District Improvement Plan

Transcription

Hanna
Lopez
Pace
Porter
Rivera
Veterans
Lincoln Park
BAC
BLA
BECHS
Besteiro
Cummings
Faulk
Garcia
Lucio
Manzano
Oliveira
Perkins
Stell
Stillman
Vela
Aiken
Benavides
Brite
Breeden
Burns
Canales
Castañeda
Champion
Cromack
Del Castillo
Egly
El Jardin
Gallegos
Garden Park
Garza
Gonzalez
Hudson
Keller
Longoria
Martin
Morningside
Ortiz
Palm Grove
Paredes
Peña
Perez
Pullam
Putegnat
Resaca
Russell
Sharp
Skinner
Southmost
Vermillion
Victoria Heights
Villa Nueva
Yturria
Regional School
for the Deaf
Brownsville Independent School District
DISTRICT IMPROVEMENT
PLAN
2013-2014 SCHOOL YEAR
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S aaccttiivviittiieess
BISD does not discriminate on basis of race, color, national origin, sex, religion, age, disability or genetic information
in employment or provision of services, programs or activities.
BISD no discrimina a base de raza, color, origen nacional, sexo, religion, edad, incapacidad o información genetic en el empleo o
la disposición servisios, programas o actividades.
Board of Trustees
Dr. Enrique Escobedo, Jr.
President
Herman Otis Powers, Jr.
Vice-President
Minerva M. Peña
Secretary
Dr. Christina L. Saavedra
Assistant Secretary
Jose Hector Chirinos
Member
Luci B. Longoria
Member
Caty Presas-Garcia
Member
Dr. Carl A. Montoya
Superintendent
of Schools
BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs, or activities.
BISD no discrimina a base de raza, color, origen nacional, sexo, religion, edad, incapacidad o información genetic en el empleo o la disposición servicios, de servicios, programas o actividades.
Table of Contents
District Educational Improvement Council (DEIC) Members ........................................................................................ 1
State of Texas Goals and Objectives ............................................................................................................................... 2
District Mission Statement............................................................................................................................................... 3
Core Commitments .......................................................................................................................................................... 4
Strategic Action Plan ....................................................................................................................................................... 5
Strategies .......................................................................................................................................................................... 6
Planning and Decision-Making Procedures..................................................................................................................... 7
Needs Assessment: TAKS and Other Related Data ....................................................................................................... 9
Comprehensive Needs Assessment ............................................................................................................................... 18
Language Arts ................................................................................................................................................................ 66
Mathematics ................................................................................................................................................................... 94
Science ........................................................................................................................................................................ 112
Social Studies ............................................................................................................................................................... 122
Health and Physical Education .................................................................................................................................... 133
Attendance ................................................................................................................................................................... 140
At-Risk ......................................................................................................................................................................... 144
Discipline Management/Safe Schools ......................................................................................................................... 156
College Preparation...................................................................................................................................................... 175
Parents and Community ............................................................................................................................................... 182
Technology .................................................................................................................................................................. 187
Migrant ......................................................................................................................................................................... 190
District Initiatives......................................................................................................................................................... 203
State Compensatory Campus/District Budget Allocations.......................................................................................... 205
Appendix ...................................................................................................................................................................... 206
LOCATION
BROWNSVILLE INDEPENDENT SCHOOL DISTRICT
DEIC MEMBERS
Asst Supt for Curriculum & Instruction
ELEMENTARY SCHOOLS
AIKEN ELEMENTARY
BENAVIDES ELEMENTARY
BREEDEN ELEMENTARY
BRITE ELEMENTARY
BURNS ELEMENTARY
CANALES ELEMENTARY
CASTANEDA ELEMENTARY
CHAMPION ELEMENTARY
CROMACK ELEMENTARY
DEL CASTILLO ELEMENTARY
EGLY ELEMENTARY
EL JARDIN ELEMENTARY
GALLEGOS ELEMENTARY
GARDEN PARK ELEMENTARY
GARZA ELEMENTARY
GONZALEZ ELEMENTARY
HUDSON ELEMENTARY
KELLER ELEMENTARY
LONGORIA ELEMENTARY
MARTIN ELEMENTARY
MORNINGSIDE ELEMENTARY
ORTIZ ELEMENTARY
PALM GROVE ELEMENTARY
PAREDES ELEMENTARY
PENA ELEMENTARY
PEREZ ELEMENTARY
PULLAM ELEMENTARY
PUTEGNAT ELEMENTARY
RESACA ELEMENTARY
RUSSELL ELEMENTARY
SHARP ELEMENTARY
SKINNER ELEMENTARY
SOUTHMOST ELEMENTARY
VERMILLION ELEMENTARY
VICTORIA HEIGHTS ELEMENTARY
VILLANUEVA ELEMENTARY
YTURRIA ELEMENTARY
NAME
Berta A. Peña
AGUSTIN ANDUIZA
MARIA D. HERRERA
JULIE PENA
SANDRA ORTIZ
GRISELDA RODZ-MENDEZ
CARMEN E. GARCIA
HERIBERTO CASTILLO
MA. GUADALUPE CISNEROS
CLAUDIA P. GARCIA
GRACIELA GARCIA
LEONILA GARCIA
PETER DAZA
JENNIFER MARKS
TALIA SOSA
LAURA O. BORJAS
NORA. G. CHAVEZ
NOEL KENDALL
ROXANA REYNA
PAULETTE BETANCOURT
PAMELA S. TABARES
REBECCA MORENO
SONIA L. PADILLA
ELISEO GARZA
CARELI GARZA
REBECCA ESCOBEDO
ARMINDA NAVA
MARY A. BODDEN
ANA RANGEL
MARIA G. RAMNARINE
MARIA J. PERERZ
MINERVA ORTEGA
DR. SUSANA ARCE
MARIA E. RENDON
MARGARITA FLORES-LOPEZ
MARK A. MUŇOZ
PATRICIA A. HURON
OMAR GARCIA
LOCATION
MIDDLE SCHOOLS
BESTEIRO MIDDLE SCHOOL
CUMMINGS MIDDLE SCHOOL
FAULK MIDDLE SCHOOL
GARCIA MIDDLE SCHOOL
LUCIO MIDDLE SCHOOL
MANZANO MIDDLE SCHOOL
OLIVEIRA MIDDLE SCHOOL
PERKINS MIDDLE SCHOOL
STELL MIDDLE SCHOOL
STILLMAN MIDDLE SCHOOL
VELA MIDDLE SCHOOL
HIGH SCHOOLS
BAC
BECHS
BLA
HANNA HIGH SCHOOL
LINCOLN PARK SCHOOL
LOPEZ HIGH SCHOOL
PACE HIGH SCHOOL
PORTER HIGH SCHOOL
RIVERA HIGH SCHOOL
VETERANS MEMORIAL
NAME
DELLA V. BENAVIDEZ
CECILIA URESTI
CLAUDIA ROJAS
MYRA Y. FERNANDEZ DE LARA
GLORIA TORRES
JESSICA O. DENNES
DEMINA E. NICHOLS
LEONEL CASTRO
EVELYN CANTU
GUADALUPE ANGELES
HILDA SOTO
MARTHA L. GONZALEZ
CARMEN GARCIA
MARIA VILLARREAL
TAMMY CHAMBERS
ROSALINDA T. GARCIA
KATHLEEN L. POSIO
PATRICIA PEREZ
CARLOS A. MORENO
GILBERTO DELGADO
ELIZABETH A. MCCUMBER
BUSINESS, COMMUNITY, AND PARENT REPRESENTATIVES
ELITE PROMOTIONS
ROSIE GALARZA
CITY OF BROWNSVILLE
LEONARDO PEREZ
RETIRED EDUCATOR
DONALD CLUPPER
NATIONAL MGA INSURANCE
DINO CHAVEZ
1
STATE OF TEXAS GOALS AND OBJECTIVES
Public Education Academic Goals [Texas Education Code, §4.002] To serve as a foundation for a well-balanced and appropriate education:
GOAL 1: The students in the public education system will demonstrate exemplary performance in 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
Public Education Objectives [Texas Education Code, §4.001(b)] The objectives of public education are:
OBJECTIVE 1:
OBJECTIVE 2:
OBJECTIVE 3:
OBJECTIVE 4:
OBJECTIVE 5:
OBJECTIVE 6:
OBJECTIVE 7:
OBJECTIVE 8:
OBJECTIVE 9:
Parents will be full partners with educators in the education of their children.
Students will be encouraged and challenged to meet their full educational potential.
Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma.
A well-balanced and appropriate curriculum will be provided to all students.
Qualitative and highly effective personnel will be recruited, developed, and retained.
The state’s students will demonstrate exemplary performance in comparison to national and international standards.
School campuses will maintain a safe and disciplined environment conducive to student learning.
Educators will keep abreast of the development of creative and innovative techniques in instructional and administration using
those techniques as appropriate to improve student learning.
Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff
development, and administration.
NO CHILD LEFT BEHIND PRIMARY GOALS
GOAL 1: All students will achieve high academic standards by attaining proficiency or better in Reading and Mathematics by the 2013-2014
school year.
GOAL 2: All students will be taught by highly qualified teachers.
GOAL 3: All students will be educated in schools and classrooms that are safe, drug free, and conducive to learning.
GOAL 4: All limited English Proficient students will become proficient in English.
GOAL 5: All students will graduate from high school.
2
District Mission Statement
Brownsville Independent School District, rich in cultural heritage,
will produce well-educated graduates who can pursue higher
educational opportunities and who will become responsible citizens in
a changing global society by utilizing all resources to provide
equitable opportunities for students.
BISD does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or genetic information in employment or provision of services, programs, or activities.
BISD no discrimina a base de raza, color, origen nacional, sexo, religion, edad, incapacidad o información genetic en el empleo o la disposición servicios, de servicios, programas o actividades.
3
Core Commitments
1. All children will be taught, will learn, and will perform at or above their academic levels in all core subject
areas and the District will provide a high quality curriculum and instructional program to facilitate children
reaching their full potential.
2. The District will eliminate student achivement gaps in the areas of: gender, socio-economic levels, ethnicity,
and program specific populations (ie.: LEP and Special Education) in all core subject areas.
3. The District will provide a safe, clean, and orderly learning environment for every child and staff member as
a means of optimizing the teaching and learning processes.
4. The District will recruit, hire, value, and retain highly qualified and experienced personnel who will ensure
that all students’ educational needs are met and that all children achieve on grade level.
5. The District will implement parent, business, and community involvement partnerships essential to
enhancing the overall quality of our students’ education and fomenting every child’s academic success.
4
Brownsville ISD Strategic Action Plan
We Believe that:
high expectations are essential in fostering higher achievement;
academic success nurtures lifelong learning;
everyone flourishes in a safe and healthy environment;
all persons in our educational community have inherent value, gifts and strengths;
the success of each student, teacher, staff member, administrator and family is essential for the success of the entire school district community;
the community and families share responsibility for the development and mentoring of our students;
perseverance and hard work are essential for success;
sensitivity is essential to understanding the needs of others; and
students are the number one resource for our future
Strategic Parameters
We will not tolerate educational apathy.
We will not compromise the efficient and effective use of any/all resources.
Educational and financial decisions will be based upon what is best for the future success of our students.
We will foster a positive environment that recognizes and celebrates cultural diversity.
We will ensure a safe and healthy learning environment with a commitment to excellence.
We will insist that the ECE-16 instructional program is the priority.
Strategic Objectives
All students will meet and/or exceed state, national, and international standards of achievement.
All students will graduate.
All students will experience ongoing success in their careers.
All students will be productive, responsible, and contributing members of society.
5
Strategies
We will:
1. Design and implement an effective ECE-16 model that focuses on creativity, communication and lifelong learning.
 BISD Board Curriculum and Instruction Goal:
▪ To continue to provide a curriculum that enhances instruction in the classroom.
 BISD Board Finance Goal:
▪ To continue to evaluate, develop, and maintain a district budget that allows all students the opportunity to
receive an excellent education.
2. Ensure a safe, healthy, caring environment for everyone in the district.
 BISD Board Finance Goal:
▪ To continue to evaluate, develop, and maintain a district budget that allows all students the opportunity to receive an
excellent education.
3. Provide for the affective, social, emotional and cognitive development of the learning.
 BISD Board Special Services Goal:
▪ To continue to offer special services to all students to enhance their opportunities in our
school district.
4. Strengthen partnerships and communication among parents, community, and schools.
5. Provide appropriate facilities to implement and support our current and future instructional programs.
 BISD Board Facilities Goal:
▪ To ensure that all facilities are well planned and maintained so that student can learn in
a safe and clean environment.
6. Recruit, retain, and provide ongoing professional development for all district personnel.
 BISD Board Personnel Goal:
▪ To ensure that all persons have an opportunity to apply and work for one of the best
school districts in the state, the Brownsville Independent School District.
6
Planning and Decision-Making Procedures
Meetings
The Chairperson of the committee sets the agenda and schedules monthly meetings throughout the school year. Additional meetings will be held at the
call of the chairperson in collaboration with the superintendent and/or designee. All committee meetings are held outside of the regular school day. The
schedule of meetings is set at the beginning of the year as per the district calendar. All DEIC agendas will be compiled from written requests submitted
by special program administrators, district personnel, and/or community members. These agenda items are submitted to the Superintendent’s designee
for review and then forwarded to the Chairperson. All agenda items must reflect one of the areas of the committee’s responsibilities (planning,
budgeting, curriculum staffing patterns, staffing patterns, staff development, and organization). Agenda requests shall be made by the Monday before
the regularly scheduled meeting. The written requests shall state the purpose and time needed for presentation. All agendas shall be forwarded to DEIC
members for their perusal prior to the scheduled meeting. It is the DEIC members’ responsibility to post agendas at their respective campuses.
The secretary documents attendance and minutes for each meeting and disseminates all minutes and requests documentation to the entire DEIC
committee at the regularly scheduled DEIC meetings. DEIC members will approve minutes. Members are responsible for posting minutes at their
respective campus.
The Vice-Chair and Parliamentarian oversee all meetings following Robert’s Rules of Order. This position will ensure that each meeting is held to
order by all members/visitors and maintains a reasonable time limit.
Attendance and participation are vital. Each member of the committee is responsible for sharing and discussing the SBDM committee/sub-committee
agenda and conveying the information to campuses. If the elected members cannot fulfill these requirements and/or after the third consecutive absence,
the campus principal will be notified and a new member must be elected.
Goal Setting Procedures
The DEIC reviews the needs assessment, AEIS indicators, and other available data to determine the annual goals and objectives. Sub-committees are
formed based on areas of need as indicated in each section of the plan. Each sub-committee reviews the information and data available and finally
recommends goals, objectives, and activities as necessary. When appropriate, DEIC members review the District Strategic Committee’s Plan and
makes recommendations for implementation.
Budget Decision-Making Procedures
The DEIC reviews the activities in the District Improvement Plan and expenditures for the district initiatives. The DEIC is informed of district
expenditures and program regulations that determine the per-student allocation amount for supplies and materials, contract services, other costs, and
capital outlay. In addition, the DEIC is briefed on district supplemental allocations.
7
Curriculum Decision-Making Procedures
Sub-Committees are formed based on the areas of need (sections of the plan). Each sub-committee reviews the information and data available and
recommends goals, objectives, and activities as necessary. The DEIC members develop, monitor, and evaluate the curriculum. When appropriate, the
DEIC members review the Strategic Action plan recommendations and align all activities to the goals and objectives to the District Improvement Plan.
Organizational Decision-Making Procedures
The Superintendent determines the chairperson of the DEIC Committee. One campus member is elected for the DEIC committee. The committee
reviews information and data and evaluates the District Improvement Plan’s activities to make decisions about student success. Community members,
business representatives, and parents volunteer for committee participation after solicitation from the Superintendent.
Staffing Decision-Making Procedures
The DEIC committee review information and data presented and recommends activities for continued improvement.
Professional Development Decision-Making Procedures
The DEIC committee reviews information, data, and serves exclusively in an advisory capacity with exception to the committee’s approval of district
wide Staff Development. In addition, the DEIC committee also evaluates the plan’s activities in order to make recommendations. DEIC committee
members are required to approve district-wide staff development and any program training requesting to pull out teachers from the workday.
Feedback Plan
The DEIC committee includes one staff member from each campus. This member is responsible for sharing information and gathering input from the
campus staff. The committee also includes 2 parents, 2 community members, and 2 business representatives. These members bring input to and from
the stakeholders. Two-thirds of the elected professional staff must be classroom teachers and the remaining one-third must be other campus
professionals. The District Improvement Plan is presented annually during the beginning of the school year to administrators and campus personnel.
8
Needs Assessment: TAKS and Other Related Data
Student Data
2007-2008
2008-2009
2009-2010
2010-2011
Percentage of students meeting
minimum expectations: TAKS
Reading / ELA
Math
Writing
Science
Social Studies
87
79
93
70
89
88
82
94
76
94
87
84
93
83
96
2011-2012
2012 TAKS
(Gr.10-11)
87
80
80
94
TAKS Equivalency
(Gr.3-8) / *STAAR
83
81
-
86
84
93
81
94
minimum expectations: STAAR
Reading / ELA
Math
Writing
Science
Social Studies
minimum expectations: EOC
English I Reading
English I Writing
Algebra I
Science
World Geography
Number of schools meeting the
attendance expectation:
Elementary
Middle School
High School
Number of schools meeting the
dropout expectation:
Middle School
High School
Promotion/Retention
K
1
2
3
4
5
6
7
8
53
45
74
76
70
District
State
District
97% | 32/32
96% | 10/10
95% | 0/5
95% | 32/32
95% | 10/10
95% | 0/5
97% | 32/32
96% | 10/10
95% | 0/5
District
State
District
2.0% | 10/10
| 3/5
>5.0% | 10/10
| 5/5
District
State
District
State
District
1.3%
8.6%
6.4%
6.1%
2.9%
3.4%
6.8%
6.5%
5.3%
2.9%
5.9%
3.5%
3.3%
1.8%
3.8%
1.5%
2.3%
1.7%
1.7%
6.5%
4.7%
4.2%
1.8%
0.7%
4.4%
6.9%
5.1%
2.9%
6.0%
3.6%
2.7%
1.7%
0.9%
1.5%
2.3%
1.7%
1.9
8.0
6.6
5.2
1.5
1.7
2.8
3.9
2.2
>2% | 10/10
| 0/5
State
95% | 32/32
95% | 10/10
95% | 0/5
State
>5% | 10/10
| 5/5
District
State
District
State
District
State
97% | 29/33*
96% | 7/10*
95% | 2/6*
95% | 29/33*
95% | 10/10*
95% | 2/6*
97% | 20/36
96% | 9/11*
95% | 2/7*
95% | 36/36
95% | 10/11*
95% | 2/7*
97% | 21/37*
96% | 8/11
95% | 4/7
95% | 36/37*
95% | 11/11
95% | 7/7
District
State
District
State
District
State
>1% | 10/11*
| 1/7*
>5% | 10/11*
| 6/7*
>1% | 11/11
| 4/7
>1.6% | 11/11
| 7/7
State
District
State
District
State
2.4
5.3
3.0
2.3
1.2
1.7
0.8
1.2
1.4
2.1%
9.7%
7.3%
6.0%
3.4%
1.4%
2.1%
2.9%
1.2%
2.3%
4.7%
2.8%
2.0%
1.1%
1.3%
0.7%
1.0%
1.2
2.1%
11.2%
8.3%
4.3%
2.9%
1.1%
2.0%
2.6%
1.2%
2.2%
4.7%
2.8%
1.9%
1.0%
1.2%
0.7%
1.0%
1.1%
>1% | 10/10
| 1/6
>5% | 10/10
| 6/6
* Attendance Data for Breeden Elementary is not available, opened last year.
* STAAR Data will be reported in January 2012.
9
Needs Assessment: TAKS and Other Related Data
2006-2007
District
State
2007-2008
District
State
2008-2009
District
State
2009-2010
District
State
2010-2011
District
State
2011-2012
District
State
Student Data
25.5
(05-06)
21.0
(05-06)
28.7
(06-07)
22.1
(06-07)
30.6
(07-08)
23.1
(07-08)
31.6
(08-09)
24.6
(08-09)
25.9
(09-10)
26.3
(09-10)
22.0%
(10-11)
30.3%
(10-11)
48.9
65.8
47.3
67.2
41.1
65.0
33.0
61.5
35
62.6
41.3
67.9
SAT/ACT % at/above
criterion
6.8
26.1
8.4
26.0
8.9
26.2
10.3
26.9
9.2
26.9
9.4
25.7
%AP Results >= tested
26.6
17.9
26.8
20.0
24.7
20.9
20.6
21.2
23.9
22.7
25.6
24.0
%AP Scores >= criterion
Recommended / Distinguished
Achievement Graduates*
26.1
51.3
22.9
46.8
18.9
46.0
20.9
46.4
16.3
46.7
11.9
45.2
% Advanced Courses
ACT/SAT % tested
Students with disciplinary
placements:
Staff Data
Teachers with Master’s
degree or higher
Teacher retention %
1779
1821
2063
2282
2285
2398
782
(05-06)
1016
(06-07)
922
(07-08)
5237
(08-09)
756
(09-10)
801
(10-11)
442.3
460.5
504.2
407.4
406.2
418.5
91.7
92.3
92.4
93.7
93.7
93.3
10
PERFORMANCE BASED MONITORING ANALYSIS SYSTEM (PBMAS)
FOCUS: BILINGUAL/ESL EDUCATION
BE/ESL
INDICATORS
2010 Level of Concern -- 1A
2011 INTG. STAGE 1 (CIP Imp.)
17,313 LEP 36% 48,525 ALL
16,568 LEP 33% 49,879 ALL
STATE
STATE
BISD
BISD
STANDARD RATE *PERF. LVL STANDARD
RATE *PERF. LVL
2012
STAGE 3
15,591 LEP 31% 49,655 ALL
STATE
BISD
STANDARD RATE *PERF. LVL









Math 3-8
60
84.2
0
65
86.6
0
70
82.3
0
Reading 3-8
70
76.6
0
70
75.8
0
70
78.4
0
Science 5, 8
55
76.5
0
60
66.4
0
65
66.5
0
Soc. St. 8
70
*
No Data
70
**
No Data
70
.
No Data
Writing 4, 7
70
86.9
0
70
86.7
0
70










ESL
Math 3-8
60
63
0
65
60.9
1
70
56.3
2
STAAR
PASSING RATE
AT TAKS
EQUIVALENCY
Reading 3-8
70
52.2
0 R1 (2)
70
51.4
2
70
46.2
3
Science 5, 8
55
43.3
0 R1 (2)
60
44.4
2
65
33.7
3
Soc. St. 8
70
83.4
0
70
86.9
0
70
86.3
0
Writing 4, 7
70
78.4
0
70
78.6
0
70










Math 3-8
60
76.6
0
65
77.1
0
70
72.4
0
Reading 3-8
70
75.4
0
70
76.7
0
70
73.2
0
Science 5, 8
55
78.2
0
60
68.1
0
65
61.1
1
77.6
0


#1
BILINGUAL
EDUCATION
STAAR
PASSING RATE
AT TAKS
EQUIVALENCY

#2

#3 LEP
(Not Served in BE/ESL)
STAAR
PASSING RATE
AT TAKS
EQUIVALENCY
#4
Soc. St. 8
70
90.0
0
70
86.4
0
70
Writing 4, 7
70
86.8
0
70
87.1
0
70
Math 3-8
60
87.9
0
65
87.0
0
70
86.0
0
Reading 3-8
70
90.0
0
70
87.6
0
70
86.8
0
Science 5, 8
55
86.1
0
60
82.2
0
65
82.6
0
Soc. St. 8
70
95.7
0
70
94.4
0
70
96.6
0
Writing 4, 7
70
97.2
0
70
96.4
0
70
#5 LEP Annual Dropout Rate ( 7 – 12)
2.0
1.7
0
2.0
2.1
1
2.0
1.9
0
#6
LEP RHSP/DAP Diploma Rate
70
87.5
0
70
86.8
0
70
90.6
0
#7
LEP Graduation Rate (in 4 yrs)
75
38.3
75
51.2
2
75
62.9
2
3.0
3.5
1
3.0
2.8
0
Report
Only
5.2
Report
Only
10
10.5
1
10
8.6
0
7.0
9.5
1
LEP
Year-After-Exit (YAE)
STAAR
PASSING RATE
AT TAKS
EQUIVALENCY
NOTES




