employing qualified teachers, instructional paraprofessionals, and academic coaches. We work closely with the district’s Educational Services and HumanResources department when selecting candidates and/or providing assistance to those seeking highly qualified positions. Instructional positions are posted on our district websitewith ample time to recruit certified, highly qualified, and effective candidates prior to the beginning of the school year.We have some support systems set in place to ensure that our sought after highly qualified staff members have their needs met and those include: expert/mentor teachers, contentbased collaborative teams, academic/instructional coaches, behavior coaches, and administrators. The district and BMS have adopted a Mentor/Protege program that meetsregularly throughout the year and new to BMS teachers, novice or experienced, are given buddy teachers to help with school wide procedures, expectations, curriculum, etc.BMS always strives to ensure that retention rates remain high at our campus and in order to accomplish these goals, we are constantly learning new instructional tools throughLead4ward, AVID, 7 Steps, Solution Tree, etc. We meet regularly for faculty meetings and PLC’s to learn about these various instructional tools. With the current pandemicrestrictions, our district and campus provided various training in technology based programs to facilitate virtual learning.Staff Quality, Recruitment, and Retention StrengthsCampus Strengths:All BMS staff members meet the requirement of highly qualified according to our district and state requirementsOur district uses multiple avenues for recruiting highly qualified candidatesBarber Middle SchoolGenerated by Plan4Learning.com16 of 61Campus #084901043September 7, 2021 4:23 PM
Professional development is offered on the district and campus level (virtually and face to face)We set and maintain campus wide goals, expectations, and proceduresSupportive district and campus wide novice teacher programsBuddy teacher system for experienced teachers who are new to BarberParticipation in district, campus, and individual training surveys relating to professional developmentTrainings focused on developing more effective classroom instruction across a variety of student groups and needsHigh retention rate of professional staff membersSupportive administration (especially with all the changes due to COVID)Implementation of both content and conference team planningProblem Statements Identifying Staff Quality, Recruitment, and Retention NeedsProblem Statement 1: Some staff members write the majority of the discipline referrals while other staff members have zero referrals. Root Cause: Varying routines,procedures, and expectations between collaborative teams, as well as a lack of positive relationships between teacher, student, and other staff members.Barber Middle SchoolGenerated by Plan4Learning.com17 of 61Campus #084901043September 7, 2021 4:23 PM
Curriculum, Instruction, and AssessmentCurriculum, Instruction, and Assessment SummaryLeader: Christy LittletonCommittee Members: Rakeisha Walker, Alberto Lujan, Rina White, Sarah Weisenbaugh, Elizabeth LoupeDate Committee Met: April 21, 2021Summary:A committee of teachers and specialists compose the curriculum used throughout Dickinson ISD. These professionals use the Texas Essential Knowledge and Skills (TEKS),English Language Proficiency Standards (ELPS), and the College Career Readiness Standards (CCRS) as an outline when writing curriculum. In addition to the curriculum, thiscommittee also provides teachers with a year-at-a-glance outline and pacing guide for instruction. Team leaders and academic coaches collaborate with both the specialists andtheir teams of teachers to plan daily lessons and common assessments based on the TEKS and data from daily activities and common assessments. Curriculum is also revisitedand updated each summer.All students are given opportunities to meet challenging state academic standards. Special programs throughout campus ensure that each student is receiving instruction that meetshis/her individual needs. This year students in the Special Education RISE program can receive services in the general education classroom with an inclusion teacher or in a selfcontained Reading/Math class. We also service almost 100 students in our Bilingual and ESL programs. 128 Gifted and Talented students follow a PreAP curriculum whichcovers grade-level TEKS and a portion of the next grade level’s curriculum. The 2020-2021 school year marked the fifth year of the STEM program at Barber Middle School with105 fifth graders and 108 6th graders.The teachers at Barber Middle School are trained to implement the AVID program and Lead4Ward strategies in the classroom. All students participate in the AVID program,which incorporates practical organizational and study skills aligned to College Readiness Standards. Students are assigned to an AVID homeroom which provides structuredactivities to support binder organization, college exploration, team building, and character lessons. The Lead4Ward strategies include elements from data analysis tools forinstructional analysis to instructional strategies to be implemented into student focused learning activities. AVID focuses on providing an infrastructure to individual learningwhile Lead4Ward provides a scaffold for higher order thinking. Lead4Ward