#8 TELPAS READING Beginning Prof.
3
Level Rate Multi-Year (tested over 2 years)
#9 TELPAS COMPOSITE Rating Levels
for Students in US Schools Multiple Years (>=5)
Beg. or Inter. Proficiency Level Rate (5th – 12th)
NOTES
*Performance
Level Assignment
Level 3 = at least 20.1%
below subject standard
Level 2 = at least 9.1% - 20.0%
Level 1 = at least 0.1% - 10% Level 0 = met standard at O RI = Other Required Improvement
or above subject standard **
= No Data.
11
2011 – 2012 Bilingual/ESL Accountability District Chart
GAMAO 1:
rade Progress
49% of
Current
LEP
students
progressing
by at least 1
proficiency
level a year
on the
TELPAS.
K
0
Advanced High
AMAO 2: ATTAINMENT
1-4 yrs in US schools
5+ yrs in US schools
14%
27%
Number
of
Students
Tested
%
Number
of
Students
Tested
2012
2063
1
60%
2388
2
58%
2166
3
61%
1842
4
61%
928
5
76%
244
57%
197
6
Number
of
Students
Scored
AH
467
%
(* No Set Standard at time of Reporting)
BISD STAAR
3
4
5
/TAKS for LEP
Grade 
2012
23%
610
26%
668
31%
838
396
82
50
Number
of
Students
Scored
AH
0
0
0
0
0
0
0
0
0
45%
39
8
21%
43%
278
89
32%
34%
671
405
60%
25%
539
220
41%
7
64%
198
52
26%
443
239
54%
8
61%
152
39
26%
286
154
54%
9
58%
360
10
48%
79
11
57%
12
Total
K-2
3-12
102
28%
272
34
43%
110
220
73
33%
53%
64
31
61%
10901
3442
59%
6617
62%
4284
1745
1697
131
48%
44
40%
106
39
37%
48%
74
23
31%
32%
2818
1352
48%
26%
0
40%
2818
0
1352
AMAO 3 -- Annual Yearly Progress (AYP)
87% Reading  83% Math 
Reading/ELA
%
Writing %
Math
%
Social Studies %
Science
%
“OTHER” Completion, Graduation > 75% or
Dropout 1.6% Attendance (HS 95) (MS 96)
Commended
%
(Elementary 97)
Commended Reading %
ELL Progress 60%
Participation—(Pending Data)
Commended Math %
State Academically Acceptable Standards
0
48%
Reading
Writing
Math
Science
Social Studies
63
-65
---
State (AEIS)
Proposed 2013
A framework of four
Performance Indexes
will include a broad set
of measures that
provide a
comprehensive
evaluation of the entire
campus or district.
1. Index 1:
Student
Achievement
2. Index 2:
Student Progress
3. Index 3: Closing
Performance Gaps
4. Index 4:
Postsecondary
Readiness
63
59
66
---
64
-67
71
--
6
7
8
9
10
EXIT
1st Administration
61
-55
---
59
58
50
---
61
-49
57
48
Federal(AYP)
2013
1. AYP Indicators include:
Reading/ELA-93%/ Math-92%
Graduation Rate-75: (4yr), 80%
(5yr)/Attendance-90%
2. Student Groups Evaluated:, All
Students, African American, White,
Economically Disadvantaged,
Special Education, Limited English
Proficient
3.District and Campus Ratings are:
Meets AYP or Missed AYP
4. Participation Rate is 95% for
student groups enrolled on test date.
5. Assessments include
STAAR/TELPAS Reading
assessments for grades 3-8 and
TAKS/TELPAS Reading
assessments for grade 9.
53
59
39
48
55
80
68
68
76
32
26
28
13
PBMAS (PBM)
2013
Evaluates the overall
effectiveness of
performance and
program effectiveness
of school districts and
charters.
Bilingual Education
and English as a
Second Language
(BE/ESL),Career and
Technical Education
(CTE),
No Child Left Behind
(NCLB/Title I),
Special Education
(SPED)
PBMAS Bilingual/ESL INDICATORS

#1 BILINGUAL
EDUCATION
STAAR
PASSING RATE
AT TAKS
EQUIVALENCY

#2 ESL
STAAR
PASSING RATE
AT TAKS
EQUIVALENCY

#3 LEP
(Not Served in BE/ESL)
STAAR
PASSING RATE
AT TAKS
EQUIVALENCY
12
#4 LEP
Year-After-Exit
(YAE)
STAAR
PASSING RATE
AT TAKS
EQUIVALENCY




Math 3-8
70
82.3
0
Reading 3-8
0
70
79.4
Science 5, 8
65
67.5
0
Soc. St. 8
70
.
No Data
Writing 4, 7

70



Math 3-8
70
56.3
2
Reading 3-8
70
46.2
3
Science 5, 8
65
33.7
3
Soc. St. 8
70
86.3
0
Writing 4, 7

70



Math 3-8
70
72.4
0
Reading 3-8
70
73.2
0
Science 5, 8
65
61.1
1
Soc. St. 8
70
78.6
0
Writing 4, 7
70
Math 3-8
70
87.0
0
Reading 3-8
70
87.8
0
Science 5, 8
65
82.6
0
Soc. St. 8
70
96.6
0
Writing 4, 7
70

#5
LEP Annual Dropout Rate ( 7 – 12)
2.0
1.9
0
#6
LEP RHSP/DAP Diploma Rate
70
90.6
0
#7
LEP Graduation Rate (in 4 yrs)
75
62.9
2
#8 TELPAS READING Beginning Prof.
Level Rate Multi-Year (tested over 2 years)
Report
Only
5.2
Report
Only
10.5
1
#9 TELPAS COMPOSITE Rating Levels
for Students in US Schools Multiple Years
(>=5) Beg. or Inter. Proficiency Level Rate
(5th – 12th)
8.0
12
PERFORMANCE BASED MONITORING ANALYSIS SYSTEM (PBMAS)
Special Education
INDICATORS
Indicator #1
SPEDTAKS/TAKS
(Accommodated) Passing
Rate
Math
Reading/ELA
Science
S.S.
Writing
Indicator #2
Math
SPED Year-After-Exit
Reading/ELA
(YAE) TAKS Passing Rate
Science
S.S.
Writing
Indicator #3
FOCUS: SPECIAL EDUCATION
2010
2011
2012
SPED Students 5,198 (9.6%)
ALL Students 49,034
ALL Students 49,786
2010
State
Rate
2010
Rate
INDICATOR
PERFORMANCE
2011
Rate
INDICATOR
PERFORMANCE
LEVEL
2011
State
Rate
60.0
70.0
55.0
70.0
70.0
60.0
70.0
55.0
70.0
70.0
50.0
54.6
63.1
56.7
86.7
76.5
77.4
76.8
68.0
>99%
91.4
22.4
1
1
0
0
0
0
0
0
0
0
2
65.0
70.0
60.0
70.0
70.0
65.0
70.0
60.0
70.0
70.0
50.0
20.0
50.6
2
20.0
9.0
8.0
0
16.0
6.7
40.0
BISD
BISD
ALL Students 49,565
2012
Rate
INDICATOR
PERFORMANCE
LEVEL
2012
State
Rate
BISD
66.0
71.8
57.6
71.0
77.1
84.1
80.4
74.5
90.6
100
33.7
0
0
1
0
0
0
0
0
0
0
1
70.0
70.0
65.0
70.0
None
70.0
70.0
65.0
70.0
None
50.0
56.3
58.0
46.2
83.1
None
73.4
76.6
62.5
93.3
None
57.9
2
2
2
0
None
0
0
1
0
None
0
0 RI
20.0
17.5
0
9.0
34.3/
50.6
8.9
0
9.0
9.1
AR
2
16.0
6.7
2
16.0
12.2/
6.7
0 RI
46.3
0
40.0
46.4
0
40.0
46.6
0
65.0
63.6
1
65.0
0 RI
65.0
66.7
0
2.0
2.0
0
2.0
64.7/
63.6
1.5
0
2.0
1.6
0
16.5
42.6
0
16.5
23.5
0
20.0
28.9
0
75.0
57.7
2
75.0
0 RI
75.0
76.0
0
7.5
9.6
1
7.5
70.2/
57.7
9.5
1
7.5
9.2
1
1.0
0.1
0
1.0
0.1
0
1.0
0.1
0
1.0
0.5
0
1.0
0.2
0
1.0
0.2
0
1.0
16.9
0
1.0
17.4
0
1.0
11.2
0
LEVEL
SPED TAKS/TAKS (Accommodated)
Participation Rate
Indicator #4
SPED TAKS-M Participation Rate
Indicator #5
SPED TAKS-Alt Participation Rate
Indicator #6
SPED LRE (ages 3-5)
Indicator #7
SPED LRE (ages 6-11)
Indicator #8
SPED LRE (ages 12-21)
Indicator #9
SPED Annual Dropout Rate (Grades 7-12)
Indicator #10
SPED RHSP/DAP Diploma Rate
Indicator #11
SPED Graduation Rate
Indicator #12
SPED Representation
Indicator #13
SPED African American Representation
Indicator #14
SPED Hispanic Representation
Indicator #15
SPED LEP Representation
13
Indicator #16
1.0
2.0
1
1.0
1.9
0
1.0
0.8
0
9.0
48.1
2
9.0
61.4
2
9.0
22.8
1
6.0
17.3
1
6.0
18.5
1
6.0
6.5/9.
5
0 RI
SPED Discretionary DAEP Placements
Indicator #17
SPED Discretionary Placements to ISS
Indicator #18
SPED Discretionary Placements to OSS
NOTES
PERFORMANCE
LEVEL
Assignments
Level 0 = At or above
the state standard
Level 1 = .1 to 10 % below
the state standard
Level 2 = 9.1 to 20 % below
the state standard
Level 3 = at least 20.1 % below
the state standard
0 RI = Other Required Improvement
14
Performance Based Monitoring Analysis System (PBMAS) Indicators
No Child Left Behind (NCLB) – Title I, Part A
2010
Title I, Part A
Indicator
2011
2008 - 2009
State
Rate %
District
Rate %
Passed
Tested
22,484
23,292
8,887
7,252
5,861
26,693
26,703
10,732
7,528
6,281
Performance
Level
2009 – 2010
State
Rate %
District
Rate %
Passed
Tested
24,893
25,705
9,829
7,899
6,401
29,655
29,786
12,109
8,429
6,905
2012
Performance
Level
2010-2011
State
Rate %
District
Rate %
Passed
Tested
70.0%
70.0%
65.0%
70.0%
81.9
83.9
76.4
94.9
16,896
17,316
5,246
2,996
20,660
20,646
6,778
3,158
Performance
Level
#1 TAKS Passing Rate
(i) Mathematics
(ii) Reading / ELA
(iii) Science
(iv) Social Studies
(v) Writing
60.0%
70.0%
55.0%
70.0%
70.0%
84.2
86.2
82.8
96.3
93.3
2008 - 2009
#2 Annual Drop Out Rate (7-12)
65.0%
70.0%
60.0%
70.0%
70.0%
83.9
86.3
81.2
93.7
92.7
2010
Title I, Part A
Indicator
0
0
0
0
0
State
Rate %
District
Rate %
2.0%
1.2
Drop
Outs
Attended
249
20,639
Performance
Level
0
State
Rate %
2.0%
District
Rate %
1.1
2011
2012
2009 – 2010
2010-2011
Drop
Outs
Attended
223
20,791
2010
Title I, Part A
State
Rate %
District
Rate %
#3 RHSP/DAP Diploma Rate
84.%
90.6
RHSP/
DAP
Graduated
Performance
Level
2,499
Report Only
2,264
2009 – 2010
State
Rate %
District
Rate %
RHSP/
DAP
70.0%
86.0
2,266
2010
Title I, Part A
Performance
Level
0
Graduated
2605
District
Rate %
Drop
Outs
Attended
Performance
Level
2%
0.9
194
20,960
0
2012
Performance
Level
0
2010-2011
State
Rate %
District
Rate %
RHSP/
DAP
Graduated
Performance
Level
70.0%
86.5
2,379
2,750
0
2011
2008 - 2009
Indicator
State
Rate %
District
Rate %
Title 1
Grad
Title 1
Class
#4 Graduation Rate
75.0%
77.5
2,195
2,796
Performance
Level
0
2012
2009 – 2010
State
Rate %
75.0%
District
Rate %
83.7
Title 1
Grad
2,354
0
0
0
0
State
Rate %
2011
2008 - 2009
Indicator
0
0
0
0
0
Title 1
Class
2,813
Performance
Level
0
2010-2011
State
Rate %
District
Rate %
Title 1
Grad
Title 1
Class
75.0%
88.1
2,514
2,823
Performance
Level
0
15
Performance Based Monitoring Analysis System (PBMAS) Indicators
No Child Left Behind (NCLB) – Title I, Part C - Migrant
2010
Title I, Part C - Migrant
2008 - 2009
State
Rate %
District
Rate %
Passed
Tested
#5 TAKS / TAKS (Accom.) Passing Rate
60.0%
70.0%
55.0%
70.0%
70.0%
77.8
81.8
75.7
96.0
86.2
636
664
234
227
169
807
812
309
234
196
Indicator
(i) Mathematics
(ii) Reading / ELA
(iii) Science
(iv) Social Studies
(v) Writing
Indicator
#6 Annual Drop-Out Rate
State
Rate %
2.0%
Performance
Level
0
0
0
0
0
District
Rate %
Passed
65.0%
70.0%
60.0%
70.0%
70.0%
78
81
73.7
92.7
93.1
691
726
258
229
201
81.8
District
Rate %
Passed
Tested
70.0%
70.0%
65.0%
70.0%
75.2
76.4
68.8
91.3
412
418
134
95
548
547
192
104
2012
Attended
839
Performance
Level
0
State
Rate %
2.0%
District
Rate %
Drop
Outs
0.9
8
2010
70.0%
0
0
0
0
0
State
Rate %
2010 - 2011
RHSP/
DAP
Attended
851
Graduated
72
88
Performance
Level
0
State
Rate %
District
Rate %
RHSP/
DAP
Graduated
70.0%
84.5
82
97
2010
2011
2009 - 2010
State
Rate %
District
Rate %
Migrant
Grad
#8 Graduation Rate
75.0%
66.0
77
0
Migrant
Class
115
Performance
Level
1
State
Rate %
75.0%
District
Rate %
81.7
Migrant
Grad
89
Performance
Level
0
0
0
0
State
Rate %
District
Rate %
Drop
Outs
Attended
Performance
Level
2%
1.9
15
797
0
2012
2009 - 2010
2008 - 2009
Indicator
Performance
Level
2011
2008 - 2009
#7 RHSP/DAP Diploma Rate
886
896
350
247
216
Performance
Level
2011
10
District
Rate %
Tested
2009 - 2010
1.2
State
Rate %
2009 - 2010
State
Rate %
2010
Drop
Outs
Indicator
2012
2010 - 2011
2008 - 2009
District
Rate %
2011
Performance
Level
0
2010 - 2011
State
Rate %
District
Rate %
RHSP/
DAP
Graduated
Performance
Level
70.0%
80
76
95
0
2012
Migrant
Class
109
Performance
Level
0
2010 - 2011
State
Rate %
District
Rate %
Migrant
Grad
Migrant
Class
75.0%
81.9
86
105
Performance
Level
0
16
Career & Technical
Education Indicators
Career & Technical Education Students
INT. STAGE 1
2010
State
Standard
BISD
Math
Reading/ELA
Science
Soc St
60.0
70.0
55.0
70.0
81.9
91.2
83.7
96.4
Indicator
Performance
Level
0
0
0
0
Indicator #2
CTE LEP
TAKS/TAKS A
Passing Rate
Math
Reading/ELA
Science
Soc St
60.0
70.0
55.0
70.0
55.0
53.4
52.1
84.8
Indicator #3
CTE ECON
DISAD
TAKS/TAKS A
Passing Rate
Math
Reading/ELA
Science
Soc St
60.0
70.0
55.0
70.0
Indicator #4
CTE SPED
TAKS/TAKS A
Passing Rate
Math
Reading/ELA
Science
Soc St
Math
Indicator
CTE TECH PREP
Reading/ELA
TAKS/TAKS A
Science
Passing Rate
Soc St
Indicator #5
CTE Annual Dropout Rate (9-12)
Indicator #6
CTE RHSP/DAP Diploma Rate
Indicator #7
CTE Graduation Rate
Indicator #8
CTE Non Traditional Course
Completion Rate - Males
Indicator #9
CTE Non Traditional Course
Completion Rate - Females
Indicator #1
CTE TAKS/TAKS
A Passing Rate
2010
Rate
Career & Technical Students
INT. STAGE 1
2011
State
Standard
BISD
2011
Rate
65
70
60
70
82.8
90.9
82.3
96.4
Indicator
Performance
Level
0
0
0
0
0 RI
0 RI
0 RI
0
65
70
60
70
54.1
26.6
31.6
85.5
81.6
90.9
83.3
96.4
0
0
0
0
65
70
60
70
60.0
70.0
55.0
70.0
40.4
58.7
52.1
86.0
2
2
1
0
60.0
70.0
55.0
70.0
85.6
94.1
86.6
97.1
0
0
0
0
3.0
0.8
0
70.0
93.0
0
75.0
87.1
0
40.0
35.1
35.0
30.3
Career & Technical Education
INT. STAGE 4
2012
State
Standard
BISD
2012
Rate
70.0
70.0
65.0
70.0
83.7
91.7
82.4
96.0
Indicator
Performance
Level
0
0
0
0
1
2
1
0
70.0
70.0
65.0
70.0
56.7
40.4
47.8
78.5
2
3
2
0
82.6
90.9
82.3
96.4
0
0
0
0
70.0
70.0
65.0
70.0
83.7
91.6
82.2
96.0
0
0
0
0
65
70
60
70
34.3
51.7
41.2
74.4
2
2
2
1
70.0
70.0
65.0
70.0
44.4
58.1
37.9
75.0
3
2
3
0
65
70
60
70
94.2
88.2
87.5
98
0
0
0
0
0
2.0
0
3.0
0.6
90
0
70.0
87.4
96.3
0
70
0
75.0
1
No Data
1
36.7
36.6
Report Only
1
No Data
0 RI
40.3
42.4
Report Only
0
17
I. Data Sources Reviewed for Guidance & Counseling
Campus Graduate Statistics Report includes: Number of Graduates,/
Types of Diplomas/ Plans after Graduation /Scholarships Offers to BISD
student/
Completion, Dropout, and GED rates
College/University/Dual Credit/Advanced Placement Enrollment
Monthly Counselors’ Logs
Counselors’ Staff Development Evaluations
Counselors’ Referrals
II. Findings/Analysis for Guidance & Counseling
Strengths
Alignment in the guidance & counseling program with the Texas
Comprehensive and Developmental Guidance Program model
Family Centers
Advise TX College Advisers
High School University Day
Memorandums of Understanding (MOUs) with community agencies and
TSC/UTB
Red Ribbon Week & Drug Prevention Awareness
Scholarship awareness
Crisis Intervention Procedural Manual Updated
Developed Curriculum Guides
Revised and translated into Spanish the High School Guidance Handbook
for Students & Parents
Areas of Improvement
Encourage more middle schools to participate in Career Awareness
Fairs
Increase the number of students attending University Day.
Increase the percentage goal of students who are assisted by the
“AmeriCorps G0-Centers” to reach 80%
Create a district-wide activity to promote Red Ribbon Week
Increase the percentage of students receiving scholarships
III. Summary of Needs for Guidance & Counseling
IV.
The Guidance & Counseling Department prides itself in promoting an excellent alignment in the Guidance and Counseling Program with the Texas
Comprehensive and Developmental Guidance Program Model through the use of effective counseling standards, practices and the professional development of
counseling staff that results in student success. The Crisis Intervention Procedural Manual is implemented uniformly district-wide and the Guidance and
Counseling Department also has a District Crisis Counseling Team in place. The Elementary and Secondary Curriculum Guides were completely rewritten by
selected district counselors and is now being implemented at the elementary level. One area of improvement is to begin implementation of the secondary
curriculum at the secondary level. The High School Guidance Handbook for Students & Parents was entirely revised and translated into Spanish. Another
area of improvement is customer service and communication that will provide academic, emotional and social support that promotes student success. The
revision of the High School Handbook will assist in improving communication among counselors, students and parents in the area of Higher Education.
18
I. Data Sources Reviewed for HUMAN RESOURCES
Standard Operation Procedures Manual
Board approved Critical Shortage Areas
WinOcular Applicant Tracking System
Job Fair Sign-in Sheets
Website-Certified Personnel
Published Vacancy Reports
IDI Employee Data System
ERO Professional Development
Data Sources:
Graduation, Completion, Dropout, and GED rates
Enrollment
Course/Class Assignments
Attendance
College/University/Dual Credit/Advanced Placement Enrollment
Ethnicity
Current State assessments,, readiness tests
Gender
High School competence rates
Mobility/Stability
Pass/Failure Rates
Special Program Participation
Data from Special Program Evaluation
At-Risk by Category
Teacher-Student Ratios
College/University/Dual Credit/Advanced placement Enrollment
Mobility/Stability
II. Findings/Analysis for HUMAN RESOURCES‐ CERTIFIED PERSONNEL
Resignations/Retirement for 2008‐ 2009‐ 165
For 2009‐ 2010‐ 195
ntly updated to include the
most current vacancy information, hiring information for applicants,
pertinent information for current employees and all standard forms.
2008‐ 2009 to only four (4) areas in 2010‐ 2011 due to hiring practices.
number of employees on administrative leave pending an internal
investigates has increased from eighteen (18) to nineteen (19) due to
awareness by HR training held at campuses on policies and procedures.
always correct due to lack of communication between hiring and compensation
personnel
processing of new hires.
Art/Reading teachers.
III. Human Resources Department continues to review and revise its practices and procedures as needed. The established SOPs manual has been instrumental in establishing
consistency for procedures as intended; however, SOP has not been established long enough to provide practices for all possible “situations” that arise. Critical shortage
areas that have remained the same since 2008: secondary math, secondary science and English Language Arts/Reading and bilingual5th grade recruitment in these areas
must be targeted. The Vacancy reports published weekly online are not current and communication between hiring and compensation personnel must be consistent to
ensure the most current and accurate Vacancy when published.
19
IV. Activities for HR Areas of Improvement:
1. Continue to enhance the District web-site to make it possible for potential applicants to obtain relevant information about the district and complete the online
application process for certified and classified employees
2. Maintain a recruiting CD to be made available for distribution to college and universities throughout Texas and to be posted on the BISD website
3. Continue to use and upgrade WinOcular as the applicant tracking system for selecting certified personnel
4. Build and maintain relationships with local colleges, universities, alternative certification programs, business and community leaders to maintain a qualified and
diverse pool of certified applicants.
5. Hire a full-time recruiter to work with college placement officers for applicant in the critical shortage areas.
6. Review and edit the Standard Operating Procedures for additions and deletions at the conclusions of each school year.
7. Establish procedures for Compensation personnel and HR Specialists to maintain.
20
I. Data Sources Reviewed for Professional Development
Teacher Evaluations
Weekly Calendars
Administrator Evaluations
DEIC approved minutes
Textbook Adoption Survey
District/Campus Assessment results
Outside District Reports (TEA, Region Center, etc.)
PEIMS Attendance Reports
II. Findings/Analysis for Professional Development
Strengths
Recruitment of specialized consultants
Maintain accurate records of CPE hours using Electronic Registrar
Online (ERO)
On-demand reports using Electronic Registrar Online (ERO)
Videoconferences easily accessible in professional development
training labs
Provide staff development training for administrators and new
teachers, ERO Managers, etc…to include addition to PDAS,
SBDM and Project Share
Monitor state and local mandates for continuing professional growth
and development of all district employees.
Assist and coordinate staff development with district departments
Coordinate textbook adoptions (as per State Proclamation)
Expand New Teacher Support
Create online staff development videos in several areas for BISD
employees
Assist in development of a district mentor program
III. Summary of Needs for Professional Development
In order to raise student achievement levels, the Professional Development Department works with all departments to establish solid foundations ready for implementation
for both teachers and administrators. One area of improvement is to focus and target trainings on specific topics and specific groups according to data. Another area of
improvement, to carry out student achievement goals, is to insure that all participants receive the targeted videoconferencing/webinar staff development. Therefore, our
department will provide multimedia recordings for on-demand viewing. Another area of improvement is to establish a district online staff development program that will
provide new hires/new teachers with the Professional Development and Appraisal System (PDAS). We are currently using Responsive Learning Online Professional
Development and Appraisal System (PDAS) training for new teachers. Based on our strengths and areas of improvement, we would need training and collaboration with
KBSD and Technology Departments to successfully provide online training to BISD employees.
21
2013-2014 District Improvement Plan
Comprehensive Needs Assessment
I. Data Sources Reviewed for Language Arts and Reading
ELA Monkey Survey
G1-2 Aprenda & SAT10
Reading/Writing/ELA STAAR Grades 3-9
TELPAS
ELA TAKS Results Grades 10 and 11
Texas Middle School Fluency Assessment
(TMSFA- BOY, MOY, EOY)
District Benchmark Tests
BOY, MOY, EOY Data CPALLS,TPRI, and Tejas LEE
Eduphorial Campus Summary Reports
Progress Monitoring Data
Campus Total Enrollment Report (Bilingual Department)
II. Findings/Analysis for Language Arts and Reading
Strengths
Basic Levels of Phonological Awareness
Basic Levels of Graphophonemic Knowledge
(Phonics/Structural Analysis)
Basic Fluency
K Listening Comprehension
TELPAS Listening
(Listens and Comprehends a variety of speakers)
TELPAS Speaking
(Speaks in a Variety of Modes with a Variety of Purposes)
CIRCLE training and implementation (ECH Monkey Survey)
C-PALLS Implementation(ECH Monkey Survey)
Pre-K Guidelines Implementation (ECH Monkey Survey)
Esperanza Program Implementation (ECH Monkey Survey)
Implementation Tier I, II & III (RtI Monkey Survey)
Review360 Module Implementation (RtI Monkey Survey)
Review360 implementation of strategies/interventions (RtI
Monkey Survey)
Elementary and Middle School Reading and Writing First and
Kindergarten/Start of G1: Higher Levels of Phonological Awareness
Grades 1-2: Higher Levels of Phonics and Spelling
Grades 4-5: Advanced Structural Analysis (Root words/Morphology)
Fluency with Accuracy
Decoding and Fluency Strategies for Struggling Readers at Middle
School Level
Learning Centers Implementation (ECH Monkey Survey)
Professional Development on strategies and interventions (RtI
Monkey Survey)
Elementary and Middle School Reading and Writing Special Ed
Indicator (STAAR Preliminary)
Elementary and Middle School Reading and Writing LEP (STAAR
Preliminary)
Grades 4 and 7 Writing STAAR Reporting Category 1
English I Reading Percentage of Level 2 Satisfactory and Level 3
Advanced
English I Writing Percentage of Level 2 Satisfactory and Level 3
Advanced
Continue support and training of on-line THE DISTRICT’S the district's
instructional Curriculum framework Curriculum and ELPS/ELAR/SBRR
Instruction
Provide technical support on assessment/evaluation procedures
through the use of hand-held devices and/or other hardware
Improve foundational skills, especially in the areas of Social,
Emotional, Language and Communication in order to ensure
22
Second Year Monitoring (STAAR Preliminary)
Elementary and Middle School Reading and Writing Economic
Disadvantage (STAAR Preliminary)
Grades 3-8 Reading STAAR Reporting Categories 1-3
Grades 4 and 7 Writing STAAR Reporting Categories 1 and 2
grade level success for all students
Maintain class-size at/or below 22-1
Training for Review360 Psychological Software Solutions
Training on the RtI Process and Documentation
Continue support and training of on-line THE DISTRICT’S the district's
instructional Curriculum framework and ELPS/ELAR/SBRR Instruction
Professional Development on Balanced Literacy Framework for
middle and high school teachers.
III. Summary of Needs for Language Arts and Reading
Data analysis using all data (CPALLS/TPRI/Tejas LEE/SAT10/Aprenda/TELPAS/TAKS/STAAR Reading along with Progress Monitoring data) must
take place at least once each six weeks and instructional plans and PD goals must be determined and/or updated.
PD in the components of SBRR instruction abound so implementation of the information received through PD must be monitored and teachers
must receive support that they need to improve instruction. A focus on this by the campus instructional facilitator, the reading coach, and
the TL is of utmost importance. PD that can be helpful in all areas of reading is found in the K-4 Texas Reading Academies.
Deeper levels of reading comprehension should also be a target especially in Grade 2 and beyond. PD in the Elements of Understanding can
assist in this area as well.
The Writing Process, Reading skills in various genres, critical thinking skills, fluency and inferencing.
Integration of content areas, implementation of Ensenando la lectura, and learning center implementation.
RtI strategies and interventions
Students demonstrate that they have command of a basic reading and writing skills; however, critical thinking skills in the areas of reading and
writing are in need of improvement. Students need support in their ability to describe, analyze and evaluate information within and across texts
and then supporting their analysis with accurate textual evidence. Areas for improvement in written composition may include 1) composing a
variety of texts that demonstrate clear focus, 2) a logical development of ideas in well organized paragraphs, and 3) the use of appropriate
language that advances the author’s purpose. (ELAR TEKS)
23
IV. 2013-2014 District Improvement Plan Action Steps include the following:
 Texas Reading Initiative PD (K-4 Reading Academies), BISD Core Reading Program (HMH, Reading Readiness, Language Enrichment,
Esperanza)/Six week review of the ELAR/SLAR, ELPS standards and the progress students are making to achieve said goals.
 Funding/FTE
 Fluency throughout the school year but a deep analysis at the beginning, the middle and the end of the year.
 CPALLS, TPRI, Tejas LEE, NRT, TELPAS, TAKS, STAAR Reading/Core Reading Program Unit Tests, the district's instructional Curriculum framework
Unit Assessments
 Provide Staff Development and classroom support on ELAR/SLAR Standards, ELPS, CCRS
 Provide Staff Development and classroom support on the district's instructional Curriculum framework Curriculum (Vertical Alignment
Documents, Instruction Focus Documents, Daily Lessons)
 Provide Staff Development and classroom support on the writing process, reading skills in various genres, critical thinking skills, fluency and
inferencing
 Provide Staff Development and classroom support on 3 Tier RtI (strategies and interventions)
 Provide Staff Development and classroom support on Integration of content areas, implementation of Ensenando la lectura, and learning
center implementation.
 Provide Staff Development and classroom support on the Writing Process
 Provide training for new and existing teachers on the Reading assessment tool and handheld device
 Provide Staff Development and classroom support on 3 Tier RtI Process and Documentation
 Provide Staff Development and support for Review360 Psychological Software Solutions (District-wide behavior program)
 Provide Staff Development and classroom support on State Adopted Resources and technology: Houghton Mifflin Harcourt, NG ELPS, Edge,
Holt McDougal, Glencoe McGraw Hill
24
I. Data Sources Reviewed for Mathematics
Mathematics Needs Assessment
State Test Results (TAKS & STAAR)
Teacher Observations
Training Evaluations
Classroom visits
The district's instructional Curriculum framework
Program Evaluation
Grant Trainings
Student Assessments
Vertical and Horizontal Meetings
Department Meetings
Diagnostic Test (EnVision)
District Benchmark Results
MSTAR Universal Screener Grades 5th-8th
II. Findings/Analysis for Mathematics
Strengths
Passing/Commended rates are improving.
Teachers are adhering to the district’s instructional curriculum
framework scope and sequence.
More teachers are attending trainings
at the elementary level.
Technology in instruction has improved-High School Coaches
Grant has provided Mobi Pads which have been implemented
in the classroom.
Teachers are collaborating more during their conference periods.
Increase in teachers receiving Masters degrees (overall)
Students are unable to apply mathematical
concepts connected across grade levels.
Questioning levels too low during instruction.
More teachers need to attend training at the
secondary level.
Real world experiences need to be provided.
Need to improve levels of assessment
25
District provides access to State and District Resources-Math
Academies; TMSDS; Future’s Channel; textbook updates;
Professional Development; and Eduphoria.
ELPS strategies are embedded in middle school instruction.
Coaching model used with high school teachers observations
as part of TEA’s instructional coaches’ grant.
District’s instructional curriculum framework maintenance and
foundational professional training has been effective.
Specialists have been effective in supporting teachers in the
implementation of district’s instructional curriculum
framework.
More collaborating with SPED teachers
More district’s instructional curriculum
framework professional development
ELPS strategies need to be embedded
during high school instruction
A higher percentage of teachers need to
instruct with more rigorous lessons.
Summer retention factors affect student
performance in the present grade level.
III. Summary of Needs for Mathematics
Although our district is State Recognized and 100% of our schools are either Recognized or Exemplary, the percentage of students at the