resources, which includes guides for planning, an emphasis on engaging activities, and tools for dataanalysis, are utilized during regular planning sessions. Using the provided documents through Lead4Ward, planning was more purposeful and a variety of strategies wereimplemented in the classroom to emphasize collaborative learning and critical thinking.Planning was enhanced this year through our PLC sessions through Global PD and Solution Tree. The sessions encouraged teachers to analyze their current intervention time andimprove on it by focusing on targeted instruction of the essential standards, using data to make grouping decisions, and utilizing support staff to assist with groups of students.Additionally, it challenged teachers to design common formative assessments focused on essential standards and using the data to make informed instructional decisions.Barber Middle SchoolGenerated by Plan4Learning.com18 of 61Campus #084901043September 7, 2021 4:23 PM
At Barber Middle School, grade-level departments meet on a regular basis to find and discuss research-based best practices for implementing lessons and using meaningfulactivities to reach all students. Strategies used in the classroom include speaking and writing in complete sentences, using academic language, higher-level questioning andrandomization of student selection. In addition to whole-group instruction, remediation and differentiation occurs in small groups informed by data analysis. Assessment, bothformative and summative, is on-going, following district guidelines for CBAs and Benchmarks, and using common assessments in the classroom to guide instruction.Teachers, academic coaches, and bilingual/special education support staff analyze common assessments, MAP testing, and state testing as well as informal assessments to identifythe needs of students. Team leaders complete a Content Team Data Analysis document, and each teacher completes an Individual Teacher Analysis. Small groups held duringclass are selected based on these needs. Struggling students also receive RTI intervention, instructional interventionist support, Leveled Literacy Intervention, and GuidedReading.Curriculum, Instruction, and Assessment StrengthsCampus Strengths:RTI and intervention has improved especially in Tier 1 instruction.Language rich classroom: sentence stems, academic vocabularySmall groups - all core content areasDifferentiationPlanning - purposefulPLC @ Work has helped improve our craftIntegration of technologyInnovative with intervention timeInterdisciplinary unitsData reflects growthPositive culture provides a safe environment for learning and promotes growth mindsetImplementation of textbook adoption for ELA - all levelsParticipated in online interim testingSchool procedures, safe and civil allow for effective classroom timeBarber Middle SchoolGenerated by Plan4Learning.com19 of 61Campus #084901043September 7, 2021 4:23 PM
Goal setting with assessmentsBackward design common formative assessments, tiered questionsSuccessful implementation of asynchronous learningVirtual curriculum nightsEnrichment for advanced learners on the websiteProblem Statements Identifying Curriculum, Instruction, and Assessment NeedsProblem Statement 1: Intervention programs are lacking effective implementation in ELA and math math. Root Cause: LLI began to decline because the need for support in theclassrooms increased, and there were not enough people to support the number of students who needed LLI. Guided Reading was not implemented as intended due to COVID-19restrictions. For Math, there is not a program for intervention, but there is a definite need for one.Problem Statement 2: Paraprofessional support is not prepared or trained for instructional support in the classroom. Root Cause: The district does not have a program, similarto teacher inservice, in place to help train paraprofessionals for their duties.Problem Statement 3: Technology is insufficient for the assessment demands. Root Cause: The district does not have access to software programs that meet the assessmentdemands from the state.Barber Middle SchoolGenerated by Plan4Learning.com20 of 61Campus #084901043September 7, 2021 4:23 PM
Parent and Community EngagementParent and Community Engagement SummaryLeader: Melissa CarpenterCommittee Members: Elizabeth Brown, Sandra Cavazos, Krystal Pilcher, Rumaldo Saenz, Karen Smith, Laura TeatsworthDate Committee Met: April 21, 2021Summary:This school year we experienced a decrease in parent engagement. There is more participation among the STEM & PAP population than general education. This has been astrange year because of COVID and the restrictions. Families need to have internet access and devices in order to participate in virtual events. This may be a challenge for some.Families may also be exhausted with virtual events. The campus communicates in English and Spanish on a monthly basis via email and the school website. Interpreters areavailable when necessary. We invite parents, and they participate on a volunteer basis on site-based decision planning committees such as the Campus Improvement Committee.We have a strong partnership with members of the community with several providing promotional items and virtual visits. We will continue to reach out to all parents and allowopportunities for them to be involved. We will continue to request community involvement via guest appearances and mentorships.Parent and Community Engagement StrengthsCampus Strengths:Great Teacher RetentionCommitted TeachersPeople feel welcomed and important when they walk in (Teachers,staff, students, parents)Supportive administrationClear concise rules and expectationsSafe & Civil works well to solve problemsDuring Regular Years - Great turn out for all school functionsAnnual scheduled events continued virtually despite COVID restrictionsBarber Middle SchoolGenerated by Plan4Learning.com21 of 61Campus #084901043September 7, 2021 4:23 PM