commended level is our continued commitment to fulfill our district’s mission. With analysis of district data, thoughtful selection of
professional development in the areas of higher order questioning that promotes critical thinking has and continues to be at the forefront.
Furthermore, all areas of improvement which includes ELPS strategies, district’s instructional curriculum framework implementation and real world
experiences will be part of future professional development.
 Strategies/Activities including measureable objective
 Funding/FTE
 Timeline
 Person(s) Responsible
 Population
 Formative/Summative Evaluation
26
I.
Data Sources Reviewed for Science: The following sources provided valuable data for Curriculum, Instruction, and Assessment in regards to
the identification of needs:
1. Eduphoria data analysis
6. Science Needs Assessments Survey Data (Survey Monkey)
2. TAKS Results/ Passing rates
3. STAAR Results/ passing rates
4. Department Chair Meeting Feedback
7. Maintenance Training Feedback
8. Point of Contact Meeting Feedback
9. Perceptual data from Principal/ teacher interviews
5. Antidotal data from teacher/principal discussions
II.
Findings/Analysis Results for Science: The following strengths/areas of need were identified after all findings were analyzed by the DEIC
Committee in each core/subject area:
Curriculum, Instruction and Assessment Strengths
1. Teachers willingness to attend In-Service / Training
2. A deeper understanding of the TEKS, both Readiness and
Supporting Standards (all levels)
3. Awareness of improvement in instruction is necessary for student
success on the TAKS/STAAR assessment
4. Realization of the need for Science Safety training and use in the
classroom
5. Use of the Science Replenishment Center materials to foster
instruction
Areas of Need
1. Science Content training and the correlation of the district’s
instructional curriculum framework units and district resources (all
levels)
2. Effective use of instructional strategies for special populations (all
levels)
3. Instructional Technology and Assessment Training (all levels)
4. Increased Rigor and Relevance in instruction as well as a working
knowledge and understanding of Depth of Knowledge (all levels)
27
III.
Actions to be Taken: After thorough review of multiple data sources, the DEIC Committee assessed program effectiveness and determined
that through collaboration of various district resources and community entities the actions will be taken to address Curriculum, Instruction, and
Assessment areas of need.
1. The science Curriculum, Instruction, and Assessment department plans to conduct monthly maintenance meetings with all grade level and
subjects to discuss the learning expectations of the TEKS for the upcoming period of instruction while focusing on the Depth of Knowledge
necessary for the student to be prepared to show mastery on the Readiness and Supporting standards as set by the state of Texas.
2. The Science Curriculum, Instruction, and Assessment department plans to conduct both district and campus training sessions to both provide
information about and practice in reliable instructional strategies to provide effective instruction to the special populations which exist in our
schools at all levels.
3. The Science Curriculum, Instruction, and Assessment department plans to provide workshops at both the campus and district level to inform
and provide practice for our teachers and administrators in the areas of instructional technology and varied methods of assessment to provide
reliable feedback for re-teaching and instructional refinement.
4. The Science Curriculum, Instruction, and Assessment department plans to provide workshops at both the district and campus level to
increase an instructional understanding of the concept of rigor and relevance in instruction as well as to understand the Depth of Knowledge
necessary to master the Readiness and Supporting standards set by the state.
5. The Science Curriculum, Instruction, and Assessment department plans to continue at both the district and campus level to provide Science
Content training to further the teaches’ working knowledge of science and to provide guidance in correlating the district’s instructional
curriculum framework units of instruction to district resources at all levels of instruction.
 Funding/FTE
 Timeline
 Formulative/Summative Evaluation
28
I.
Data Sources Reviewed for Social Studies
District and Campus Enrollment Data
Teacher – Student Ratios__________
Bilingual Education / LEP Reports___
AEIS IT Reports
TELPAS Reports
Data Sources:
Enrollment
Attendance
Ethnicity
II.
Current State Assessment Data_____
District’s instructional curriculum framework
PDAS Domain Data_______________
Department Chairpersons Surveys of Teacher Needs
C & I Social Studies Survey
Graduation, Completion, Dropout, and GED rates
Gender
College/University/Dual Credit/Advanced Placement
Enrollment
Current State assessments, readiness tests
Mobility/Stability
At-Risk by Category
Pass/Failure Rates
Data from Special Program evaluation
Findings/Analysis for Social Studies
Strengths
Development of Curriculum Frameworks
Reinforcement of Vertical Alignment
Consistent Use of Graphic Organizers
Content Area Trainings
Supplemental Resources
Percentage of Met Standard
Percentage of Special Education / LEP Met Standard
Percentage of Commended Performance
Technology Integration Training
Elementary Interdisciplinary Planning
29
III.
Summary of Needs for Social Studies
It remains necessary to provide training and support in the areas of curriculum alignment, differentiated instruction, technology, and assessment to ensure
teachers have access to and experience with appropriate research based strategies in order to meet the needs of the students and ensure their success.
IV.
2013-2014 District Improvement Plan Action Steps include the following:
 Strategies/Activities including measureable objectives
 Funding/FTE
 Timeline
30
I. Data Sources Reviewed for Health Education
Health/Quest Program
CATCH Program
CATCH Champion Informational Meetings
Professional Development
 Quest Training
 CATCH Program Implementation,
Documentation & Observation
 SHAC Meeting Minutes &
Recommendations
 Families In Training (FIT)
 Abstinence Curriculum Reviews
 CATCH Awards
 Choosing the Best Implementation and
Observation (Middle Schools)
Course Class Assignment
 Non Implementation Elementary Health
Education
School Health Index
School Health Advisory Council
Fitness Gram Testing Data
District CATCH Advisory Team
At Risk Category
 High BMI%
 Pregnancy Rates,
 Drop out
 Attendance
 Retention
 Self Esteem
 Peer Relations
 Coping Skills
 Violence Prevention
 Drug Prevention
Data from Special Program evaluation
 School Health Index-(SHI) self evaluation
31
II. Findings/Analysis for Health Education
Strengths
State & Local Recognition
More Awareness of Program
Implementation
Visible Changes
More communication amongst team
members
Healthy Lifestyle Awareness
Implementation of updated curriculum
frameworks
Continue to update curriculum
frameworks
Funding for materials & training
Implementation of Programs; time
allotment and follow through
Corrective Actions for Non Compliance
Proper Evaluation of SHI
Although course is required students are
removed from class for other activities
III. Summary of Needs for Health Education
Health Education seems to be an area in which we understand the importance of learning life skills that will affect our lives forever. What is not
clearly understood is that our life depends on it, yet the funding and implementation of the health education program in not taken into
consideration. Research studies have clearly shown that the health and well being of students definitely plays a role in academic success as well
as attendance. When students are taught the importance of self esteem, decision making, conflict resolution, communication skills, disease
prevention, and other strategies we prepare them for life.
32
V. Data Sources Reviewed for Physical Education
Student Enrollment Counts/PE Safety
BISD Fitness Assessment Data
Texas Education Agency Fitness
Assessment Data
Instructional Observations
Physical Education Facility Observations
PE/Health all level teacher survey
conducted May 2012.
FitnessGram Assessment Completion
Data
Physical Education Chair Meetings and
Feedback
Physical Education Teacher to Student
Ratios & Gender Variation
Student Mobility and Withdrawals
PE/Health all level teacher survey
PE/Health teacher comments – May
2012.
VI. Findings/Analysis for Physical Education
Strengths
97% District FitnessGram Student
Increase success rate averages in all
Assessment Completion Rate - well
areas of FitnessGram testing by grade
supported by campus administration,
level and gender
district administration, and PE/Health
curriculum specialists.
Campus development of Physical
Physical Education Teacher to Student
Education Safety Plans to address
ratio is above 45 to 1 as per Senate
Senate Bill 891
Bill 891
Improved Middle School Physical
House Bill3 limited High School
Education facilities and advanced
Physical
Education
graduation
Physical
Education
instructional
requirements to only 1 credit and
materials
allowed for substitutions
33
Elementary students are the healthiest
students
Incoming and current 3rd graders are
most successful in FitnessGram
assessment success rates (Pre-K to 2nd
graders)
Elementary Physical Education and
Health curriculum guides and scope
and sequence is updated and
implemented, new PE instructional
activities sought.
Successful participation and support for
Physical Education chair meetings,
School Health Advisory Council
meetings, Coordinated Approach to
Childhood
Health
(CATCH)
meetings, Families in Training,
Elementary Field Day Fun Meet,
Jump Rope for Heart, and community
physical fitness events.
Additional
grants
and Physical
Education/Health Awards are being
sought
Wellness policy and guidelines are
reviewed and provided for PE faculty
and staffs to implement and
acknowledge.
High School FitnessGram Assessment
success
Elementary FitnessGram assessment
success shows decline as students
move up in grade levels – more PE
credit requirements suggested.
Elementary
Physical
Education
facilities in many elementary schools
is lacking and needs upgrades,
canopies, ventilation/circulation, and
water fountains at many schools.
Need for additional monies for textbook
and PE instructional supplies and
materials for elementary and high
schools, as well as MVPA/Nutritional
instructional resources to provide
differentiated
PE
instructional
activities.
Need for revising Physical Education
and Health secondary curriculum
frameworks and activity guides
Student PE pull outs are affecting PE
instruction.
VII. Summary of Needs for Physical Education
Gains have been made in nearly all areas of fitness assessment grade levels, but these remain well below the state averages. Strengths include
strong instructional practices which are undertaken in PE instruction in compliance with all mandated senate bills, scope and sequencing as well
as curriculum frameworks. Frequent meetings with PE chairs allows for open communication and expectations of PE staffs and chairpersons as
well as new STARR assessment exposure to future assessment criteria and guidelines. PE instructional facilities at the secondary level are in
need of upgrades. Need for PE facility upgrades and instructional materials are needed at elementary campuses. Additional monies are needed to
provide textbooks for high school/new campuses as well as to upgrade and re-write the secondary PE curriculum frameworks and scope and
sequences, and monies for general support of the PE programs in BISD.
34
I. Data Sources Reviewed for Attendance
Campus Improvement Plan
Campus Weekly Percent Attendance
Campus Annual Percent Attendance
Attendance monitoring visit report__
PEIMS action reason report (OSS)__
II. Findings/Analysis for Attendance
Strengths
District Attendance expectations
exceed state rates
Campus Student Attendance
Management / Monitoring
School Messenger Notification System
Student Cumulative Historical_____
Attendance Data Report___________
BISD Needs Assessment Data______
Increase number of schools meeting
District Attendance rates
CIP reflects Attendance Management
School Messenger System updated
annually
Campus Truancy Intervention Programs
III. Summary of Needs for Attendance
The goal of the District Improvement Plan Basic Skills Area: Good attendance will increase the district’s students’ educational potential by increasing
campus student attendance rates for all district schools we will meet federal, State, and local mandates. These goals will be addressed based on the
areas of strengths and areas in need of improvement within the context of the following educational issues.
Campus Student Attendance rates
Campus Truancy Intervention Programs
Campus effective practices to increase student attendance
These education components will provide an attendance area overview that will support the District
Improvement Plan for the 2013 – 2014 school year.
 Strategies/Activities including measureable objectives
 Funding/FTE
 Timeline
35
I. Data Sources Reviewed for At-Risk (State Compensatory Education)
TEA Dropout Rate Formula
TEA Graduation Rate Formula
TEA Completion Rate Formula
TAKS/STAAR Scores
At-Risk Identification Numbers by Category
Homeless and Unaccompanied Youth Student Enrollment
Lincoln Park Day Care Center Enrollment
District At-Risk Attendance Rates 2008-2012
District Completion Rates 2008-2012
District Graduation Rates 2008-2012
District Dropout Rates 2008-2012
Retention Rates
Pass/Failure Rates
Pre-Kinder Student Enrollment
II. Findings/Analysis for At-Risk (State Compensatory Education)
Strengths
Gains in Graduation Rate.
Gains in the District Completion Rate.
Gains in the District Dropout Rate
Passionate and Highly Qualified Campus
and District level staff.
Increase At-Risk student achievement on state mandated assessments.
Increase the four and five year graduation rate of At-Risk students.
Increase the four and five year completion rate of At-Risk students.
Refine the campus implementation of the mandated State Compensatory
Education (SCE) program to include additional duties of SCE campus funded
staff as it relates to campus/district At-Risk student achievement.
Refine the provision of services offered to Pre-Kinder students to include full day
instructional programs.
Recover students identified as dropouts to return to school.
Refine the provision of services offered at the Lincoln Park Day Care Center to
improve pregnant and teen parents’ academic achievement and attendance.
Refine the provision of services offered to Homeless and Unaccompanied Youth
to improve identified student achievement and attendance.
III. Summary of Needs for At-Risk (State Compensatory Education)
Marked gains have been made in the District Dropout Rate, Completion Rate, and Graduation Rate in the 2008-2012 academic school years. However,
there remains a gap between the District Dropout Rate, Completion Rate, and Graduation Rate of all students to that of At-Risk students. Gains are due to
a concerted collaborative effort between district and campus personnel. Regularly scheduled Dropout Prevention Meetings allows for direct open
communication between district and campus personnel to discuss appropriate methods to meet district and campus expectations. Campuses have
increased the number of graduates and decreased the number of dropouts by using prescriptive methods of intervention to assist students pass state
mandated tests and courses. District and campus resources are needed to improve the level of intervention and accelerated instructional opportunities via
supplemental resources and increased quality learning time for At-Risk students. It is vital that intensive accelerated instructional opportunities are
36
IV. Summary of Needs for At-Risk (State Compensatory Education) continued
provided to At-Risk students who failed state mandated assessments and campus personnel continue to disaggregate At-Risk student data to ensure the
implementation of appropriate scientifically research based interventions. The continued split funding of the Pre-Kinder full day instructional program is
essential to provide foundational learning experiences to promote and guarantee long term student success. The refinement of services offered at the
Lincoln Park Day Care Center is critical to ensure that pregnant or teen parents continue attending school and are academically successful. Furthermore,
the refinement of services available for Homeless and Unaccompanied Youth is important to ensure that identified students are provided the resources
needed to continue attending school and improve their academic achievement.
37
I. Data Sources Reviewed for Discipline Management/Safe and Drug Free Schools
PEIMS Discipline Reports
Data Analysis
1. Yearly Expulsions/Appeals Report
2. Yearly OSS Report
3. Yearly BAC Report
Transitional Meeting Attendees
Campus Visitors Procedures
EOP and Drills Documentation
Personal Graduation Plans_______
Campus Graduate Statistics Report
includes : Graduation, Completion,
Dropout, and GED rates
College/University/Dual Credit/
Advanced Placement Enrollment
Monthly Counselors’ Logs
Counselors’ Staff Development
Evaluations
Counselors’ Referrals
Scholarships Listings
II. Findings/Analysis for Discipline Management/Safe and Drug Free Schools
Strengths
Awareness/Distribution of SCC
Out of School Suspensions
Comprehensive Student Hearings
Special Needs Students at BAC
Comprehensive Transitional Hearings
Drugs/Gangs
Disciplinary Management Handbook
Dating Violence
Campus Presentations
Identification of Sex Offenders
Increased Emergency Procedures
Perimeter Security
Alignment in the guidance & counseling
Middle schools participation in Career
program with the Texas Comprehensive and
Awareness Fairs
Development Guidance Program model
Family Centers
The percentage of students receiving
scholarships
Career Awareness Fairs
Increase # of students completing
F.A.F.S.A. applications
High School University Day
Number of students attending University Day
The percentage of students assisted by the
AmeriCorps G0-Centers, PPS Ambassadors,
Advise Texas
38
District-wide activity to promote Red Ribbon
Week
Memorandums of Understanding (MOUs) with
community agencies and TSC/UTB
Red Ribbon Week & Drug Prevention
Awareness
Scholarship awareness
Updated Crisis Intervention Procedural
Manual
Developed Curriculum Guides
Revised and translated into Spanish the High
School Guidance Handbook for Students &
Parents
Personal Graduations Plans (PGP’s)
III. Summary of Needs for Discipline Management/Safe and Drug Free Schools
In order to maintain a safe and disciplined environment conducive to student learning, students need to be in school/class. Students and parents
need to know the appropriate standards of conduct and consequences for inappropriate behavior. Staff needs to assure students’ rights and due
processes are provided to every student and conduct thorough investigations. Schools need to maintain a safe environment for students and staff.
The implementation of the secondary curriculum is imperative. Customer service and communication’s aim is to provide academic, emotional
and social support that promotes student success.
 Funding/FTE
 Timeline
39
I. Data Sources Reviewed for College Preparation:
Student enrollment figures (dual enrollment,
AP, Pre-AP, Summer Academy, etc.)
District ERO System
AP Audit from College Board Web-Site
AP Scores
Campus master schedules
Approved dual enrollment course list
Dual enrollment grades
Dual enrollment approved teacher list
District AEIS Report
District ReadiStep results
District PSAT results
II. Findings/Analysis for College Preparation:
Strengths
Number of AP Participants
AP Passing rate
Number of Dual enrollment participants
Student participation rate of AP exams
AP Audit
AP, PSAT, and ReadiStep student
scores
District ERO System for keeping track
AP Vertical Alignment
of teacher training
Percent of teachers who have attended
Staff development opportunities in the
Pre-AP/AP Summer Institutes
areas of Pre-AP, AP, PSAT, SAT, and
dual enrollment
Number and variety of dual enrollment
College Readiness emphasis
offerings
throughout the district at all levels
Number and variety of AP offerings
Lack of understanding of what College
Readiness is
Dual enrollment communication issues
Number of students completing the
Apply Texas College Application
Number of students completing FASFA
application
III. Summary of Needs for College Preparation: In the area of College Preparation, the strength of all the programs is the number of student
participants. Due to variety of opportunities afforded BISD students in this area, many students do and have taken advantage of the varied
options. However, this also turns into a weakness when student performance is examined. With the exception of dual enrollment grades, where
the majority of the participating students pass with a grade of “C” or higher, passing rates on all other assessments is poor. BISD students score
below the state average and expectations on AP tests, on the PSAT, and on the SAT. This translates into a lack of a cohesive district-wide
college readiness culture and environment.
40
 Funding/FTE
 Timeline
3 Year AP Comparison Results
District Report
Year
Number Tested
Number Passed
Passing
Percentage
District Totals
2010
2011
2428
2872
700
563
29%
20%
2012
3457
800
23%
Link to Texas College Readiness Standards: http://www.thecb.state.tx.us/index.cfm?objectid=EADF962E-0E3E-DA80-BAAD2496062F3CD8
41
District Improvement Plan
Parents and Community
2012-2013
I. CNA Procedures for PARENTAL INVOLVEMENT
The Parental Involvement staff conducts an annual evaluation of the program and data gathered is utilized to set forth goals and objectives
that better address identified needs. Annual goals for the Parental Involvement Department are set based on results from the Annual Title I
Parent Survey; campus needs assessments, cumulative parent activity evaluations from workshops/training sessions and other program
evaluation results held throughout the school year to provide meaningful collaboration among departments.
These State/District goals and objectives are then presented to the DEIC (District Education Improvement Committee) for approval and inclusion in the
District Improvement Plan. The Parental Involvement Activities will now serve as a guide for campuses to better address the needs of parents at their
respective campuses. At the District level, the DEIC’s Sub-Committee members monitor and revise Parental Involvement Activities on a quarterly basis.
Any and all revisions on the part of the DEIC Sub-Committee members are then presented to the DEIC Committee for approval and inclusion in the
District Improvement Plan.
II. Data Sources Reviewed: The following sources provided valuable data for the Parental Involvement Department in regards to the identification of needs:
Title I-Part A, Section 1116, 1118
Annual Title I-A Parent Survey Results
District Parent Advisory Committee Minutes
Families in Training Screening Data
Do the Write Thing Student Essay Analysis
21st Century Program Parent Survey Results
III. Findings/Analysis Results: The following strengths/areas of improvement were identified after all findings were analyzed by the
Assessment/Research/Evaluation Program Evaluator and the Parental Involvement staff.
Department Strengths
Provides parents with opportunities to gain information and training
Educating campus administrators and teachers in regards to the
at the campus and District level.
academic and non-academic benefits of a strong parent-school
partnership.
Provides parents with the opportunity to participate in the decisionProviding strategies/training academic strategies in the areas of
making process.
ELA, Math and Science; including Dyslexia and Special
Education.
Provides parents with educational strategies and critical information
Educating parents on the importance of reading to/with their
at the Campus and District level.
children especially during the early childhood years.
42
Parents feel well-informed by the School District.
It’s accessibility to parents throughout the community
Collaborates and networks with other District departments and
community agencies to enhance the information and training
provided for all parents
Serves as a medium between various District departments and
community agencies in an effort to keep parents informed of
upcoming activities and events
Inform parents regarding Supplemental Educational Services
(SES) available for campuses in need of improvement;
program’s eligibility criteria, process and funding. Parents will
be informed during the campus weekly meetings: twice a
month during the months of September and December 2013;
and once a month during the months of January through May
2014.
Creating a college going culture for all students.
Creating an awareness of overall health and well-being for
families.
Providing flexible meeting schedules in an effort to
accommodate working parents.
IV. Summary of Needs: The Parental Involvement Department, after thorough review of multiple, data sources, assessed its program effectiveness and determined
that through the collaboration of various District departments and community entities the following needs would be addressed:
1. Educate campus administrators and teachers during faculty and grade level meetings as to the academic and non-academic benefits of a strong parent-school
partnership. The Department will also provide campus administrators and teachers with home/school literature and newsletters that contain information on how
to implement parent/child activities in the classroom and at home. Furthermore, the literature will also emphasize the benefits of embracing parents as partners.
2. Provide parents with training academic on strategies in the areas of ELA, Math and Science. The District Specialists from Curriculum and Instruction, Texas
Literacy Initiative, Bilingual and other District Programs will train parents during cluster parent meetings. In addition, information in the areas of
Bullying/Violence, Internet Safety, Sexuality, Attendance and Gangs will be provided for parents so that they can be better prepared to identify particular
characteristics that may be associated with behavioral changes in their children.
3. Educate parents on the importance of reading with and to their children especially during the early childhood stage. Through the Reading is Fundamental: Family
of Readers and the Bowdoin Method Curriculum, parents will be provided with techniques and tools that are essential to carrying out the parent and child
activities at home.
4. Inform parents regarding Supplemental Educational Services (SES) available for campuses in need of improvement; program’s eligibility criteria, application
process and available funding. Parents will be informed during the campus weekly meetings: twice a month during the months of September and December
2013; and once a month during the months of January through May 2014.
5. Create a college going culture by providing parents with information on colleges, the importance of a post secondary education and strategies
to help create a vision for the future. Provide parents with information regarding AP courses, Dual Enrollment and Higher Education. The
“Abriendo Puertas” curriculum will be utilized for parent training and presentations. Collaboration with the United Way Partners for
Postsecondary Success Student Ambassadors will strengthen the outreach to parents of high school students.
6. Create an awareness of overall health and well-being for families by providing parents with
data from the Families in Training screenings. This information will be presented to parents through cluster meetings and hands on training in an effort
to facilitate the making of informed, healthy choices for themselves and their families.
7. Provide parents with flexible parent meeting schedules which include sessions and seminars in the evening. The New Horizons Initiative will offer specific
topics for families whose children may be in danger of getting involved in at-risk behaviors, such as dropping out of school, truancy, violence, drugs, or
behavioral mishaps.
To best support parental involvement efforts and meet the identified needs at the District and Campus level; activities, resources and implementation timelines are set
forth in the Parents and Community section of the 2013-2014 District Improvement Plan.
43
I. Data Sources Reviewed for Technology.
List the actual data sources and specifics that pertain to your area.
Texas Star Chart
Electronic Registration Online
II. Findings/Analysis for Technology
Thanks mostly to E-rate funding, the technology infrastructure is in good shape. Leadership at the district and campus level has improved over the
years as has the setting for technology. This gives us a good foundation for technology usage in BISD.
After considering the data, the technology committee determined to continue to promote technology professional development through online and faceto-face instruction.
Strengths
Technology Infrastructure
Professional Development in
Technology Integration
Technology Leadership
Campus Technology Support
Instructional Setting for Technology
Campus Hardware
III. Summary of Needs for Technology
There are three areas of greatest need for the district. The first is increased professional development in the area of technology and technology
integration. The second area of need is in technical support for technology. Finally we are in need of two or more centrally located training centers in
which to conduct professional development.
44
 Technology Support Teachers at each campus will provide some professional development at their individual campus and 24/7 online
training will continue to be supported. This will aid the 3 lead teachers who will continue to provide face-to-face, as well as web based
instruction. Technology Services will continue to support the TECH 21 program as well. This is to improve capacity in the area of
campus based technology training. This leverages professional development by creating trainer-of-trainers and technology communities
at the campuses.
 Technician will support campuses in all their technical needs. Lead Teachers will continue to provide much needed support and training
for the district and Technology Support Teachers will continue to be supported at the campuses.
Pre-services will take place in the early fall. In-service will begin in September and post-service training will take place in June.
Technicians will be available year round.
 The Texas StarChart will be used for formative and summative evaluations. Previous years starcharts will be used to determine the current
years need. All Starcharts will be completed by the spring. This will allow additional formative data and a summative evaluation in the
spring.
 ERO will be used as a formative evaluation and to help determine the type of professional development to be offered to campuses.
45
The goal of the Title I, Part C, Migrant Education Program (MEP) is to ensure that all migrant children be given the full and appropriate educational opportunities in
order to achieve academic success. And to especially provide coordinated support to the children whose education has been interrupted during the regular school
year. Furthermore, the MEP must ensure that migrant parents receive the most current and accurate information regarding their children’s education and be provided
with opportunities for regular consultation through the Migrant Parental Advisory Council (PAC).
I.
2013-2014 Data Sources Reviewed for Migrant Education Program
NGS Priority for Service District Report
NGS Campus Report
NGS State Formal Assessment Report
NGS Late Entry / Earl Withdrawal Report
NGS Max Continuing Enrollment Report
NGS Partial Credit Report
NGS Residency Report
NGS Supplemental Report
NGS Migrant Student Mobility Report
NGS Retention Report
NGS District Report
NGS Unique Count
NGS On-time Graduation Report
NGS Migrant Student Eligibility Report
II.
PBMAS NCLB Report
ICRs
TAKS Results – AEIS-IT
PEIMS Migrant No Show Report
TMIP Out of State Testing Reports
Out of School Survey
High School Student Survey
Middle School Student Survey
Migrant Parent Survey
Identification and Recruitment Survey
Courtesy Survey
Migrant Instructional Staff Survey
Migrant Office Staff Survey
Findings/Analysis for: Migrant Education
Strengths
Extended day homework assistance sessions for migrant
students have expanded in elementary and middle school
campuses
Increased participation of the migrant middle school
students in the various initiatives
Increased number of migrant students being accepted
into the CAMP programs
Increased number of courses being completed through
the extended day opportunities
Increased number of survey responses to allow us to get
a better representation
Before and after school tutorials are having positive
impacts with migrant students at the campuses where
they are held
State assessment scores met state standards for all
migrant students (2012 PBMAS)
Extended day academic support opportunities for migrant
1st grade students needs to improve
Continue to increase the migrant graduation rate
Attendance of PFS students into the tutorial opportunities
needs to improve
More advocacy is needed to bring support to all migrant
students throughout the grades
Participation at the migrant PAC meetings needs to
increase
Campus tutorials earmarked for migrant students only
need to increase
PFS migrant students need to improve in all areas of the
state assessment 3rd – 12th
46
Increased credit recovery / accrual opportunities to
the summer migrant programs
Increase academic monitoring of migrant students to
ensure grade promotions and on time graduation
Increased student awareness of post graduation
opportunities such as CAMP, scholarship, work
study, etc.
Increased parental involvement opportunities thru
meetings, and activities to ensure awareness of
program opportunities
III.
Migrant students test results need to improve in all areas of the
state assessment 3rd – 12th
Elementary and Middle School advocates (2) are needed to
address the special academic and social engagement needs of
migrant students that impact personal decisions on school
attendance /participation
An additional migrant counselor for high school, this would
allow each counselor to address 3 campuses each
A new server is needed to ensure the migrant student files are
properly updated, stored, shared, backed up and MEP Office
computers communicate accurately with each other
The addition of a full time social worker to the MEP Office in
order to bring a more comprehensive supplemental support to
migrant families
Summary of Needs for Migrant Education Program
The Migrant Program extensively used multiple surveys and the New Generation System (NGS) Reports that allowed the MEP staff and PAC officers to analyze
the program’s effectiveness and make necessary adjustments and /or changes to the various Plans of Action used by the MEP to address the special needs of
migrant students and their families and ensure that the Eight Statewide Needs, Seven Areas of Concern, and the Seven Areas of Focus are incorporated into the
initiatives. The 2013-2014 needs are:
Extended day academic support opportunities for migrant 1st grade students needs to improve
Continue to increase the migrant graduation rate
Attendance of PFS students into the tutorial opportunities needs to improve
More advocacy is needed to bring a more comprehensive support to all migrant students throughout the grades
Participation at the migrant PAC meetings needs to increase
Campus tutorials earmarked for migrant students only need to increase
PFS migrant student’s test results need to improve in all areas of the state assessment 3rd – 12th
Migrant student’s test results need to improve in all areas of the state assessment 3rd – 12th
Elementary and Middle School advocates (2) are needed to address the special academic and social engagement needs of migrant students that impact
personal decisions regarding school attendance /participation
An additional migrant counselor for high school, this would allow each counselor to address 3 campuses each
A new server is needed to ensure the migrant student files are properly updated, stored, shared, backed up and MEP Office computers communicate
accurately with each other
The addition of a full time social worker to the MEP Office in order to bring a more comprehensive supplemental support to migrant families
IV.
2013-2014 District Improvement Plan Action Steps include the following:
 Strategies/Activities including measurable objective
 Funding/FTE
 Timeline
47
District Needs Assessment Summary
TEST
GRADE LEVEL
AREA
2008-2009
2009-2010
2010-2011
TAKS
GRADE 3
Reading
88
90
87
Math
84
85
88
Reading
78
79
86
Math
64
60
66
Reading
84
81
80
Math
88
90
91
Writing
94
92
93
Reading
83
85
83
Math
74
63
70
Writing
90
88
92
Reading
83
83
85
Math
90
89
87
Science
86
91
88
Reading
77
86
77
Math
62
62
51
Science
59
59
60
Reading
85
85
84
Math
87
88
88
Writing
94
92
93
Science
86
91
89
(English)
TAKS
GRADE 3
(Spanish)
TAKS
GRADE 4
(English)
TAKS
GRADE 4
(Spanish)
TAKS
GRADE 5
(English)
TAKS
GRADE 5
(Spanish)
TAKS
GRADES 3-5
(English)
2011-2012*
2012-2013
GAIN/LOSS
*The performance standards for STAAR Grades 3-8 could not be set in time to report Spring 2012 passing standards in the regular time frame. These performance standards will
be established in fall 2012 and will then be applied to Spring 2012 test scores- TEA Assessment and Accountability Presentation to House Committee on Public Education
(June 19, 2012)
STAAR Data will be reported in January 2012.
More information can be obtained visiting the TEA website: http//www.tea.state.tx.us/student.assessment/staar
48
TEST
GRADE LEVEL
TAKS
Commended
GRADES 3-5
*English
AREA
2008-2009
2009-2010
2010-2011
Reading
24
29
31
Math
36
31
35
Writing
29
26
29
Science
40
44
42
TAKS*
Test Taking Rate
PARTICIPATION
TAKS-M*
GRADES 3-11
TAKS-ALT
GRADES 3-11
84
85
83
Math
79
80
77
Writing
76
81
78
Science
57
55
56
Social Studies
69
65
61
6.6
6.0
6.6
96
98
99
1.1
1.2
1.2
All Tests
Test Taking Rate
TAKS-ALT*
(1%)
PARTICIPATION
2012-2013
GAIN/LOSS
96.5
Reading
Test Taking Rate
TAKS-M*
(2%)
PARTICIPATION
2011-2012*
(June 19, 2012)
49
TEST
GRADE LEVEL
TAKS
GRADE 6
TAKS
GRADE 7
TAKS
GRADE 8
TAKS
GRADES 6-8
TAKS
Commended
GRADES 6-8
AREA
2008-2009
2009-2010
2010-2011
Reading
80
84
81
Math
80
82
80
Reading
80
80
83
Math
81
81
80
Writing
93
95
93
Reading
85
89
84
Math
84
86
78
Science
72
79
78
Social Studies
93
96
94
Reading
82
85
83
Math
82
83
80
Writing
93
95
93
Science
72
79
78
Social Studies
93
96
94
Reading
33
28
28
Math
19
21
21
Writing
30
32
31
Science
17.2
28
27
Social Studies
34.1
40
34
*
*
TAKS
Test Taking Rate
PARTICIPATION
2011-2012*
2012-2013
GAIN/LOSS
(June 19, 2012)
50
TEST
GRADE LEVEL
TAKS-M
GRADES 6-8
AREA
2008-2009
2009-2010
2010-2011
Reading
*
*
85
Math
*
*
78
Writing
*
*
71
Science
*
*
68
Social Studies
*
*
65
*
*
6.8%
*
*
98.2%
Test Taking Rate
TAKS-M
(2%)
PARTICIPATION
TAKS-ALT
GRADES 6-8
All Tests
Test Taking Rate
TAKS-ALT
(1%)
PARTICIPATION
2011-2012*
2012-2013
GAIN/LOSS
1.2%
(June 19, 2012)
51
TEST
GRADE LEVEL
TAKS
GRADE 9
TAKS
GRADE 10
TAKS
GRADE 11
TAKS
GRADES 9-11
Year 2012
Grades 10&11
AREA
2008-2009
2009-2010
2010-2011
2011-2012
Reading
85
88
84
STAAR-R32/W26
Math
67
68
69
STAAR-A29/G65
Biology
STAAR-23
W. Geology
STAAR-25
Reading/ELA
90
91
92
90
Math
72
79
81
76
Science
63
72
76
72
Social Studies
93
96
94
94
Reading/ELA
89
88
89
88
Math
81
90
90
88
Science
80
88
43
91
Social Studies
96
97
97
97
Reading/ELA
88
89
89
87
Math
73
79
79
80
Science
72
80
76
80
Social Studies
93
97
96
94
17
20
14
18
17
18
19
21
7
13
9
14
27
44
43
43
96.6
96.8
96.5
N/A
Reading/ELA
TAKS
Commended
Math
GRADES 9-11
Science
Year 2012
Social Studies
Grades 10&11
TAKS
PARTICIPATION Test Taking Rate
GRADES 3-11
2012-2013
GAIN/LOSS
52
TEST
GRADE LEVEL
TAKS-M
GRADES 9-11
(2012
Grades 10 & 11)
AREA
2008-2009
2009-2010
2010-2011
2011-2012
Reading/ELA
*
*
69
65
Math
*
*
61
61
Science
*
*
47
38
Social Studies
*
*
55
58
5.9
*
Test Taking Rate
TAKS-M
(2%)
PARTICIPATION
TAKS-ALT
GRADES 9-11
All Tests
(2012 STAAR
ALT)
TAKS-ALT
Test Taking Rate
PARTICIPATION
(1%)
(2012 STAAR
Grades 3-11
ALT)
*
*
*
97.9
*
1.1
1.2
1.1%
*
2012-2013
GAIN/LOSS
*Scores will be reported in January 2012.
53
TEST
GRADE LEVEL
AREA
Beginning
TELPAS
Kindergarten
Intermediate
Listening/Speaking/
Advanced
Reading/Writing
Advanced High
Composite
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
GAIN/LOSS
58
48
34
-14
22
25
31
-6
13
16
21
+5
6
11
14
+3
Beginning
TELPAS
st
1 Grade
Intermediate
Listening/Speaking/
Advanced
Reading/Writing
Composite
Advanced High
31
27
25
-2
30
29
29
0
24
26
24
-2
15
19
23
+4
Beginning
TELPAS
2nd Grade
Intermediate
Listening/Speaking/
Advanced
Reading/Writing
Advanced High
Composite
12
10
8
-2
34
27
26
-1
29
32
31
-1
25
30
36
+6
Beginning
TELPAS
rd
3 Grade
Intermediate
Listening/Speaking/
Advanced
Reading/Writing
Advanced High
Composite
11
10
8
-2
21
17
19
+2
29
30
31
+1
38
43
42
-1
Beginning
TELPAS
4th Grade
Intermediate
Listening/Speaking/
Advanced
Reading/Writing
Composite
Advanced High
6
7
6
-1
18
19
17
-2
29
33
30
-3
47
40
47
+7
5
5
6
+1
13
11
15
+4
24
24
20
-4
58
60
59
-1
Beginning
TELPAS
th
5 Grade
Intermediate
Listening/Speaking/
Advanced
Reading/Writing
Advanced High
Composite
54
TEST
GRADE LEVEL
TELPAS
AMAOs 1 Progress
TELPAS AMAO 2
Attainment
AMAO 3
AYP
AREA
2008-2009
2009-2010
2010-2011
K-2
61
63
+5.5
3-12
65
56.5
(K-12)
64
+6.5
K-2
16.2
24
+4.8
3-12
44 (63)
18.2
(1-4 Years)
31.8(5+ Years)
45
+12.2
Reading
MET
MET
MET
MET
Math
MET
MET
MET
MET
76
(Preview)
79
(Preview)
80
+1
TAKS/TELPAS
AEIS ELL
(K-5)
Progress Indicator
2011-2012
2012-2013
GAIN/LOSS
55
TEST
GRADE LEVEL
AREA
Beginning
TELPAS
6th Grade
Intermediate
Listening/Speaking/
Advanced
Reading/Writing
Advanced High
Composite
Beginning
TELPAS
th
7 Grade
Intermediate
Listening/Speaking/
Advanced
Reading/Writing
Composite
Advanced High
Beginning
TELPAS
8th Grade
Intermediate
Listening/Speaking/
Advanced
Reading/Writing
Advanced High
Composite
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
GAIN/LOSS
7
4
5
+1
21
15
18
+3
42
45
36
-11
30
36
42
+6
6
5
5
0
18
21
14
-7
33
34
33
-1
44
40
48
+8
8
9
4
-5
20
11
21
+10
31
36
30
-6
41
44
44
0
TELPAS AMAO 1
Progress
3-12
65
56.5
64
+6.5
TELPAS AMAO 2
Attainment
3-12
44 (63)
18.2(1-4 Years)
31.8 (5+ Years)
24
45
+4.8
+12.2
Reading
MET
MET
MET
MET
Math
MET
MET
MET
MET
76
(Preview)
79
(Preview)
80
+1
AMAO 3
AYP
TAKS/TELPAS
AEIS ELL
(6-8)
Progress Indicator
56
TEST
GRADE LEVEL
AREA
2008-2009
2009-2010
2010-2011
Beginning
12
14
11
-3
Intermediate
19
21
22
+1
Advanced
32
34
31
-3
Advanced High
37
31
35
+4
Beginning
2
2
6
+4
Intermediate
11
21
14
-7
Advanced
34
35
31
-4
Advanced High
52
42
48
+6
Beginning
6
4
6
+2
Intermediate
20
17
23
+6
Advanced
30
41
32
-9
Advanced High
44
38
39
+1
Beginning
2
2
3
+1
Intermediate
16
15
21
+6
Advanced
30
41
41
0
Advanced High
53
43
35
-8
TELPAS AMAO 1
Progress
3-12
65
56.5
64
+6.5
TELPAS AMAO 2
Attainment
3-12
44 (63)
18.2(1-4 Years)
31.8 (5+ Years)
24
45
+4.8
+12.2
AMAO 3
AYP
Reading
MET
MET
MET
MET
Math
MET
MET
MET
MET
AEIS ELL
Progress Indicator
TAKS/TELPAS
(9-12)
76
(Preview)
79
(Preview)
80
+1
TELPAS
9th Grade
Listening/Speaking/
Reading/Writing
Composite
TELPAS
10th Grade
Listening/Speaking/
Reading/Writing
Composite
TELPAS
11th Grade
Listening/Speaking/
Reading/Writing
Composite
TELPAS
12th Grade
Listening/Speaking/
Reading/Writing
Composite
2011-2012
2012-2013
GAIN/LOSS
57
TEST
GRADE LEVEL
AREA
2008-2009
2009-2010
2010-2011
76
(Preview)
79
(Preview)
80
+1
ELA
51
51
53
+2
Math
60
65
67
+2
Class of 2008
Class of 2009
Class of 2010
41.1
33
35
+2
8.9
10.3
9.2
+1
907
908
904
-1
16.8
17.2
17.5
+.3
Class of 2008
Class of 2009
Class of 2010
ELA
51
47
56
+9
Math
55
55
65
+15
Both Subjects
36
35
44
+9
AP
English Language
Percentage
3 or Above
8
8
8.4
+1.4
AP
English Literature
Percentage
3 or Above
16
10
6.6
-2.4
AP
Calculus
Percentage
3 or Above
AP
Statistics
Percentage
3 or Above
TAKS/TELPAS
AEIS ELL
(3-12)
Progress Indicator
Texas Success
Initiative
Higher Education
Readiness
Component
SAT/ACT
Percentage
Participation
At or Above
Criterion
Average SAT
Average ACT
College-Ready
2011-2012
Class of 2011
Class of 2011
2012-2013
GAIN/LOSS
Class of 2012
Class of 2012
AB: 9
AB: 12
AB: 6.4
AB:
AB:
AB:-4.4 -4.8
BC: 0
BC: 0
BC: NA
BC:
BC:
BC: 0
5
5
0
-5
58
TEST
GRADE LEVEL
AREA
2008-2009
2009-2010
2010-2011
AP
Biology
Percentage
3 or Above
0
0
0
0
AP
Chemistry
Percentage
3 or Above
0
0
NA
NA
AP
Physics
Percentage
3 or Above
0
0
0
0
AP
World History
Percentage
3 or Above
3
6
6
0
AP
European History
Percentage
3 or Above
10
17
2
-15
AP
US History
Percentage
3 or Above
6
5
6.6
1.6
AP
Economics
Percentage
3 or Above
*
0
0
0
AP
Government
Percentage
3 or Above
10
3
0
-3
82
73
74.25
.25
3 + High School
AP
Spanish Language 3+ Middle School
2011-2012
2012-2013
GAIN/LOSS
AP
Spanish Literature
Percentage
3 or Above
70
78
52.3
25.7
AP
French Language
Percentage
3 or Above
50
0
0
0
AP
French Literature
Percentage
3 or Above
0
*
NA
NA
AP
Art History
Percentage
3 or Above
0
*
NA
NA
59
TEST
GRADE LEVEL
AREA
2008-2009
2009-2010
2010-2011
AP
Art 2D Portfolio
Percentage
3 or Above
*
17
17
NA
AP
Music Theory
Percentage
3 or Above
*
28
33
+5
AP
Music Aural
Percentage
3 or Above
*
33
33
NA
AP
Music Non Aural
Percentage
3 or Above
*
67
*
NA
Student Data
Subgroup
2008-2009
2009-2010
2010-2011
All Students
96.2
95.8
96.1
0.3
White
95.9
94.6
95.0
0.4
Hispanic
96.2
95.8
96.1
0.3
Asian
97.0
96.7
96.2
-0.5
Eco. Disadv.
96.2
95.9
96.1
0.2
Special Ed.
94.6
94.2
94.7
0.5
LEP
96.8
96.3
96.4
0.1
At-Risk
95.7
95.3
95.7
0.4
Attendance
Rate
2011-2012
2011-2012
2012-2013
2012-2013
GAIN/LOSS
GAIN/LOSS
60
Student Data
Completion
Rate I
4 YR / 5 YR
Cohort Class
Subgroup
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
Class of 2008
Class of 2009
Class of 2010
Class of 2011
Class of 2012
All Students
83.5 / 81.4
88.0 / 86.3
92.3 / *
+3.3
White
86.3 / 86.8
88.4 / 88.4
96.6 / *
+6.2
Hispanic
83.4 / 81.2
88.0 / 86.2
92.2 / *
+3.2
Asian
*
93.8 / *
*/*
*
Eco. Disadv.
84.1 / 81.9
90.4 / 87.9
93.8 / *
+3.4
Special Ed.
75.5 / 72.1
83.6 / 80.9
91.4 / *
+6.8
LEP
57.5 / 51.0
58.9 / 54.2
66.8 / *
+6.9
At-Risk
76.8 / 73.0
86.0 / 83.5
91.0 / *
+5.0
83.5 / 81.4
88.0 / 86.3
92.3 / *
+3.3
Class of 2008
Class of 2009
Class of 2010
All Students
66.9 / 76.8
76.5 / 84.6
82.7 / *
+6.2
White
86.4 / 86.4
76.1 / 84.5
93.1 / *
+6.7
82.4 / *
+6.3
Class of 2011
GAIN/LOSS
Class of 2012
Graduation
Rate
Hispanic
77.9 / 86.8
66.5 / 76.5
4 YR / 5 YR
Asian
*
93.8 / 93.8
*/*
*
Eco. Disadv.
66.8 / 77.1
78.2 / 86.0
83.7 / *
+4.5
Special Ed.
44.5 / 60.2
57.7 / 72.1
70.2 / *
+10.5
LEP
35.0 / 46.7
38.3 / 51.7
51.2 / *
+10.9
At-Risk
53.0 / 66.6
70.0 / 78.9
76.9 / *
+6.9
Cohort Class
61
Student Data
Dropout
Rate
RHSP/DAP
Graduates
Subgroup
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
GAIN/LOSS
Grades 9-12
Grades 9-12
Grades 9-12
Grades 9-12
Grades 9-12
Grades 9-12
All Students
0.2/1.8
0.2/1.6
0.2/1.6
0.0/-0.2
White
0.0/1.5
0.0/1.2
0.0/1.2
0.0/-0.3
Hispanic
0.2/1.8
0.2/1.6
0.2/1.6
0.0/-0.2
Asian
0.0/0.0
0.0/0.0
0.0/0.0
0.0/0.0
Eco. Disadv.
0.1/1.4
0.1/1.3
0.1/1.3
0.0/-0.1
Special Ed.
0.1/3.1
0.2/2.2
0.2/2.2
+0.1/-0.9
LEP
0.3/2.7
0.4/3.4
0.4/3.4
+0.1/+0.7
At-Risk
0.2/1.9
0.2/1.9
0.2/1.9
0.0/0.0
Class of 2008
Class of 2009
Class of 2010
All Students
Hispanic
93.1
90.4
86.9
-2.7
93.2
90.3
87
-2.9
White
91.9
95.1
78.6
+3.2
Asian
80.0
86.7
100
+6.7
LEP
56.5
87.5
86.6
+32
At-Risk
87.6
86.4
82.4
-2.2
Eco. Disadv.
93.2
90.3
86.3
-2.9
Special Ed.
45.4
42.6
23.1
-2.8
Migrant
86.5
81.8
81.7
-5.7
Class of 2011
Class of 2012
62
Student Data
Subgroup
Title I
Economically
District
Disadvantaged
Demographics
Disaggregated by Limited English
Proficient (LEP)
Subgroup
(9-12)
At-Risk
2008-2009
2009-2010
2010-2011
2011-2012
46,077
46,909
47,499
49,655
1,515
1,450
1,375
1,352
8,797
7,834
8,562
8,698
2012-2013
GAIN/LOSS
63
Staff Data
Area
2008-2009
2009-2010
2010-2011
44.7%
44.6%
44.4
7.1%
7.5%
7.6
2.7%
2.6%
2.6
Total Staff
Teachers
Professional
Support
Campus
Administration
Central
Administration
Educational
Aides
Auxiliary Staff
0.2%
0.1%
0.1
9.9%
11.1%
10.3
33.4%
32.2%
32.9
No Degree
2.8%
5.1%
0.5
Bachelors
81.8%
82.6%
86.4
Masters
15.2%
11.1%
10.9
Doctorate
Beginning
Teachers
1-5 Years
Experience
6-10 Years
Experience
11-20 Years
Experience
Over 20 Years
Experience
Teachers
0.2%
0.2%
0.2
5.0%
3.8%
9.2
26.7%
27.6%
22
21.0%
21.8%
22.2
26.3%
25.7%
25.6
20.1%
20.1%
2.0
6.6%
6.3%
6.3
Teachers by
Highest Degree
Held
Teachers by Years
of Experience
Turnover Rate
64
Student Data
Students with
Disciplinary
Placements
Grades 3-5
Student Data
Students with
Disciplinary
Placements
Grades 6-8
Student Data
Students with
Disciplinary
Placements
Grades 3-5
Subgroup
2008-2009
2009-2010
2010-2011
2011-2012
All Students
469
642
604
-38
LEP
255
324
400
+76
Special Ed.
105
166
152
-14
Subgroup
2008-2009
2009-2010
2010-2011
All Students
7,776
8,414
9,270
+856
LEP
2,223
2,343
4,425
+2,082
Special Ed.
1,781
1,943
1,826
-117
Subgroup
2008-2009
2009-2010
2010-2011
All Students
6,572
9,291
8,044
-1,247
LEP
2,043
1,228
1,751
+523
Special Ed.
1,658
2,266
1,867
-399
2011-2012
2011-2012
2012-2013
2012-2013
2012-2013
GAIN/LOSS
GAIN/LOSS
GAIN/LOSS
65
Language Arts
State/BISD Goal: The students in the public education system will demonstrate exemplary
performance in Reading and Writing of the English language.
BISD Annual Performance Objective: A minimum of 90% of Exit Level retesters will demonstrate mastery on the TAKS
assessment in ELA. A minimum of 40% Exit Level retesters taking the TAKS ELA
exam will achieve commended performance.
BISD STAAR Objective: A minimum of 90% of students will achieve a Level 11 Recommended Performance on
STAAR/EOC ELAIR Assessments. A minimum of 40% of students will achieve a
Level III Advanced Performance.
District Objectives/Summative Evaluation
Test Data
Grade Level
R/W
Subgroup
TAKS
2010-2011
R/W
TAKS
Grade 3
(English)
Reading
All Students*
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
87
77
99
91
83
84
87
86
98
77
87
TAKS
Commended
2010-2011
R/W
35
35
35
65
10
15
35
8
61
24
35
Accountability Projected Minimum/
Standard
Commended
AYP/State/
2010-2011
Commended
R/W
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
TAKS
Actual
2010-2011
R/W
87
87
99
91
83
84
87
86
98
77
87
TAKS
Actual Commended
2010-2011
Gain/Loss
(% Points)
35
35
35
65
10
15
35
8
67
24
35
-3
-3
+9
+1
-7
-6
-3
-4
+8
-13
-3
Note: Data listed as percentages
66
Test Data
Grade Level
R/W
TAKS
Grade 3
(Spanish)
Reading
TAKS
Grade 4
(English)
Reading/Writing
TAKS
Grade 4
(Spanish)
Reading/Writing
Subgroup
All Students*
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