Problem Statements Identifying Parent and Community Engagement NeedsProblem Statement 1: Low participation for virtual events Root Cause: Communication needs to be in more than one way - Need to utilize call out reminders Lack oftechnology and/or internet at home Job schedules Burnout of virtual eventsProblem Statement 2: More STEM and PAP participation than general education students. Root Cause: Communication needs to be in more than one way - Need to utilize callout reminders Lack of technology and/or internet at home Job schedules Multiple kids in multiple schools Transportation Burnout of virtual eventsBarber Middle SchoolGenerated by Plan4Learning.com22 of 61Campus #084901043September 7, 2021 4:23 PM
School Context and OrganizationSchool Context and Organization SummaryLeader: Jenna McClungCommittee Members: Alex Tews, Amber Yokum, Wendy Starnes, Gina SurovikDate Committee Met: April 21, 2021Summary:John and Shamarion Barber Middle School is a safe, secure and orderly learning environment that sets high expectations for staff and students. We provide instruction that ismotivating, rigorous, and that are aligned with the TEKS to promote learning for successful college and career readiness. Because of Covid many of our campus policies andprocedures have been halted and/or modified to support the safety of our staff and students. Many of our after school programs have not been implemented this year because ofCOVID restrictions. A summer Jump Start program was offered to 50 5th graders and 50 6th graders this summer (2020) for ELA and Math to support students learning that wasimpacted by COVID and to help transition to the next grade level. Daily operations, including duty and master schedules are in place to ensure all students are receivingmaximum instructional time. District and campus initiatives like AVID, daily scheduled intervention, and Safe & Civil are led and attended by teachers and administration toensure that we have consistent school-wide procedures that align with district and campus initiatives. Staff members and administration discuss needs, changes, and modificationsto the operating procedures in order to promote success for all students.School Context and Organization StrengthsCampus Strengths:Daily scheduled intervention timeCOVID protocols/plan being created, implemented, & followedSummer Jump-Start done with money tagged for student instruction/growth. Fifty 5th
5th grade students scored a mean score of 1517 (range 842-2030) on the reading interim STAAR assessment At least 50% of the 5th grade students placed and performed within the high to medium form on the 5th grade reading interim test 5th grade students scored a mean score of 3691 (range of 1198-5418) and performed higher in 3 out 4 subclusters .
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National Bank of the Republic of North Macedonia Statistics Department Skopje, 31 January 2023 Press Release Significant developments in interest rates of banks and savings houses1: . 12.2021 1.2022 2.2022 3.2022 4.2022 5.2022 6.2022 7.2022 8.2022 9.2022 10.2022 11.2022 12.2022 in % on annual level
Available to all students registered as living on campus. While On Campus Full service available to students within campus boundaries -some free TV content is available off campus as long as student is registered as an on-campus resident. Campus Network For full access, students must be connected to the campus network to use Xfinity On Campus.
campus network to use XFINITY On Campus. 3rd party hotspots will only allow access for TV Go & TV Everywhere. VPN is not allowed as per contract. 5 XFINITY On Campus: Campus Technical Support Guide On Campus Available to students within campus boundaries-Some free TV content is available off campus as long as student is registered as an on-campus
MIDDLE SCHOOL CAMPUS Instructional Coach/RTI 10 181 8/2/2021 6/2/2022 Position Mths Days Start End Payroll Specialist/Dept. Sect. 12 217 7/6/2021 6/30/2022 Position MthsDays Start End Campus Safety Officer 11 199 7/19/2021 6/14/2022 All Staff 12 223 7/1/2021 6/30/2022Production Area Coordinator 12 223 7/1/2021 6/30/2022
2. Campus Improvement Plan 40 2.1: Campus Improvement Plan developed with appropriate stakeholders 41 2.2: Regular monitoring and revision 41 2.3: Available to parents and community in an understandable format and language 41 2.4: Opportunities for all children to meet State standards 41 2.5: Increased learning time and well-rounded education 41
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THE UNIVERSITY OF OKLAHOMA May 12, 2016 16.0 AGENDA ITEM 16 ISSUE: CAMPUS MASTER PLAN OF CAPITAL IMPROVEMENT PROJECTS – ALL ACTION PROPOSED: President Boren recommends the Board of Regents approve the revised Campus Master Plan of Capital Improvement Projects for the Norman, Oklahoma City and Tulsa campuses of the University.