All Students*
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
All Students*
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
TAKS
2010-2011
R/W
85
85
*
*
85
100
85
80
100
100
*
79/93
79/93
93/95
100/100
72/88
68/89
79/94
46/74
96/99
70/94
*
84/92
84/92
*
*
84/92
84/92
75/92
100/100
67/80
*
TKAS
Commended
2010-2011
R/W
40
40
*
*
40
0
39
40
57
0
*
26/29
26/29
58/41
62/80
19/12
3/16
25/24
7/19
61/62
19/22
*
36/28
36/28
*
*
36/29
36/29
35/29
8/8
0/67
0/0
*
Standard
Commended
AYP/State/
2010-2011
Commended
R/W
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
TAKS
Actual
2010-2011
R/W
86
86
*
*
86
86
85
80
100
100
*
80/93
80/93
92/96
99/99
66/87
70/87
80/91
72/81
96/99
70/94
*
83/92
83/92
*
*
83/92
83/92
83/92
75/92
100/100
67/80
*
TAKS
Actual Commended
R/W
40
40
*
*
40
0
39
40
57
0
*
26/29
26/29
58/41
62/80
19/12
5/16
25/24
7/9
6/62
19/22
*
36/29
36/28
*
*
36/29
36/29
35/29
8/8
0/67
0/0
*
Gain/Loss
(% Points)
-4
-4
*
*
-4
-4
-5
-10
+10
+10
*
-10/-11
-10/-11
+2/+1
+9/+40
-36/-28
-30/-24
-10/-16
-8/-31
+6/+28
-30/+18
*
-54
*
*
-7/-11
-7/-11
-7/-11
-82/-32
-90/+27
-90/-10
*
67
Test Data
Grade Level
R/W
TAKS
Grade 5
(English)
Reading
TAKS
Grade 5
(Spanish)
Reading
TAKS-M
Grade 3
Reading
Subgroup
TAKS
2010-2011
R/W
All Students*
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
All Students*
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
85
84
95
100
60
70
83
55
98
75
*
76
75
100
*
76
75
75
45
100
55
*
89
88
100
*
92
90
89
89
92
*
TAKS
Commended
2010-2011
R/W
32
32
55
50
7
13
30
10
70
15
*
24
23
0
*
23
23
23
11
50
11
*
20
20
0
*
16
20
20
20
33
*
Standard
Commended
AYP/State/
2010-2011
Commended
R/W
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
TAKS
Actual
2010-2011
R/W
85
85
95
99
63
73
85
77
55
75
*
77
76
100
*
77
77
77
44
100
55
89
89
88
100
100
92
89
90
89
92
*
TAKS
Actual Commended
R/W
Gain/Loss
(% Points)
32
32
55
50
7
13
30
10
70
15
*
24
23
0
*
23
23
23
11
50
4
20
20
20
0
16
20
20
20
20
31
*
-5
-5
+5
+9
-27
-17
-5
-13
-35
-25
*
-13
-14
+10
*
-13
-13
-13
-46
+10
-35
-11
-1
-2
+10
+10
+2
+9
10
-1
+2
*
68
Test Data
Grade Level
R/W
TAKS-M
Grade 4
R/W
TAKS-M
Grade 5
Reading
TAKS-Alt
Grade 3
Reading
Subgroup
TAKS
2010-2011
R/W
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
84
84/84
*
*
84/84
81/83
84/84
84/84
93/93
*
87
87
100
*
83
85
86
87
100
*
100
100
*
*
100
100
100
100
100
*
TAKS
Commended
2010-2011
R/W
11/12
11/12
*
*
6/7
11/11
12/12
12/12
8/8
*
14
14
100
*
7
12
14
14
9
*
15
15
*
*
0
15
15
15
15
*
Standard
Commended
AYP/State/
2010-2011
Commended
R/W
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
TAKS
Actual
2010-2011
R/W
86/83
86/83
*
*
91/82
84/83
86/82
84/84
100/80
83/93
87
87
100
*
83
86
87
87
100
*
100
100
*
*
100
100
100
100
100
*
TAKS
Actual Commended
R/W
15/11
15/11
*
*
12/6
12/10
15/11
12/12
27/7
8/18
15
14
100
*
7
12
14
14
17
*
14
14
*
*
0
15
14
15
15
*
Gain/Loss
(% Points)
-4/+43
-6/+43
*
*
+1/+42
-6/+42
-4/+42
-6/+44
+10/-46
-7/+53
-3
-3
+10
*
-3
-4
-3
-3
+10
*
+10
+10
*
*
+10
+10
+10
+10
*
69
Test Data
Grade Level
R/W
TAKS-Alt
Grade 4
R/W
TAKS-Alt
Grade 5
Reading
Subgroup
TAKS
2010-2011
R/W
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
100/100
100/100
*
100/100
100/100
*
100/100
100/100
100/100
*
100
100
100
*
100
*
100
100
*
*
TAKS
Commended
2010-2011
R/W
12/13
13/13
*
0/10
40/40
*
13/13
12/12
12/12
*
3
3
4
*
0
*
3
3
*
*
Standard
Commended
AYP/State/
2010-2011
Commended
R/W
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
TAKS
Actual
2010-2011
R/W
100/100
100/100
*
100
100/100
*
100/100
100/100
100/100
*
100
100
100
*
0
*
100
13
3
*
TAKS
Actual Commended
2010-2011
R/W
12/14
12/14
*
0/0
40/40
*
12/14
13/13
12/12
*
12
13
4
*
0
*
13
3
*
*
Gain/Loss
(% Points)
+10/+60
+10/+60
*
+10
+10/+0
*
+10/+60
+10/+60
+10/+60
*
+10/-88
+10/-87
+10/96
*
+10/-100
*
+10-87
+10/+97
*
*
70
Test Data
Grade Level
R/W
Subgroup
TAKS
2010-2011
R/W
TAKS
Grade 6
Reading
All Students*
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
80
80
80
100
27
80
79
44
97
72
*
TAKS
Commended
2010-2011
R/W
26
26
26
50
2
25
25
2
62
16
*
Standard
Commended
AYP/State/
2010-2011
Commended
R/W
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
TAKS
Actual
2010-2011
R/W
81
80
88
89
52
64
80
65
97
72
*
TAKS
Actual Commended
2010-2011
R/W
26
26
26
50
2
25
25
2
62
16
*
Gain/Loss
(% Points)
-9
-10
-2
-1
-38
-26
-10
-25
+7
-18
*
71
Test Data
Grade Level
R/W
TAKS
Grade 7
Reading/Writing
TAKS
Grade 8
Reading
TAKS-M
Grade 6
Reading
Subgroup
TAKS
2010-2011
R/W
All Students*
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
All Students*
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
83/94
83/95
85/100
100/100
83/94
87/92
88/89
68/76
100/92
98/92
*
84
83
84
100
26
71
83
44
98
82
85
76
76
76
*
60
76
77
76
50
*
TAKS
Commended
2010-2011
R/W
22/31
28/32
85/100
0/0
23/32
25/32
82/93
21/22
30/31
31/32
*
34
34
34
67
3
14
33
6
76
22
36
11
10
10
*
20
11
11
10
17
*
Standard
Commended
AYP/State/
2010-2011
Commended
R/W
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
TAKS
Actual
2010-2011
R/W
83/93
83/93
93/97
99/99
51/80
69/87
82/93
67/72
100/97
98/92
*
84
84
92
99
45
72
84
70
98
82
85
77
77
76
*
75
76
77
76
63
*
TAKS
Actual Commended
2010-2011
R/W
22/31
28/32
85/100
0/0
23/32
25/32
82/92
21/22
30/31
31/32
*
34
34
34
67
3
14
33
6
76
22
36
10
10
10
*
8
11
10
10
13
*
Gain/Loss
(% Points)
-7/+53
-7/+53
-3/+5
+9/+53
-39/+40
-36/+47
-12/+53
-23/+32
+10/+57
+8/+52
*
-6
-6
+2
+9
-45
-28
-6
-20
+8
-8
-5
-13
-13
-14
*
-15
-14
-13
-14
-27
*
72
Test Data
Grade Level
R/W
TAKS-M
Grade 7
Reading/Writing
TAKS-M
Grade 8
Reading
TAKS-Alt
Grade 6
Reading
Subgroup
TAKS
2010-2011
R/W
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
82/81
82/70
82/83
*
92/50
80/70
82/71
82/81
100/70
83/76
83
83
100
*
75
81
84
83
72
50
100
100
100
*
100
*
100
100
*
*
TAKS
Commended
2010-2011
R/W
11/12
11/14
11/20
*
8/0
10/4
11/3
11/12
11/12
11/12
10
10
0
*
0
9
10
10
0
0
3
3
0
*
0
*
3
3
*
*
Standard
Commended
AYP/State/
2010-2011
Commended
R/W
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
TAKS
Actual
2010-2011
R/W
82/71
82/70
82/83
*
92/58
80/70
82/71
82/81
100/70
83/70
84
84
100
*
92
82
84
83
73
87
100
100
100
*
100
*
100
100
*
*
TAKS
Actual Commended
2010-2011
R/W
10/3
10/3
11/20
/
8/8/00
10/410/4
11/311/3
11/12
11/12
11/13
10
10
0
*
15
10
10
10
0
0
3
3
0
*
0
*
3
3
*
*
Gain/Loss
(% Points)
-8
-8
-8
*
+2
-10
-8
-8
+10
-7
-6
-6
+10
*
+2
-8
-6
-7
-17
-3
+10
+10
+10
*
*
+10
+10
*
*
73
Test Data
Grade Level
R/W
TAKS-Alt
Grade 7
Reading/Writing
TAKS-Alt
Grade 8
Reading
Subgroup
TAKS
2010-2011
R/W
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
96/92
96/92
*
*
96/95
*
96/92
96/91
100/100
100/100
100
100
100
*
100
*
100
100
100
100
TAKS
Commended
2010-2011
R/W
6/7
6/7
*
*
6/6
*
7/17
6/6
100/100
12/25
8
7
0
*
0
*
8
8
8
11
Standard
Commended
AYP/State/
2010-2011
Commended
R/W
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
TAKS
Actual
2010-2011
R/W
100/100
100/100
*
*
96/95
*
100/100
96/91
100/100
100/100
100
100
100
*
100
*
100
100
100
100
TAKS
Actual Commended
2010-2011
R/W
6/16
6/16
*
*
6/6
*
7/17
6/6
100/100
13/25
8
7
0
*
0
*
8
8
8
12
Gain/Loss
(% Points)
+10
+10
*
*
*
+10
+6
+10
+10
+10
+10
+10
*
+10
*
+10
+10
+10
+10
74
\
Test Data
Grade Level
R/ELA
STAAR
EOC
English I
Reading/Writing
Subgroup
TAKS
2010-2011
R/W
TAKS
Commended
2010-2011
R/W
All Students*
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
83
84
93
87
46
76
84
42
99
76
23
23
41
75
1
11
23
3
60
17
CTE
83
34
STAAR
2011-2012
Level II
Satisfactory
Recommended
R-32/W-26
R-32/W-26
R-45/W-28
R-70/W-60
R-3/W-1
R-11/W-8
R-31/W-25
R-3/W-1
R-81/W-77
R-16/W-10
R CS-30 R TP-57
W CS-24 W TP-49
STAAR
2011-2012
Level III
Advanced
R-5/W-1
R-5/W-1
R-10/W-3
R-20/W-30
R-0/W-0
R-1/W-0
R-5/W-1
R-0/W-0
R-25/W-8
R-2/W-0
R CS-4 R TP-13
W CS-1 W TP-4
75
Test Data
Grade Level
R/ELA
TAKS
Grade 10
TAKS
Grade 11
TAKS-M
Grade 9
Subgroup
TAKS
2010-2011
R/W
TAKS
Commended
2010-2011
R/W
All Students*
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
92
92
97
100
52
88
92
49
99
95
92
88
90
90
100
6
85
90
54
99
100
90
85
85
92
88
47
75
84
76
81
81
14
14
37
40
0
2
14
0
39
12
11
14
16
18
50
0
7
15
2
51
0
15
24
24
41
67
1
10
15
17
20
20
2010-2011
Accountability
Standard
AYP/State/
Commended
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
TAKS
2011-2012
R/W
TAKS
Commended
2011-2012
R/W
2011-2012
Accountability
Standard
AYP
Gain/Loss
(% Points)
90
90
97
89
44
81
90
48
100
85
91
88
87
97
100
30
81
87
51
98
83
90
*
*
*
*
*
*
*
*
*
*
14
14
14
33
1
4
14
1
14
6
15
22
21
53
83
0
9
21
0
62
12
23
*
*
*
*
*
*
*
*
*
*
87
87
87
87
87
87
87
87
87
87
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
-2/0
-2/0
0/-23
-11/-7
-8/+1
-7/+2
-2/0
-1/+1
+1/-25
-10/-6
-1/+4
0/+8
-3/+5
+7/+35
0/+33
+24/0
-4/+2
-3/+6
-3/-2
-1/+11
-17/+12
0/+8
-
*STAAR EOC TAKS-M Data will be reported in January 2012.
76
Test Data
Grade Level
R/ELA
TAKS-M
Grade 10
TAKS-M
Grade 11
STAAR-ALT
English I
Subgroup
TAKS
2010-2011
R/W
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
73
73
0
*
100
0
76
73
100
85
56
56
0
0
33
55
55
55
50
58
100
100
100
*
100
100
100
100
100
100
TAKS
Commended
2010-2011
R/W
18
0
18
*
10
0
18
18
18
16
2
2
0
0
0
2
0
2
0
6
10
10
0
*
0
10
0
10
10
0
Accountability
Standard
AYP/State/
Commended
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
TAKS
2011-2012
R/W
75
75
73
75
75
60
74
61
61
59
61
61
83
66
*
*
*
*
*
*
*
*
*
*
TAKS
Commended
2011-2012
R/W
17
17
15
17
17
0
19
4
4
4
4
4
17
2
*
*
*
*
*
*
*
*
*
*
2011-2012
Accountability
Standard
AYP
87
87
87
87
87
87
87
87
87
87
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Gain/Loss
(% Points)
+2/-1
+2/+17
+73/+15
-1/-1
+2/-1
-40/-18
-11/+3
+5/+2
+5/+2
+4/+2
+6/+4
+6/+2
+33/+17
+8/-4
-
*STAAR ALT data will be reported in January 2012.
77
Test Data
Grade Level
R/ELA
STAAR-Alt
Grade 10
STAAR-Alt
Grade 11
Subgroup
TAKS
2010-2011
R/W
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
97
97
*
100
100
*
97
97
*
100
100
100
*
*
100
100
100
100
100
100
TAKS
Commended
2010-2011
R/W
6
6
*
0
0
*
7
6
*
50
9
9
*
*
50
9
9
9
0
0
Accountability
Standard
AYP/State/
Commended
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
STAAR-ALT
2011-2012
R/W
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
STAAR-ALT
Advanced
2011-2012
R/W
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
2011-2012
Accountability
Standard
AYP
87
87
87
87
87
87
87
87
87
87
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Gain/Loss
(% Points)
-
*STAAR-ALT Data will be reported in January 2012.
78
Language Arts
State/BISD Goal: BISD students will receive educational opportunities that will produce wellrounded graduates who are prepared for the future, are college/career ready, and
are responsible, independent citizens.
BISD Annual Performance Objective: A minimum of 90% of Exit Level retesters will demonstrate mastery on the
TAKS assessment in ELA. A minimum of 40% Exit Level retesters taking the
TAKS ELA exam will achieve commended performance.
BISD STAAR Objective: A minimum of 90% of students will achieve a Level 11 Recommended
Performance on STAAR/EOC ELAIR Assessments. A minimum of 40% of
students will achieve a Level III Advanced Performance.
Action
Step
1.1
AYP
PBMAS
Programs/Strategies/Activities
Population
th
Provide Language Arts Professional
Development for new and existing Reading,
English, ESL, Special Ed., and Dyslexia and
appropriate CTE teachers in order to
implement a comprehensive ELAR/SLAR
instructional program.
TELPAS
ELPS
PreK-12
grades
students:
District’s instructional curriculum
framework Curriculum-TLI Grant
MI
ELAR/SLAR (English/Spanish Language
Arts & Reading) TEKS-TLI Grant
Pre Kindergarten Guidelines TLI Grant
Center for Improving the Readiness of
Children for Learning and Education
(CIRCLE)-PK
Texas Reading Academies (Grades K-4)
English Language Arts (ELA) and Spanish
Language Arts (SLA) Textbook adoption
(Proclamation 2011)
LEP
ESL
SE
GT
DYS
AR
CTE
Resources
Fund/$ Amount
-State Adopted
Texts
-Center for
Improving the
Readiness of
Children for
Learning and
Education
(CIRCLE)
-Response to
Intervention Model
(RTI)
-Language
Enrichment (LE) I
& II
-Lenguage y Lectura
-Esperanza (Grades
1-2)
Person(s)
Responsible
PK-12 teachers
Special Ed. Teachers
Dyslexia Teachers
CTE Teachers
Principals
Bilingual Lead Teachers
Facilitators/Deans
Lead Teachers/
Department Heads
Language Arts
Specialists
RtI Specialist
Timeline
Formative Evaluation
May 2013
June 2013
August 2013
September
2013
January 2014
February 2014
F: CIRCLE
Phonological
Awareness, Language
and Literacy System
(C-PALLS)
TPRI/ Tejas Lee
Classroom
observations for
implementation
Progress reports,
Walkthroughs,
August 2014
September
2014
October 2014
January 2015
February 2015
Texas Middle School
Fluency Assessment
(TMSFA)
District Benchmark
performance for
subpopulations
79
Action
Step
1.1
English as a Second Language (ESL) Textbook
Adoption (Proclamation 2011)
Pre-Kindergarten Systems Adoption (Proclamation
2011)
Texas Adolescent Literacy Academies (TALA)Grade 7
Response to Intervention (RtI)
CCRS (College and Career Readiness Standards)
State of Texas Assessment of Academic Readiness
(STAAR)
Enseñando la lectura-PK-2nd
Vocabulary Development
Fluency & Accuracy
Sequencing & Pacing
Writing Across the Curriculum
Comprehension Strategies
Effective research-based teaching practices
Classroom Management –(REVIEW360)
Sheltered Instruction
Esperanza (Grades PreK through 2nd)
Preparacion para la lectura
Language Enrichment I & II
Population
Pre AP
TI
PreK-12th
grades
students:
LEP
ESL
MI
SE
GT
DYS
AR
Pre AP
TI
Resources
Fund/$ Amount
Grades K-4 Texas
-Reading Academies
-Preparacion para la
lectura
-Reading Readiness
-Developing
Metacognitive
Skills
-Texas Adolescent
Literacy Academy
(TALA) (6-8)
-TELPAS Rubric
for Writing
- district’s
instructional
curriculum
framework
Funding Source
LOC
FED
$196,050.00
(ELA)1.1,
1.5,1.11, 1.13,1.25
TLI Grant Funds
$66,200.00
State Compensatory
Person(s)
Responsible
Administrators for
Curriculum &
Instruction
Assistant
Superintendent for
Curriculum and
Instruction
Assistant
Superintendent
Region I
Timeline
May 2013
June 2013
August 2013
September
2013
August 13October 31,
2013
Reduction of Dyslexia
referrals to Dyslexia
and Special Education
F: CIRCLE
Phonological
Awareness, Language
and Literacy System
(C-PALLS)
TPRI/ Tejas Lee
Classroom observations
for implementation
Progress reports,
Walkthroughs,
Texas Middle School
Fluency Assessment
(TMSFA)
Reduction of Dyslexia
referrals to Dyslexia and
Special Education
STAAR
TELPAS
80
Action
Step
1.2
Provide Professional Development for new and
existing Elementary and Secondary teachers on
all modules of Texas State Literacy Plan in
order to establish a working plan
Population
th
PreK-12
grades
students:
Resources
Fund/$ Amount
TLI Grant
$66,200.00
Person(s)
Responsible
3 Yr. Old Program-12
teachers
Timeline
February 1April 29, 2013
F: Professional
Development
Evaluations
LEP
ESL
MI
SE
GT
DYS
AR
Pre AP
TI
Dyslexia Teachers
Teacher
Transcripts
Principals
Facilitators/Deans
Lead Teachers/
Department Heads
Language Arts
Specialists
Administrators for
Curriculum & Instruction
Assistant Superintendent
for Curriculum and
Instruction
81
Action
Step
1.3
1.4
Provide Professional Development which utilizes
intensive, multisensory, phonetic methods, as
well as writing and spelling components, for
Dyslexia Teachers in order to implement a
complete comprehensive Dyslexia Program.
All new Dyslexia teachers will complete a two
year training in Basic Language Skills
Dyslexia Reading Program. The adopted
program for the District is the Neuhaus
Curriculum. The Esperanza Curriculum is
for non English speakers.
Provide training for all Dyslexia teachers of
students in grades 6-12 in Multisensory
Reading and Spelling
Continue training for all Dyslexia teachers in
areas that support and expand their current
knowledge base in Orton-Gillingham
approaches and current trends
Continue to provide professional development
for general education campus teachers and
dyslexia teachers in areas of Dyslexia
characteristics, Dyslexia student
identification and implementation of
accommodations
Dyslexia teachers will be committed to
achieving the level of expertise in
completing the Dyslexia Practitioner
Preparation Program
Dyslexia teachers will be committed to revising
or updating the newly developed District
Teacher and Dyslexia Program Operating
Guidelines on a yearly basis
Receive Professional Development in the area of
Reading through attendance of selected teachers,
and administrators at TX TLI Summer Institutes in
order to target areas for improvement and provide
turn-around training.
Population
DYS
Resources
Fund/$ Amount
-Regional
Education
Service Center
-Neuhaus
Education
Center
-Foundations for
Language
-Basic Language
Skills
-Multisensory
Grammar
-Developing
Metacognitive
Skills
-Scientific Spelling
-Multisensory
Reading and
Spelling
Person(s)
Responsible
Assistant Superintendents
Area Assistant
Superintendents for
Curriculum and
Instruction
Timeline
August 2013
September
2013
F: Professional
Development
Evaluations
Teacher transcripts
October 2013
Benchmarks
Administrators for
November
Curriculum & Instruction
2013
Section 504 Dyslexia
Administrator
December 2013
Dyslexia Lead Teacher
Principals
Funding Source
LOC
SCE
TI
Grant $25,000
TI
MI
LEP
SE
AR
GT
DYS
CBDSR Funding/
$500 per Attendee
TLI Grant
$66,200.00
Principal
Facilitator
Teacher Specialist
Teacher-Language Arts
July 2013
Reduce Still
Developing/Needs
Improvement
Performance on Texas
Primary Reading
Inventory (TPRI)/Tejas
Lee (TJL) Beginning of
Year (BOY)/Middle of
Year (MOY)/Progress
Monitoring (PM)
Tasks to below 10%
82
Action
Step
1.5
Develop oral language skills and increase
listening/speaking and reading/writing
proficiency through the use of ELPS and ELAR
strategies in the classroom in order for students to
systematically transition to English literacy.
Population
th
PreK-12
grade
students:
LEP
MI
SE
GT
DYS
Resources
Fund/$ Amount
State-adopted
ESL program
-Sheltered
Instruction
-TEKS
- District’s
instructional
curriculum
framework
-Reading
Smart
Person(s)
Responsible
Bilingual/ESL
Teachers
Timeline
August 2013
F: TPRI/Tejas Lee
Benchmark testing
September 2013
PK-12 Teachers
Special Education
Teachers
October 2013
November 2013
Teacher
Observations
December 2013
Progress Reports
Dyslexia Teachers
Principals
Facilitators/Deans
January 2014
Pre AP
Bilingual Education
February 2014
AP
Administrator for
Curriculum &
Instruction
AR
TI
Funding Source
LOC
FED
$196,050.00
Reading Fluency
March 2014
April 2014
May 2014
1.1, 1.5,1.11,
1.13,1.25
83
Action
Step
1.6
Provide students opportunities to read for
enjoyment in order to gain an appreciation for
literature through the use of the following.
Suggested:
Accelerated Reader
Sustained Silent Reading/ DEAR Time
Reading Log
Read Aloud
Incentives
Reader’s Theatre
Read A Thon
Book Talk
Character Parade
Reader’s Café
DEAR Time
Read Across America
National Book Week
National Library Week
Week of the Young Child
Population
th
PreK-12
grade
students:
LEP
MI
SE
GT
DYS
Pre AP
AP
AR
TI
Resources
Fund/$ Amount
-Library facilities,
print, non-print and
electronic
resources,
100 Book
Challenge,
Accelerated
Reading Software,
Scholastic
Software,
United Streaming,
Classroom
libraries
- CIRCLE
- district’s
instructional
curriculum
framework
Funding Source
Campus Funds
Person(s)
Responsible
Regular Classroom
Teacher
Timeline
August 2013
Sp. Ed. Teachers
September
2013
Dyslexia Teachers
October 2013
Content Area
Teachers
Technology
Teacher
Assistant
Superintendents
Assistant
F: Accelerated
Reading Reports
Reading Logs
TPRI /Tejas LEE
November
2013
December
2013
January 2014
CIRCLE
Phonological
Awareness Language
Learning System
(C-PALLS)
February 2014
Superintendent for
Curriculum &
Instruction
March 2014
April 2014
Campus SBDM
Principals
May 2014
Librarians
1.7
PBMAS
Provide accelerated instruction during regular
school year and extended year for all at risk
students.
PreK-12th grade
students:
LEP
MI
SE
GT
DYS
AR
Pre AP
AP
TI
CTE
Funding Source
State
Compensatory
Federal Funds
PK-12 teachers
Special Ed.
Dyslexia
Lead Teachers
Department Heads
CTE CPOs
Principals
Facilitators/Deans
Bilingual Lead
Teachers
Language Arts
Specialists
Administrators for
Curriculum &
Instruction
Assistant
Superintendent
for Curriculum
and Instruction
August 2013
September 2013
October 2013
January 2014
February 2014
F: Classroom
Observations for
implementation of
TPRI/Tejas Lee
Benchmark testing
August 2014
September 2014
October 2014
January 2015
February 2015
Fluency Monitoring
84
Action
Step
1.8 Provide opportunities for all students to participate
in curricular courses as well as extracurricular
activities in order to develop language usage and
improve proficiency.
Population
th
PreK-12
grade
students:
LEP
Suggested:
MI
PK-12
Broadcasting
Debate/Mock Trial
Visual Representation
UIL
Destination Imagination
Publishing
Newspapers, campus newspapers, literary
magazines
Kid Speak/Teen Speak
Spelling Bee
Book writing/publishing
Ars Poetica
Secondary
Journalism (Middle and High School)
Advanced Placement
Distinguished Achievement Plan
Upper Level English Courses
Dual/Concurrent Enrollment
SE
GT
DYS
Resources
Fund/$ Amount
-ELAR/SLAR TEKS
-State-adopted
Program
-School Newspaper
-Newspapers in
Education
-Advance Placement
(AP) Institutes
- district’s
instructional
curriculum
framework
-CIRCLE
Person(s)
Responsible
Regular Classroom
Teacher
Sp. Ed. Teachers
Dyslexia Teachers
Timeline
August 2013
F: Number of
Students participating
in Recommended and
Distinguished
Graduation Plans
September
2013
October 2013
Content Area
Teachers
November
2013
Principals
December
2013
Language Arts
Specialist
Review number of
students taking
AP/SAT/ACT exams
January 2014
Review number of
students taking
Language Arts AP
tests for credit
February
2014
Benchmark testing
schedules & results
Pre AP
Facilitators/Deans
AP
AR
TI
Funding Source
LOC
Campus Funds
$5,000
Literacy Coaches
Assistant
March 2014
Superintendents
April 2014
Assistant
Superintendent for
Curriculum &
Instruction
May 2014
Number of MS
students receiving
HS/AP credit for High
School courses
85
Action
Step
1.9
AYP
Population
Provide Annual Response to Intervention (RtI)
Training of Trainers (TOT) for campus
administrators. RtI Training for TLI Teacher
Specialists, New Teachers and refresher courses
for current administration.
Implement intervention through the Response to
Intervention (RtI) 3 Tier Model in order to
support student academic growth and success.
Pre K-12th grade
students:
RtI Handbook (Process, law,
documentation, and guidelines)
Universal Screening
All interventions should be scientifically
researched based.
Documentation of interventions and
progress monitoring
Use data to identify areas of need
Monitor progress of struggling student
Adjust instruction/interventions
Review student outcome data to evaluate
instruction
REVIEW360
Tier I – a minimum of 90 minutes devoted to
ELA instruction
Tier II – 30 minutes per day in small group in
addition to the core instruction
Tier III – 30 minutes per day in individual or
small group instruction in addition to the core
instruction
-SE
-DYS
-GT
-LEP
-MI
-Recent
Immigrants
-AR
-TI
Resources
Fund/$ Amount
State
Compensatory
Bilingual
Education
Special
Education
Research Based
Interventions
district’s
instructional
curriculum
framework
School
Readiness Kit
(Pre- K)
Teacher Reading
Academies
Texas
Adolescent
Literacy
Academy
District
Curriculum
Resources
Elementary
Grading
Procedures –
Reading
Program
Standard
Operating
Procedures
Person(s)
Responsible
-RtI Specialist
-Classroom Teachers
-Special Education
Teachers
-Dyslexia Teachers
-Bilingual Education
Department
-Special Education
Department
-Instructional
Facilitators
-Deans of Instruction
-Elementary and
Secondary
Curriculum
Specialists
Timeline
August 2013
September
2013
October 2013
November
2013
December
2012
January 2014
February 2014
March 2014
April 2014
May 2014
F: Pre/Post Tests
Texas Primary
Reading Inventory
(TPRI) and Tejas
LEE
CIRCLE
Phonological
Awareness
Language Learning
System (CPALLS)
Texas Middle
School Fluency
Assessment
(TMSFA)
Progress
Monitoring,
Benchmark Results
August 2014
September
2014
October 2014
November
2014
December
2014
January 2015
February 2015
March 2015
April 2015
May 2015
Funding Source
TI
FED
Local
$15,000
State Comp
(REVIEW360
Federal Funds
under Discipline
$157,79.00.)
86
Action
Step
1.10
Provide a district-wide Dyslexia Program
for identified students in order to meet their
academic needs. The District’s adopted
dyslexia program is Neuhaus Curriculum
for all grade levels. The Esperanza Program
is used for non-English speaking students.
Identification process will follow Response
to Intervention (RtI) and Dyslexia procedures
Assessment to identify students will meet
all specifications outlined by the Texas
Education Agency in “The Dyslexia
Handbook Revised 2007, Updated 2010”
Services provided will include
individualized accommodation plans to be
implemented in general education
classrooms
Dyslexia lab services will be provided for
identified students as determined through
evaluation. Instructional approaches will
include explicit, individualized, and
multisensory instruction in a small group
setting. Small group setting is defined as a
1:3 – 1:6 ration according to “The Dyslexia
Handbook Revised 2007, Updated 2010”
from TEA.
Population
DYS
Resources
Fund/$ Amount
RtI flowchart and
procedures
Dyslexia flowchart
and procedures
Section 504
flowchart and
procedures
The Dyslexia
Handbook, revised
2007
Person(s)
Responsible
Assistant
Superintendents
Area Assistant
Superintendent for
Curriculum &
Instruction
Administrators for
Curriculum and
Instruction
Dyslexia/504
Administrator
Dyslexia
Diagnosticians
Dyslexia Lead
Teachers
Principal
Campus RtI
Coordinator
Campus 504
Coordinator
Dyslexia Teacher
General Education
Teachers
Timeline
Formative
Evaluation
August 2013
September 2013
October 2013
November 2013
December 2013
January 2014
February 2014
March 2014
F: TPRI/Tejas
LEE
Benchmark
testing
Reading
Fluency
Monitoring
Teacher
observations
Progress
Reports
April 2014
May 2014
87
Action
Step
1.11
Hold a Cluster Vertical and Horizontal
Alignment Meeting to share teaching
practices and strategies in order to
facilitate students’ transition from Pre-K12th grade.
Population
th
PreK-12
grade
students:
LEP
MI
SE
GT
DYS
Pre AP
AP
Resources
Fund/$ Amount
Person(s)
Responsible
ELAR TEKS
District’s instructional
curriculum framework
(Vertical Alignment
Documents,
Instructional Focus
Documents)
Curriculum Alignment
Documents
State Adopted
Language Arts
Programs
Teacher
resources/strategies
Classroom teachers
Special Education
teachers
Dyslexia teachers
Literacy Coaches
Facilitators/Deans
Principals
Curriculum Specialists
Administrator for
Curriculum and
Instruction
Assistant Superintendent
for Curriculum and
Instruction
Assistant
Superintendents
Stakeholders
October 2014
April 2014
Regular Classroom
Teacher
Sp. Ed. Teachers
Dyslexia Teachers
Content Area Teachers
Title I Reading Teacher
Principals
Language Arts
Specialist
Bilingual/ESL
Specialists
Facilitators/Deans
Literacy Coaches
B.E.S.T. Committee
Diagnosticians
HOST Program
Assistant
Superintendents
Assistant
Superintendent for
Curriculum &
Instruction
November 2013
Funding Sources:
FED $196,050.00
1.1,
1.5,1.11,1.13,1.25
TI
LOC
1.12
Implement a coordinated systematic
assessment plan at the district, campus,
and classroom level to optimize
instructional time in order to facilitate data
for planning and curriculum purposes.
-Tango Trends Data Management System
for Grades 3-8 English and Spanish for all
subjects (meets all FERPA)
PreK-12th
grade
students:
LEP
MI
SE
GT
DYS
Pre AP
AP
$3,000
State Reading
Assessment Plan
District assessment
schedule
TPRI and Tejas LEE
Aprenda
STAAR
SELP/SSLP
District Benchmark
Tests
TELPAS
PBMAS
Computer on Wheels
Funding Source:
Fed 211
Elementary $76,850
Middle School
$68,600
Timeline
F: Sign in sheets
Teacher
evaluations
Agendas
F: Classroom
Observations
February 2014
April 2014
State/District/Campus
Assessment
Schedules
88
Action
Step
1.13
AYP
Provide Professional Development for new
and existing Elementary and Secondary
teachers on designated grade level
assessments data analysis in order to
monitor/adjust instruction and report
student achievement in literacy.
LAP-3 (0-3 year olds)
PK CPALLS
TPRI/Tejas Lee-K-3
Diagnostic Assessments
STAAR
Middle School Fluency-7th grade
TELPAS
Population
PreK-12th
grades
students:
LEP
ESL
MI
SE
GT
DYS
AR
Pre AP
TI
Resources
Fund/$ Amount
TLI Grant
Person(s)
Responsible
PK-12 teachers
May 6-August 3, 2013
May 7-August 3, 2014
Timeline
$66,200.00
Federal Funds
$196,050.00
1.1, 1.5,1.11,
1.13,1.25
Dyslexia Teachers
Principals
RTI
CPALLS
TPRI/Tejas Lee
Middle School
High School
Fluency
TELPAS
Facilitators/Deans
Lead Teachers/
Department Heads
Language Arts
Specialists
Administrators for
Curriculum &
Instruction
Assistant
Superintendent for
Curriculum and
Instruction
1.14
Transition students from Head Start’s PK
four-year-old program to the district’s
kindergarten program to ensure student’s
successful start in the public school
system.
Head Start
4 year old
MI- 4 year old
Funding Sources
FED
LOC
$3,000
TI-SRI Teacher
Salary
Head Start Directors
Elementary C&I
Administrator
Early Childhood
Specialist (ECH)
School Readiness
Integration Teachers
(SRI)
August 2013-2015
May 2014-2015
F: CIRCLE
Phonological
Awareness,
Language, and
Literacy System
(C- PALLS)
89
Action
Step
1.15
1.16
1.17
1.18
1.19
1.20
Population
Resources
Fund/$ Amount
Campus Dyslexia
Teacher
All dyslexia teachers will provide a dyslexia
overview on their assigned campus(es) at the
beginning of the school year. This will provide
early recognition of dyslexia characteristics in
order for RtI interventions to begin in a more
timely basis with the additional benefit of earlier
assessment and identification of dyslexic students.
TI
MI
LEP
AR
GT
DYS
Provide Professional Development for all
stakeholders on all MOU components of the
School Readiness Integration (SRI) and 0-3 early
childhood partnerships to improve school
readiness for 0-4 year olds.
Provide 0-3 early childhood teachers on
standards-based instruction in order to implement
a comprehensive early childhood instructional
program.
Early learning Guidelines
Developmental Milestones of Early
Literacy
Building Print Rich Environments
0-4 year old
early childhood
partnerships
TLI Grant
0-3
TLI Grant
Provide training to parents and childcare
providers in order to implement strategies that
promote developmentally appropriate activities.
Provide CIRCLE training for new PK teachers to
provide students early foundation in readiness
schools.
$0 cost to the District
$66,200.00
$66,200.00
0-3
TLI Grant
$66,200.00
NEW PK
Teachers
Federal Programs will continue to fund highly
qualified teachers for the purpose of reducing class TII-A teachers
size in order to increase the performance of all
students.
Campus Funds
Title II funds
28 FTE’s
Approximately
$1,775,578
Person(s)
Responsible
Dyslexia
Administrator
Dyslexia Lead
Teacher
Campus Dyslexia
Teacher
Campus
Administration
ECH Specialist
SRI Teachers
0-3 Early teachers
Timeline
August 2013
– September
2013
F: Copy of
presentation
Campus sign-in sheets
RtI interventions
Dyslexia referrals
AugustSeptember
2013
Sign-in Sheets
Copy of presentation
and MOU
ECH Specialist
0-3 Teachers
AugustSeptember
2013
Sign-in Sheets
ECH Specialist
0-3 Early Teachers
AugustSeptember
2013
AugustOctober
2013-2014
Sign-in Sheets
Campus
Administrator
Facilitators
PK Teacher
Special Programs
Administrator
Federal Programs
Administrator
Principals
July 1, 2013
Through
June 27, 2014
Sign-in Sheets
Assessment Reports
F: District and Campus
Benchmark Scores,
Teacher Observations,
Student Progress Reports
S: Student Passing Rates,
STAAR/TPRI/Tejas
LEE/CPALS
90
Action
Step
1.21
qualified teachers and paraprofessionals to
implement the program for Three-Year-Old
students in order to promote early literacy and
improve foundational language skills.
Resources
Fund/$ Amount
TI-A Three-Year- Title I funds
Old Program
Teachers: 11 FTEs
teachers and Para- Approximately $690,000
professionals
Para-professionals:
11 FTEs
Approximately $281,069
Population
Person(s)
Responsible
Special Programs
Administrator
Federal Programs
Administrator
Principals
1.22
1.23
1.24
1.25
qualified teachers and paraprofessionals to
TI-A teachers and
supplement allotted campus position so that so that Parathe needs of low performing students can be met
professionals
through more individualized and small group
Library
instruction.
Computer
Pre-K
Kinder
1st – 5th
Dyslexia
Federal Programs will continue to provide
Secondary math,
supplemental stipends for secondary teachers
science social
certified in areas of need, in order to increase
studies and
student performance and student success.
reading teachers
Title I
Teachers: 44 FTEs
$2,625,000
Para-professionals: 240
FTEs
Approximately
$5,850,000
Special Programs
Administrator
Title II funds
Approximately
$ 64,262
Human Resources
Federal Programs
Special Programs
Administrator
Federal Programs will provide scientific, researchTitle I-A Three- Title I supplies and
based professional development activities for
Year-Old Program materials $7,800
Three-Year-Old Program teachers and
Teachers and
paraprofessionals in order to improve students’
Para-professionals Consultants:
language, knowledge and skills.
High quality, research based professional Title I-A Teachers
development activities will be provided district
wide by the Curriculum Dept Specialists and/or
other consultants, in response to identified district
and campus needs in order to improve overall
District student performance.
Title I fundsC & I Specialists
(10 FTEs)
Title II Approximately
$1,166,000
Federal $196,050.00
(ELA)1.1,
1.5,1.7,1.11,1.13,1.25
Federal Programs
Administrator
Principals
Federal Programs
Administrator
Federal Programs
Supervisor
Special Programs
Administrator
Federal Programs
Administrator
Curriculum
Administrator
Timeline
July 1, 2013 F: Teacher Observations,
Through
Student Developmental
June 27, 2014 Checklist Pre-Test
Results
S: Developmental
Checklists/Post Test
Results
July 1, 2013 F: District and Campus
Through
Benchmark Scores,
June 27, 2014 Teacher Observations,
S: Student Passing Rates,
STAAR/TPRI/Tejas
LEE/CPALS
July 1, 2013 F: Benchmarks Test
Through
Results
June 27, 2014
S: EOC Test scores
Aug. Sept., Oct. F: Session Evaluations
Nov. Dec. 2013
Feb, March,
2014
S: End of Year Teacher
Survey, Class
Participants Lists
July 1, 2013 F: Session Evaluations,
Through
Student Benchmark Test
June 27, 2014 Scores
S: Improved Campus
Ratings, Student Passing
Rates, Student
Assessment Scores:
STAAR/TPRI/Tejas
LEE/CPALS
91
Action
Step
1.26 Federal Program Department personnel will attend
the Texas Association for Compensatory Educators
(ACET) conferences, regarding NCLB/TEA policies
and requirements as well as other workshops,
training and conferences related to school
improvement and academic achievement in order to
provide better support and improve program
efficacy and implementation for campuses.
1.27
1.28
1.29
Population
Title I-A
Administration
TIA
M
Sp Ed
SCE
Resources
Fund/$ Amount
Title I funds
Person(s)
Responsible
Special Programs
Administrator
Federal Programs
Administrator
October 21,
2013 and
May 9, 2014
F: Meeting Agendas,
Email communications,
PEER Review CAPs
S: Campus CIPs, NCLB
Annual Compliance
Report
To better support instruction and improve student
Title I-A
Title I funds
achievement in the classroom, Title I-A instructional Para-professionals Approximately $4,800
assistants will attend professional development
sessions and be trained on the latest scientific,
research-based instructional strategies.
Federal Programs
Administrator
The Federal Programs Dept. will conduct:
Title I-A
Administration
CIP Training
PEER Review Audits
Instructional Assistant Observations
to ensure improved communication and efficacy of
program implementation through continuous
support for campuses, administrators, and other
personnel.
Training Rooms
Observation Forms
Peer Review Forms
New Computers
New Printers
Federal Programs
Administrator
Federal Programs
Supervisor
Campus
Administration
Federal Programs will provide supplemental Title IA services, including Title I-A Instructional
Assistants, for students attending private non-profit
schools in order to increase the performance of
students with the greatest academic needs.
Title I Funds
Instructional aides
Approximately 4 FTEs
$85,000
Supplies and materials
$71,137
Professional
development $12,651
Parental involvement
$1,125
Title I-A eligible
students
Sp Ed
DYS
Timeline
Federal Programs
Supervisor
August 22-23, F: Session Evaluations
2013 and
Inst. Asst. Observation
January 6, 2014 Forms
S: Improved Student
Passing Rates, Peer
Review Reports, End of
Year Survey Results
May 2013
F: PEER Review
October 2013 Reports, Session
Fall 2013
Evaluations
Title I funds
Approximately
$10,000
Federal Programs
Administrator
Federal Programs
Supervisor
Federal programs
Coordinator
July 1, 2013
Through
June 27, 2014
S: Final CIP campus
submissions, End of
Year Survey Results,
Student Passing Rates,
Student Assessment
Scores:STAAR/TPRI/
Tejas LEE/CPALS
F: Instructional Assistant
Class Progress Report
S: End of Year PNP
Assessment Scores,
Student Passing Rates,
Student Assessment
Scores: STAAR/TPRI/
Tejas LEE/CPALS
92
Action
Step
1.30 All CTE teachers will receive their class rosters by
PBMAS period indicating their students who are served by
Bilingual/ESL or Special Education Programs so
that they may attend appropriate trainings and
implement researched based strategies to improve
the student’s academic performance.
Population
Secondary
students:
LEP
ESL
MI
SE
GT
(Note: revised from 2011-2012 PBMAS Integrated Plan by the DYS
2012-2013 District Leadership Team also known as the Core
AR
Analysis Team and added to DIP as of 11-12-2012 by DEIC
CTE
approval)
1.31 Implement coordination and collaboration meetings
PBMAS once every six weeks between special education,
Bilingual/ESL teachers and CTE teachers of record
to plan instructional strategies and support systems
for Bilingual and Special Education students in
CTE classroom instruction.
Secondary
students:
LEP
ESL
MI
SE
GT
(Note: revised from 2011-2012 PBMAS Integrated Plan by the DYS
AR
CTE
approval)
Key Codes for Special Populations
(TI) Economically Disadvantaged
(MI) Title I-C Migrant
(LEP) Limited English Proficient
(SE) Special Education
(AR) At-Risk
(GT) Gifted and Talented
(DYS) Dyslexia
 All Students includes Regular, LEP, Special
Ed., At-Risk, etc.
Resources
Fund/$ Amount
Campus reports by
CTE class with student
demographic
information, special
program information
and Assessment data
Person(s)
Responsible
Principals
CPOs
Deans of Instruction
Bilingual/ESL and
Special Education
Departmental and
Campus staff
Student Roster
Campus categorical
funds for Special
Education substitutes
Principals
CPOs
Bilingual/ESL and
Special Education
Departmental and
Campus staff
Student Roster
Key Codes for Funding
(SCE) State Compensatory Education
(LOC) Local
(TI) Title I
(TIA) Title I: Parents and Community
(TIC) Title I-C: Migrant
(TII) Title II
(TIII) Title III: Federal Bilingual
(TIV) Title IV
(IEP) Innovative Education
(CSR) Class Size Reduction
(BIL) State Bilingual
(TIX) Title IX
(CTE) Career and Technical Education
(HOM) McKinney Homeless Education
Timeline
August 2013
January 2014
August 2014
January 2015
Every six weeks
August 2013 to
May 2014
August 2014 to
May 2015
Verification signatures
from CTE teachers, per
campus, documenting
receipt of state
assessment results and
objectives not mastered
by class period.
Coordination/
Collaboration meeting
schedules and attendance
sign-in sheets
 Funding codes must include
actual dollar amounts
 Include Professional
Development and or Special
Education CAP Strategies in the
activities
93
Math
The students in the public education system will demonstrate exemplary performance
in the understanding of Mathematics.
State/BISD Goal:
1) A minimum of 90% of Exit Level retesters will demonstrate mastery on TAKS
Assessment in mathematics. A minimum of 40% Exit level retesters taking the
TAKS mathematics exam will achieve commended performance.
BISD Annual Performance Objective:
2) A minimum of 90% of mathematics students will achieve a Level II Recommended
Performance on STAAR/EOC mathematics assessments. A minimum of 40% of
BISD STAAR Objective:
Test Data
Grade Level
Math
TAKS
Grade 3
(English)
Subgroup
TAKS
2010-2011
TAKS
Commended
2010-2011
All Students*
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
88
87
88
92
78
50
87
58
99
83
na
28
27
28
64
8
7
27
11
62
22
na
Standard
Commended
AYP/State/
2010-2011
Commended
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
TAKS
Actual
2010-2011
88
87
88
92
78
50
87
58
99
83
na
TAKS
Actual Commended
2010-2011
Gain/Loss
(% Points)
28
27
28
64
8
7
27
11
62
22
na
-2/-2
-3/-3
-2/-2
+2/+34
-12/-12
-40/-23
-3/-3
-32/-19
+9/+32
-7/-8
na
94
Test Data
Grade Level
Math
TAKS
Grade 3
(Spanish)
TAKS
Grade 4
(English)
TAKS
Grade 4
(Spanish)
Subgroup
TAKS
2010-2011
TAKS
Commended
2010-2011
All Students*
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
All Students*
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
All Students*
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
64
66
66
na
63
63
63
0
80
0
na
90
90
96
100
86
86
90
69
98
80
na
91
71
71
na
70
71
70
33
0
100
na
21
21
21
na
21
21
21
0
40
0
na
34
34
50
73
22
22
33
14
70
23
na
17
17
17
na
18
18
17
0
0
0
na
Accountability
Projected Minimum/
Standard
Commended
AYP/State/
2010-2011
Commended
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
TAKS
Actual
2010-2011
TAKS
Actual Commended
2010-2011
64
66
66
na
63
63
63
0
80
0
na
90
90
96
100
86
86
90
69
98
80
na
91
71
71
na
70
71
70
33
0
100
na
21
21
21
na
21
21
21
0
40
0
na
34
34
50
73
22
22
33
14
70
23
na
17
17
17
na
18
18
17
0
0
0
na
Gain/Loss
(% Points)
-26/-9
-24/-9
-24/-9
-27/-9
-27/-9
-27/-9
-90/-30
-10/+10
-90/-30
0/+4
0/+4
+6/+20
+10/+43
-4/-8
-4/-8
0/+3
-21/-16
+8/+40
-10/-7
+1/-13
-19/-13
-19/-13
-20/-12
-19/-12
-20/-13
-57/-30
-90/-30
+10/-30
95
Test Data
Grade Level
Math
TAKS
Grade 5
(English)
TAKS
Grade 5
(Spanish)
TAKS-M
Grade 3
Subgroup
TAKS
2010-2011
TAKS
Commended
2010-2011
All Students*
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
All Students*
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
87
87
92
88
74
76
86
53
99
72
Na
46
46
46
Na
46
46
45
0
100
0
Na
88
88
88
Na
89
88
87
88
80
na
41
41
46
88
18
22
40
14
78
29
Na
15
15
15
Na
15
15
16
0
100
0
Na
17
17
17
Na
18
17
17
17
10
na
Accountability
Projected Minimum/
Standard
Commended
AYP/State/
2010-2011
Commended
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
TAKS
Actual
2010-2011
TAKS
Actual Commended
2010-2011
87
87
92
88
74
76
86
53
99
72
Na
46
46
46
Na
46
46
45
0
100
0
Na
88
88
88
Na
89
88
87
88
80
na
41
41
46
88
18
22
40
14
78
29
Na
15
15
15
Na
15
15
16
0
100
0
Na
17
17
17
Na
18
17
17
17
10
na
Gain/Loss
(% Points)
-3 /+1
-3/+1
+2/+6
-2/+48
-16/-22
-14/-18
-4/0
-37/-26
+9/+38
-18/-11
-44/-25
-44/-25
-44/-25
-44/-25
-44/-25
-45/-24
-90/-40
+10/+60
-90/-40
-2/-23
-2/-23
-2/-23
-1/-23
-2/-23
-3/-23
-2/-23
-10/-30
96
Test Data
Grade Level
Math
TAKS-M
Grade 4
TAKS-M
Grade 5
TAKS-Alt
Grade 3
Subgroup
TAKS
2010-2011
TAKS
Commended
2010-2011
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
90
90
90
Na
94
88
90
90
100
Na
84
84
100
Na
80
83
83
84
89
Na
100
100
100
Na
100
Na
100
100
0
na
28
28
28
Na
31
28
29
28
63
Na
15
14
100
Na
18
13
14
15
0
Na
32
32
32
Na
7
Na
33
32
0
na
Accountability
Projected Minimum/
Standard
Commended
AYP/State/
2010-2011
Commended
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
TAKS
Actual
2010-2011
TAKS
Actual Commended
2010-2011
Gain/Loss
(% Points)
90
90
90
Na
94
88
90
90
100
Na
84
84
100
Na
80
83
83
84
89
Na
100
100
100
Na
100
Na
100
100
0
na
28
28
28
Na
31
28
29
28
63
Na
15
14
100
Na
18
13
14
15
0
Na
32
32
32
Na
7
Na
33
32
0
na
0/-12
0/-12
0/-12
Na
+4/-9
-2/-12
0/-1
0/-12
+10/+23
na
-6/-25
-6/-26
+10/+60
Na
-10/-22
-9/-27
-7/-26
+9/-25
-1/-40
Na
+10/-8
+10/-8
+10/-8
Na
+10/-23
Na
+10/-7
+10/-8
+10/-40
na
97
Test Data
Grade Level
Math
TAKS-Alt
Grade 4
TAKS-Alt
Grade 5
Subgroup
TAKS
2010-2011
TAKS
Commended
2010-2011
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
100
100
100
100
100
0
100
100
0
Na
100
100
100
Na
100
0
100
100
0
na
22
23
0
0
0
0
23
22
0
Na
28
29
0
Na
0
0
28
28
0
na
Accountability
Projected Minimum/
Standard
Commended
AYP/State/
2010-2011
Commended
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
TAKS
Actual
2010-2011
TAKS
Actual Commended
2010-2011
Gain/Loss
(% Points)
100
100
100
100
100
0
100
100
0
Na
100
100
100
Na
100
0
100
100
0
na
22
23
0
0
0
0
23
22
0
Na
28
29
0
Na
0
0
28
28
0
na
+10/-18
+10/-17
+10/-40
+10/-40
+10/-40
-90/-40
+10/-17
+10/-12
-90/-40
Na
+10/-12
+10/-11
+10/-40
Na
+10/-40
-90/-40
+10/-12
+10/-12
-90/-40
na
98
Mathematics
State/BISD Goal:
Assessment in mathematics. A minimum of 40% Exit level retesters taking the
TAKS mathematics exam will achieve commended performance.
Test Data
Grade Level
Math
TAKS
Grade 6
Subgroup
TAKS
2010-2011
TAKS
Commended
2010-2011
All Students*
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
80
80
77
na
63
65
80
40
98
77
98
25
25
18
na
9
9
24
5
60
18
63
Accountability
Projected Minimum/
Standard
Commended
AYP/State/
2010-2011
Commended
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
TAKS
Actual
2010-2011
TAKS
Actual Commended
2010-2011
80
80
77
na
63
65
80
40
98
77
98
25
25
18
na
9
9
24
5
60
18
63
Gain/Loss
(% Points)
-10/-5
-10/-5
-13/-12
-27/-21
-25/-21
-10/-6
-50/-25
+8/+30
-13/-12
+8/+33
Note: Data listed as percentage
99
Test Data
Grade Level
Math
TAKS
Grade 7
TAKS
Grade 8
TAKS-M
Grade 6
Subgroup
TAKS
2010-2011
TAKS
Commended
2010-2011
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
All Students*
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
80
80
84
na
62
65
80
44
97
73
82
79
79
75
100
54
64
78
37
98
70
78
74
74
0
Na
88
72
74
74
83
na
20
20
22
na
6
6
20
5
55
11
21
18
18
15
83
5
6
18
3
49
14
19
8
8
0
Na
12
10
8
8
0
na
Accountability
Projected Minimum/
Standard
Commended
AYP/State/
2010-2011
Commended
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
75/90/25
90/30
TAKS
Actual
2010-2011
TAKS
Actual Commended
2010-2011
80
80
84
na
62
65
80
44
97
73
82
79
79
75
100
54
64
78
37
98
70
78
74
74
0
Na
88
72
74
74
83
na
20
20
22
na
6
6
20
5
55
11
21
18
18
15
83
5
6
18
3
49
14
19
8
8
0
Na
12
10
8
8
0
na
Gain/Loss
(% Points)
-10/-10
-10/-10
-6/-8
-28/-24
-25/-24
-10/-10
-46/-25
+7/+25
-17/-19
-8/-9
-11/-12
-11/-22
-15/-25
+10/+43
-36/-35
-24/-34
-12/-22
-53/-37
+8/+9
-20/-26
-12/-21
-16/-22
-16/-22
-90/-40
-2/-22
-18/+30
-16/-32
-16/-32
-9/-40
100
Test Data
Grade Level
Math
TAKS-M
Grade 7
TAKS-M
Grade 8
TAKS-Alt
Grade 6
Subgroup
TAKS
2010-2011
TAKS
Commended
2010-2011
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
77
77
100
Na
73
76
76
77
83
77
66
66
10
Na
64
64
65
66
67
59
100
100
100
Na
100
0
100
100
0
na
14
14
0
Na
0
14
14
14
0
16
9
9
0
Na
18
7
9
9
0
6
15
17
0
na
0
0
17
15
0
na
Accountability
Projected Minimum/
Standard
Commended
AYP/State/
2010-2011
Commended
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
TAKS
Actual
2010-2011
TAKS
Actual Commended
2010-2011
77
77
100
Na
73
76
76
77
83
77
66
66
10
Na
64
64
65
66
67
59
100
100
100
Na
100
0
100
100
0
na
14
14
0
Na
0
14
14
14
0
16
9
9
0
Na
18
7
9
9
0
6
15
17
0
na
0
0
17
15
0
na
Gain/Loss
(% Points)
-13/-26
-13/-26
+10/-40
-17/-40
-14/-26
-14/-26
-13/-26
-7/-40
-13/-24
-24/-21
-24/-21
-80/-40
-26/-22
-2/-33
-35/-21
-24/-21
-23/-40
-31/-24
+10/-25
+10/-23
+10/-40
+10/-40
-90/-40
+10/-23
+10/-25
-90/-40
101
Test Data
Grade Level
Math
TAKS-Alt
Grade 7
TAKS-Alt
Grade 8
Subgroup
TAKS
2010-2011
TAKS
Commended
2010-2011
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
97
97
97
Na
100
0
97
97
100
100
100
100
100
na
100
0
100
100
100
100
28
28
28
Na
0
0
30
28
100
50
16
14
100
Na
0
0
16
16
0
35
Accountability
Projected Minimum/
Standard
Commended
AYP/State/
2010-2011
Commended
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
80/90/25
90/40
TAKS
Actual
2010-2011
TAKS
Actual Commended
2010-2011
97
97
97
Na
100
0
97
97
100
100
100
100
100
na
100
0
100
100
100
100
28
28
28
Na
0
0
30
28
100
50
16
14
100
Na
0
0
16
16
0
35
Gain/Loss
(% Points)
+7/-12
+7/-12
+7/-12
+10/-40
-90/-40
+7/-10
-7/-12
+10/+60
+10/+10
+10/-14
+10/-16
+10/+60
+10/-40
-90/-40
+10/-24
+10/-24
+10/-40
+10/-5
102
Test Data
Grade Level
Math
TAKS
Grade 9
Subgroup
TAKS
2010-2011
TAKS
Commended
2010-2011
All Students*
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
68
68
70
100
43
53
68
19
96
61
19
18
30
75
4
7
18
1
59
13
CTE
66
17
STAAR
2011-2012
Level II Satisfactory
Recommended
A-29/G-65
A-28/G-65
A-35/G-71
A-77/G-83
A-11/G-50
A-13/G-37
A-28/G-65
A-5/G-50
A-63/G-79
A-19/G-50
A CS-18/G CS-59
A TP-39/G TP-73
STAAR
2011-2012
Level III
Advanced
A-9/G-25
A-9/G-25
A-6/G-29
A-31/G-33
A-2/G-0
A-3/G-5
A-9/G-24
A-0/G-33
A-28/G-39
A-4/G-17
A CS-4/ G CS-23
A TP-12/G TP-30
103
Test Data
Grade Level
Math
TAKS
Grade 10
TAKS
Grade 11
STAAR-Modified
Algebra I
/Geometry
Subgroup
TAKS
2010-2011
TKAS
Commended
2010-2011
All Students*
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
All Students*
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
81
81
83
100
44
70
81
24
97
76
49
90
90
90
99
73
85
90
48
100
85
94
57
57
50
Na
67
56
57
57
47
55
16
15
41
80
0
5
15
1
41
Na
7
21
21
21
0
5
9
20
3
57
18
27
2
2
0
Na
0
2
2
2
0
2
Accountability
Standard
AYP/State/
Commended
75/90/25
75/90/25
75/90/25
75/90/25
75/90/25
75/90/25
75/90/25
75/90/25
75/90/25
75/90/25
75/90/25
75/90/25
75/90/25
75/90/25
75/90/25
75/90/25
75/90/25
75/90/25
75/90/25
75/90/25
75/90/25
75/90/25
75/90/25
75/90/25
75/90/25
75/90/25
75/90/25
75/90/25
75/90/25
75/90/25
75/90/25
75/90/25
TAKS
2011-2012
TAKS
Commended
2011-2012
76
75
78
100
46
57
75
23
98
65
76
88
88
94
83
63
81
88
42
99
82
90
*
*
*
*
*
*
*
*
*
*
16
16
11
67
3
3
15
0
48
11
16
28
27
56
67
6
11
27
3
68
18
29
*
*
*
*
*
*
*
*
*
*
2011-2012
Accountability
Standard
AYP
83
83
83
83
83
83
83
83
83
83
83
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Gain/Loss
(% Points)
-5/0
-6/+1
-5/-30
0/-13
+2/+3
-13/-2
-6/0
-1/-1
+1/+7
-11/
+27/+9
-2/+7
-2/+6
+4/+35
-16/+67
-10/+1
-4/+2
-2/+7
-6/0
-1/+11
-3/0
-4/+2
-
*STAAR Data will be reported in January 2012.
104
Test Data
Grade Level
Math
TAKS-M
Grade 10
TAKS-M
Grade 11
STAAR-Alt
Grade 9
Subgroup
TAKS
2010-2011
TAKS
Commended
2010-2011
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
79
80
0
0
100
77
80
79
100
83
60
60
Na
Na
50
60
59
60
50
38
100
100
100
Na
100
Na
100
100
Na
100
5
5
0
0
0
6
5
5
0
0
6
6
Na
Na
0
6
6
60
0
0
16
14
100
Na
0
Na
13
16
na
13
Accountability
Standard
AYP/State/
Commended
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
TAKS
2011-2012
TAKS
Commended
2011-2012
2011-2012
Accountability
Standard
70
70
68
70
70
80
71
55
55
53
56
55
50
59
4
4
2
4
4
0
5
3
3
3
3
3
17
7
83
83
83
83
83
83
83
83
83
83
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Gain/Loss
(% Points)
-9/-1
-10/-1
-9/-4
-10/-1
-9/-1
-20/0
-12/+5
-5/-3
-5/-3
-7/-3
-3/-3
-5/-57
0/+17
+21/+7
--
105
Test Data
Grade Level
Math
STAAR-Alt
Grade 10
STAAR-Alt
Grade 11
Subgroup
TAKS
2010-2011
TAKS
Commended
2010-2011
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
100
100
100
Na
100
Na
100
100
Na
Na
100
100
100
Na
Na
Na
100
100
100
100
6
7
7
na
0
na
6
6
na
na
15
0
15
na
na
na
16
15
0
0
Accountability
Standard
AYP/State/
Commended
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
80/90/25
TAKS
2011-2012
R/W
TAKS
Commended
2011-2012
R/W
2011-2012
Accountability
Standard
AYP
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
83
Gain/Loss
(% Points)
-
83
83
83
83
83
83
83
83
83
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
**STAAR Data will be reported in January 2012.
106
Mathematics
State/BISD Goal:
Assessment in mathematics. A minimum of Exit level retesters taking the TAKS
mathematics exam will achieve commended 40% performance.
Action
Step
2.1
AYP
Implement an integrated challenging, standardsbased, inquiry-centered math curriculum (K-12)
so that all students will increase their conceptual
knowledge at their appropriate grade level.
Population
(TI)
(MI)
(LEP)
(SE)
(AR)
(GT)
(DYS)
(CTE)
Resources
Fund/$ Amount
District’s
instructional
curriculum
framework
Project Share
Curriculum
Conference
National Council of
Teachers of
Mathematics Journals
Eduphoria
Person(s)
Responsible
Principals
Assistant
Principals
Deans of
Instruction
Facilitators
Counselors
Math teachers
Math Specialists
Special Education
Teachers
Timeline
st
1 through 6
Six Weeks
2013-2014
th
Formative:
Student assessments
Classroom
Observations
Walkthroughs
Lesson Plans
107
Action
Step
2.2
2.3
2.4
AYP
Support student enrollment and successful
completion rates of Algebra One at the middle
school level in order to increase the number of
students taking higher level mathematics courses
at the high school level.
Administer the MSTAR Universal Screener to
5th-8th grade students in order to monitor the
students’ algebraic readiness.
Provide professional development that supports
district’s instructional curriculum framework so
that teachers will have all updates of the district’s
instructional curriculum framework as requested.
Population
th
8 Grade
Students
(TI)
(MI)
(LEP)
(SE)
(AR)
(GT)
(DYS)
5th-8th Grade
students
(TI)
(MI)
(LEP)
(SE)
(AR)
(GT)
(DYS)
(TI)
(MI)
(CTE)
(LEP)
(SE)
(AR)
(GT)
(DYS)
(CTE)
Resources
Fund/$ Amount
Campus
enrollment data,
Student
completion levels
Pre AP Contract
Course listing guide
Person(s)
Responsible
Adm. for C & I
Principals
Asst. Principals
Deans of
Instruction
Math Specialists
Math teachers
Campus
enrollment data,
Student
completion levels
Project Share
Adm. for C & I
Principals
Asst. Principals
Deans of
Instruction
Math Specialists
Math teachers
Elementary Schools
$83,250.00
(SCE)
Middle Schools
$34,200.00
(SCE)
High Schools
$28,000.00
(SCE)
Elementary &
Secondary
Teachers
Math Specialist
Deans/Facilitators
( district’s
instructional
curriculum
framework
Timeline
Once every
Six-weeks
Formative:
Enrollment numbers
Formative:
Enrollment numbers
Fall
Winter
Spring
Administrations
1st through 5th
Six Weeks
2013-2014
Formative:
Classroom Observations
Professional
development
evaluations
Vertical &
horizontal
meetings
Sign-in sheets
Leadership Team)
Principal
Bilingual /ESL
Administrator
108
Action
Step
2.5
Population
Resources
Fund/$ Amount
(SCE)
NCTM: $25,000
(SCE)
Supplies
$50,000
(SCE)
Printing
$25,000
(SCE)
Travel
$36,000
Stipends District
Waiver Day
$5,000
(SCE)
Provide professional development that increases
the content and pedagogical level of teachers in
PBMAS order to support the district’s instructional
curriculum framework curriculum.
(TI)
(MI)
(LEP)
(SE)
(AR)
(GT)
(DYS)
(CTE)
Provide professional development in questioning
strategies to enhance students’ reflective
PBMAS reasoning and conceptual understanding.
(TI)
(MI)
(LEP)
(SE)
(AR)
(GT)
(DYS)
(CTE)
Provide professional development on the
specifications, format, item analysis and categories
PBMAS of the STAAR so that teachers can provide
focused instruction to improve students’
performance on STAAR.
(CTE)
(TI)
(MI)
(LEP)
(SE)
(AR)
(GT)
(DYS)
(CTE)
Project Share
TEA Website
Provide professional development to build teacher
understanding of second language learning
acquisition so that students are successful in the
mathematics classroom.
(TI)
(MI)
(LEP)
(SE)
(AR)
(GT)
(DYS)
(CTE)
Curriculum
Conference Sessions
2.6
2.7
2.8
AYP
Person(s)
Responsible
Principals
Assistant Principals
Facilitators
Counselors
Math teachers
Math Specialists
Special Education
Teachers
CTE Teachers
Principals
Facilitators
Counselors
Math teachers
Math Specialists
Special Education
teachers
CTE Teachers
Principals
Facilitators
Counselors
Math teachers
Math Specialists
Special Education
Teachers
CTE Teachers
Principals
Facilitators
Counselors
Math teachers
Math Specialists
Bilingual Lead
Teachers
Special Education
Teachers
Timeline
1st through 6th
Six Weeks
2013-2014
Formative:
Student assessments
Walkthroughs
Lesson Plans
1st through 6th
Six Weeks
2013-2014
Formative:
Student assessments
Walkthroughs
Lesson Plans
1st through 6th
Six Weeks
2013-2014
Formative:
Student assessments
Classroom
Observations
Walkthroughs
Lesson Plans
1st through 6th
Six Weeks
2013-2014
Formative:
Student assessments
Classroom
Observations
Walkthroughs
Lesson Plans
109
Action
Step
2.9
Support research-based response to intervention
strategies, including tutorials and remediation for
students diagnosed as performing below campus
established proficiency levels so that struggling
students gain a year or more in math progress and
improve performance on the State of Texas
Assessment of Academic Readiness (STAAR).
MSTAR Implementation Tools Academy
for 5th-8th Grade Teachers
Algebra I EOC Success Academy II
Population
(TI)
(MI)
(LEP)
(SE)
(AR)
(GT)
(DYS)
Resources
Fund/$ Amount
Stipends
$20,000
(SCE)
Think Through
Math
MSTAR I, MSTAR II, and Algebra I EOC Success
Academy I are available online.
Person(s)
Responsible
Adm. for Special
Programs
Adm. for State
Compensatory
Adm. for Federal
Programs
Adm. for Elem. &
Secondary C & I
Principals
Assist. Principals
Deans/ Facilitators
Counselors
Math teachers
Math Specialists
Bilingual Department
2.10
Provide professional development for the
secondary math department chairpersons in
leadership skills so that decisions concerning
increasing student achievement can be made
effectively.
(TI)
(MI)
(LEP)
(SE)
(GT)
(DYS)
(CTE)
NCTM Articles
Math Specialists
2.11
Provide a math competition for elementary and
secondary math students so that student
achievement is increased.
(TI)
(MI)
(LEP)
(SE)
(AR)
(GT)
(DYS)
Department
Math Specialists
2.12
Support 6th and 7th grade math teachers with
integration and implementation of STEM Infinity
Curriculum Project to assist students in meeting
content performance objectives and College and
Career Readiness Standards.
student performance and student success
Competition Website
Think Through Math
Math Meet Trophies:
$2,000
(LOC 919)
City Math Meet
Printing:
$500
(SCE)
TI Funds
Training:
$36,000
Supplies
$200,000
Title II funds
Approximately
$64,262
2.13
All Students
(TI)
Secondary math;,
science, social
studies, and
reading teachers
Math Specialists
Principals
Deans
Secondary C & I
Administrator
Human Resources
Federal Programs
Special Programs
Administrator
Timeline
Formative:
Tutorial rosters
Diagnostic test results
from previous years
Failure lists
Texas Mathematic
Diagnostic System
Additional diagnostic
tests
Sept. 4, 2013
Oct. 9, 2013
Nov. 13, 2013
Dec. 11, 2013
Jan. 15, 2014
Feb. 12, 2014
March 19, 2014
April 9, 2014
May 14, 2014
April 30, 2014
July 2013 –
May 2014
July1, 2013
through June
28, 2014
Formative:
Pre-self-evaluation
Formative:
Campus qualifying tests
10% increase in 6th
grade STEM STAAR
math scores as
compared to all
students.
F: Benchmarks Test
Results
S: EOC Test Scores
110
Action
Step
2.14
Population
High quality, research based professional
wide by the Curriculum Dept. Specialists and/or
To support the advancement of mathematics
teaching and learning, math specialists will attend
local, state, regional, and/or national trainings,
conferences, and/or seminars to support district
wide mathematics initiatives as defined by the
district’s instructional curriculum framework ,
STEMs programs, Advanced Placement/ Dual
Enrollment, and the State of Texas Assessment of
Academic Readiness (STAAR).
CTE, Special Education and Bilingual/ESL
2.16
Department support staff will provide inPBMAS classroom support and monitor implementation of
appropriate instructional strategies for these
populations which ultimately results in
interdisciplinary/multi-disciplinary projects
integrating all appropriate content areas.
Title I-A
Teachers
All Students
2.15
(Note: revised from 2011-2012 PBMAS Integrated Plan by the
approval)
Secondary
students:
LEP
ESL
MI
SE
GT
DYS
AR
CTE
(AR) At-Risk
(DYS) Dyslexia
Ed., At-Risk, etc.
Resources
Fund/$ Amount
Title I Funds:
C & I Specialists,
FTEs 10
Approximately
$860,000
Stipends
Substitutes
Supplies & Materials
Travel
Title II
Approximately
$1,166,000
TI Funds
$16,000
Person(s)
Responsible
Special Programs
Administrator
Federal Programs
Administrator
Curriculum
Administrator
Campus faculty
lesson planning time
Principals
CTE CPOs
Deans of
Instruction
Bilingual/ESL and
Special Education
Departmental and
Campus staff
Math Specialists
Secondary C & I
Administrator
Curriculum
Secretary
(LOC) Local
(TI) Title I
(TII) Title II
(TIV) Title IV
(TIX) Title IX
Timeline
July 1, 2013
Through
June 28, 2014
F: Session Evaluations,
Student Benchmark
Test Scores
S: Improved Campus
Ratings, Student
Passing Rates, Student
Assessment Scores:
STAAR/TPRI/Tejas
LEE/CPALS
July 2013 –
June 2014
August 2013-to
May 2014
Formative:
Student assessments
Classroom
Observations
Walkthroughs
Lesson Plans
F: CTE Evaluations
CTE Teacher plans
S: District Benchmark
exams, TAKS and/or
EOC scores in
reading/ELA, math, and
science for CTE Special
Education and ELL
students.
Increased numbers of
Distinguished
Achievement Plan
graduates for CTE
Education CAP Strategies in
the activities
111
Science
State/BISD Goal:
BISD STAAR Grades 3-8 Objective:
The students in the public education system will demonstrate exemplary
performance in Science.
1) A minimum of 90% of students taking the TAKS science exam will
demonstrate mastery. A minimum of 40% of students taking the TAKS
science exam will achieve commended performance.
2) A minimum of 60% of Biology and Chemistry students will achieve a
Level II Satisfactory Performance on the STAAR EOC assessment. A
minimum of 30% of Biology and Chemistry students will achieve a Level
III Advanced Performance.
3) A minimum of 60% of 8th Grade students will achieve a Level II
Satisfactory Performance on the STAAR assessment. A minimum of 30%
of 8th Grade students will achieve a Level III Advanced Performance.
Satisfactory Performance on the STAAR Science assessment. A minimum
of 30% of 5th Grade students will achieve a Level III Advanced
Performance.
District Objectives/Summary Evaluation
Test Data
Grade Level
Science
TAKS
Grade 5
(English)
Subgroup
TAKS
2010-2011
TAKS
Commended
2010-2011
All Students*
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
86
86
97
99
68
75
85
64
99
77
N/A
42
41
56
72
15
42
40
16
76
24
N/A
Standard
Commended
AYP/State/
2010-2011
Commended
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
TAKS
Actual
2010-2011
TAKS
Actual Commended
2010-2011
Gain/Loss
(% Points)
86
86
97
99
68
75
85
64
99
77
*
42
41
56
72
15
42
40
16
76
24
*
-4/+2
-4/+1
+7/+16
+9/+32
-2/-25
-15/+2
-5/0
+26/-24
+9/+36
-13/-16
*
112
Test Data
Grade Level
Science
TAKS
Grade 5
(Spanish)
TAKS-M
Grade 5
TAKS-Alt
Grade 5
Subgroup
TAKS
2010-2011
TAKS
Commended
2010-2011
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
77
76
N/A
N/A
56
99
56
0
99
50
N/A
54
53
100
N/A
36
N/A
53
54
72
N/A
100
100
100
N/A
100
N/A
100
100
N/A
N/A
16
16
N/A
N/A
15
99
17
0
99
0
N/A
13
12
100
N/A
3
N/A
12
13
0
N/A
24
25
0
N/A
0
N/A
23
24
N/A
N/A
Standard
Commended
AYP/State/
2010-2011
Commended
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
TAKS
Actual
2010-2011
TAKS
Actual Commended
2010-2011
Gain/Loss
(% Points)
77
76
N/A
N/A
56
99
56
0
100
50
N/A
54
53
100
N/A
36
N/A
53
54
72
N/A
100
100
100
N/A
100
N/A
100
100
N/A
N/A
16
16
N/A
N/A
15
100
17
0
100
0
N/A
13
12
100
N/A
3
N/A
12
13
0
N/A
24
25
0
N/A
0
N/A
23
24
N/A
N/A
-13/-24
-14/+24
N/A
N/A
-34/25
+9/+60
-34/-23
-90/-40
+10/+60
-40/-40
N/A
-36/-27
-37/-28
+10/+60
N/A
-56/-37
N/A
-37/-28
-36/-27
-18/-40
N/A
+10/-16
+10/-15
+10/-40
N/A
+10/-40
N/A
+10/-17
+10/-16
N/A
N/A
*AEIS 2011 Report—data from AWARE Eduphoria district data
113
Test Data
Grade Level
Science
TAKS
Grade 8
Subgroup
TAKS
2010-2011
TAKS
Commended
2010-2011
All Students*
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
76.6
76
76
>99
38
60
76
48
96
69
N/A
26.53
76
44
61
3
9
25
8
65
15
N/A
Standard
Commended
AYP/State/
2010-2011
Commended
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
Test Data
Grade Level
Science
TAKS-M
Grade 8
TAKS-Alt
Grade 8
Subgroup
TAKS
2010-2011
TAKS
Commended
2010-2011
All Students*
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
100
100
100
N/A
100
N/A
100
100
100
N/A
67
67
100
67
60
64
67
67
54
N/A
14
13
15
N/A
0
N/A
14
14
0
N/A
3
3
0
3
0
3
3
3
0
N/A
TAKS
Actual Commended
2010-2011
Gain/Loss
(% Points)
77*
77*
88*
99*
40*
61*
77*
65*
96
69
N/A
26
76
44
61
3
9
25
8
65
15
N/A
-13/-14
-13/+36
-2/+4
+9/+21
-50/-37
-29/-31
-13/-15
-25/-32
+6/+25
-21/-25
N/A
*AEIS 2011 Report— data from AWARE Eduphoria district data
Standard
Commended
AYP/State/
2010-2011
Commended
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
TAKS
Actual
2010-2011
TAKS
Actual
2010-2011
TAKS
Actual Commended
2010-2011
Gain/Loss
(% Points)
100
100
100
N/A
100
N/A
100
100
100
N/A
67
67
100
67
60
64
67
67
54
N/A
14
13
15
N/A
0
N/A
14
14
0
N/A
3
3
0
3
0
3
3
3
0
N/A
+10/-26
+10/-27
+10/-25
N/A
+10/-10
N/A
+10/-26
+10/-26
+10/-40
N/A
-23/-37
-23/-37
+10/-40
-23/-37
-30/-40
-26/-37
-23/-37
-23/-37
-36/-40
N/A
114
Test Data
Grade Level
Science
TAKS
Grade 10
TAKS-M
Grade 10
TAKS-Alt
Grade 10
Subgroup
All Students*
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
TAKS
2010-2011
TAKS
Commended
2010-2011
74.91
75
88
100
29
62
75
48
11.72
55.3
55.4
7.8
8.0
67
33
56
8.6
100
100
9
19
100
15
11.4
57
0
12
Standard
Commended
AYP/State/
2010-2011
Commended
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
90
90/40
TAKS
Actual
2010-2011
%
75*
75*
88*
99*
29*
62*
75*
48*
TAKS
Actual Commended
2010-2011
55.3
55.4
7.8
8.0
-35/-32
-35/-32
-35/-32
67
33
-23/-7
56
8.6
-34/-30
100
100
9
19
+10/-31
+10/-21
100
15
+10/-25
11.72
11.4
57
0
12
Gain/Loss
(% Points)
-15/-27
-15/-28
-15/-28
+10/+17
-63/-40
-38
-15/-28
-42/
115
Test Data
Grade Level
Science
TAKS
Grade 11
TAKS-M
Grade 11
STAAR-Alt
Grade 11
Subgroup
All Students*
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
TAKS
2010-2011
TAKS
Commended
2010-2011
85
85
94
100
60
78
85
50
98
67
4.8
16
42
73
2
6
4.8
2
58
50
43
43
50
N/A
33
43
33
43
33
4
4
0
100
100
15
15
100
0
4
0
4
0
15
Accountability
Standard
AYP/State/
Commended
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
TAKS
2011-2012
TAKS
Commended
2011-2012
2011-2012
Accountability
Standard
AYP
Gain/Loss
(% Points)
91
91
100
100
67
86
91
49
100
91
92
38
37
36
37
38
17
40
*
*
*
*
*
*
*
*
17
17
50
67
2
6
17
1
55
17
18
3
3
3
4
3
17
3
*
*
*
*
*
*
*
*
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
+6/+11.2
+6/+1
+6/+8
0/-6
+7/0
+8/0
+6/+11.2
-1/-1
+2/-3
+24/-33
-5/-1
-6/-1
-7/-1
+4/+4
-5/-1
-16/+17
---
116
Science
State/BISD Goal:
The students in the public education system will demonstrate exemplary
performance in Science.
BISD STAAR Grades 3-8 Objective:
Action
Step
3.1
1) A minimum of 90% of students taking the TAKS science exam will
demonstrate mastery. A minimum of 40% of students taking the TAKS
science exam will achieve commended performance.
2) A minimum of 60% of Biology and Chemistry students will achieve a
Level II Satisfactory Performance on the STAAR EOC assessment. A
minimum of 30% of Biology and Chemistry students will achieve a
Level III Advanced Performance.
Satisfactory Performance on the STAAR assessment. A minimum of
30% of 8th Grade students will achieve a Level III Advanced
Performance.
Satisfactory Performance on the STAAR Science assessment. A
minimum of 30% of 5th Grade students will achieve a Level III
Advanced Performance.
Population
Devote a minimum 15% of the instructional
week at the elementary level (K-5) to standardsbased, inquiry-centered district’s instructional
curriculum framework science instruction (45
minutes a day). Campuses are encouraged to
devote
All Elementary and
Secondary Students
including TI, MI,
LEP,SE,AR,GT,DYS
students
80% of instructional time to classroom/field
investigations in K-1
investigations in 2-3
investigations in 4-5
Conduct field and laboratory investigations 40%
of the instructional time as per the state
requirement for students enrolled in middle
school and high school science courses to ensure
ample opportunity for descriptive, comparative,
and experimental investigations as outlined in the
TEKS.
Resources
Fund/$ Amount
SCANS Report,
NSES, TEKS,
SB103; District’s
instructional
curriculum
framework
Curriculum, and
FOSS Materials;
Lab-Aids kits, Flinn
kits, Delta Science
Modules;
Person(s)
Responsible
Assistant
Superintendents
Administrators for
Curriculum &
Instruction
Campus
Administration
Elementary
Teachers
Science Teachers
Science Specialists
Timeline
August 2013 –
July 2014
(weekly)
F: Walk-throughs,
Campus visits, Lesson
plans, Daily schedules
Local Funds, Federal
Funds, State Comp.
Funds and Campus
Funds
TII (211)
$21,750
117
Action
Step
3.2
3.3
PBMAS
Implement a District-wide instructional
materials support program through the Science
Replenishment Center (PreK-12) to include
FOSS replenishment material, live organisms
and secondary science kit-based material to
assist campuses with material needed to teach
the science curriculum.
Provide professional development for Pre K 12 teachers in to improve the delivery of
science instruction and increase student
achievement including:
framework K-12 review units and
lessons
In-depth study of science TEKS
Lab Safety
Kit based instructional materials (FOSS,
Lab-Aids, Flinn, etc)
Science Supplemental Adoptions,
software, and technology integration
(EduSmart, Living with Science,
calculators and data collection devices)
ESL and ELPS strategies
Response to Intervention
Depth of Knowledge
New Teacher In-Service Training to
teachers new to the district and on-going
Maintenance Training for all classroom
teachers
Notebooks, Journaling, Word Walls,
Vocabulary Development, Graphic
Organizers
Literacy Strategies as per the TLI Grant
Assessments including TxAIR and
AWARE
STARLAB
Questioning techniques
STAAR/EOC Assessment Standards
Implementing STEM programs at all
Middle Schools and science related
magnet programs
Strategies for the instruction of special
populations
Project Share
Population
All Students
including TI, MI,
LEP,SE,AR,GT,DY
S students
All Students
including TI, MI,
Bilingual, ESL,
LEP,SE,AR,GT,
DYS students
Resources
Fund/$ Amount
TII (211)
$175,000
Campus Needs
Assessment
Survey;
Materials and
Supplies for
Science Institutes,
Maintenance and
Content
Trainings,
District Waiver
days; Super
Science
Saturdays, and
New Teacher Inservice Trainings
Person(s)
Responsible
Administrators for
Curriculum &
Instruction
Science Specialists
Replenishment
Center Clerk
Assistant
Superintendents
Administrators for
Curriculum &
Instruction
Adm. Professional
Development
Science Specialists
Points of Contact
and Department
Chairs
Timeline
August
2013 –
July 2013
F: FOSS Refill
requests,
Replenishment Logs
August
2013 –
July 2013
S: Scores from
TAKS exams and
STAAR exams
F: Session
evaluations;
specialist feedback,
Teacher surveys,
reflections, Student
journals
S: Scores from
TAKS exams and
STAAR exams
TII (211)
$140,710
118
Action
Step
3.4
Provide district coordinated science benchmarks
for 3rd through 11th grades as well as district
coordinated science end of course exams for
third, fourth, sixth, seventh grade students to
assist in identifying the students progress
(Elementary assessments will be available in
Spanish).
Population
All Students
including TI, MI,
LEP,SE,AR,GT,DYS
students
Funds, State Comp.
Funds
($0)
Utilize data from district benchmarks and state
assessments to target instruction for subgroups
and individual K-12 students and plan for
professional development at the campus/district
levels to improve the delivery of science
instruction to increase student achievement.
3.5
3.6
Resources
Fund/$ Amount
Funding for
assessment
development teams
and Assessment Item
Bank , AWARE
Develop, support and implement a strong
Science Enrichment Program for every BISD
campus through Science Competitions,
HS/MS/Elementary Science Fairs, Regional,
State & International Science & Engineering
fairs, to increase the number of participants and
the quality of products in these programs and
events.
All Students
including TI, MI,
LEP,SE,AR,GT,DYS
students
Support systems for students to excel and
improve achievement in science courses
Tutoring
After school programs
Science Labs
Tech Labs
Saturday Academies
to improve student achievement.
All Students
including TI, MI,
LEP,SE,AR,GT,DYS
students
Funds, State Comp.
Funds
TII (211)
$13,410
Local Funds,
Federal Funds, State
Comp. Funds,
community
partnerships; Tech
Labs, EduSmart
($0)
Person(s)
Responsible
Assistant
Superintendents
Administrators for
Curriculum &
Instruction
Science Specialists
Dept. of
Assessment
/Research/
Evaluation
Bilingual/ESL
Administrator
Special Services
Administrator
Campus
Administration
Science Teachers
Assistant
Superintendents
Administrators for
Curriculum &
Instruction
Science Specialists
Campus
Administration
Science Teachers
Assistant
Superintendents
Administrators for
Curriculum &
Instruction
Campus
Administration
Science Specialists
Science Teachers
Timeline
August 2013 July 2014
F: Benchmark Results,
EOC scores, Lesson
Plans
(2nd & 4th Six
Weeks
Benchmarks)
F: Student
participation data at
school and district
events
F: Grades, Completion
Rates, Student
Achievement Data
119
Action
Step
3.7
Population
Resources
Fund/$ Amount
Local Funds,
Federal Funds, State
Comp. Funds,
($0)
Support the Department of Advanced Academic
Services in Dual Enrollment, GT, AP and PreAP science courses in supporting teachers in
their improvement of course rigor and
differentiation of instruction.
All Students
including TI, MI,
LEP,SE,AR,GT,DYS
students
3.8
Participate in regional, state, or national science
and educational conferences to remain current in
science and educational issues and pedagogies.
Participating science specialists and teachers will
share information with all teachers through
department chair, point of contact and campus
meetings as well as professional development
trainings and district waiver days.
All Students
including TI, MI,
LEP,SE,AR,GT,DYS
students
Local Funds,
Federal Funds,
State Comp. Funds
TII (211)
$18,000
3.9
Conduct vertical alignment meetings by cluster
to increase communication between elementary,
middle school and high school science teachers.
All Students
including TI, MI,
LEP,SE,AR,GT,DYS
students
Funds, State Comp.
Funds
3.10
Secondary math,
science social studies
and reading teachers
Title II funds
Approximately
Person(s)
Responsible
Assistant
Superintendents
Administrators for
Curriculum &
Instruction
Science Specialists
Campus
Administration
Counselors
Dept. of Advanced
Academic
Services
University
personnel
Science Teachers
Assistant
Superintendents
Administrators for
C&I
Science Specialists
Campus
Administrators
Science Teachers
Assistant
Superintendents
Administrators for
C&I
Science Specialists
Campus
Administrators
Science Teachers
Human Resources
Federal Programs
Special Programs
Administrator
Timeline
F: Professional
Development surveys,
Student enrollment
and achievement in
Dual Enrollment, GT,
AP and Pre-AP
science courses
F: Session
evaluations; specialist
feedback;
documentation of
campus sharing
sessions
September and
December
2013, May
2014
F: Session
evaluations; specialist
feedback; number of
campuses attending
July 1, 2013 F: Benchmarks Test
Through
Results
June 30, 2014
S: STAAR and EOC
Test scores
120
Action
Step
3.11
Population
Title I-A Teachers
Resources
Fund/$ Amount
Title I funds:
C & I Specialists FTEs 10
Stipends
Substitutes
Supplies & materials
Travel
Person(s)
Responsible
Special Programs
Administrator
Federal Programs
Administrator
Curriculum
Administrator
Timeline
July 1, 2013 F: Session Evaluations,
Through
Student Benchmark
June 30, 2014 Test Scores
S: Improved Campus
Ratings, Student
Passing Rates, Student
Assessment Scores:
STAAR/TPRI/Tejas
LEE/CPALS
Title II
3.12
PBMAS
CTE, Special Education and Bilingual/ESL
Department support staff will provide inclassroom support and monitor implementation
of appropriate instructional strategies for these
populations which ultimately results in
interdisciplinary/multi-disciplinary projects
integrating all appropriate content areas.
(Note: revised from 2011-2012 PBMAS Integrated Plan by
the 2012-2013 District Leadership Team also known as the
Core Analysis Team and added to DIP as of 11-12-2012 by
DEIC approval)
Secondary students:
LEP
ESL
MI
SE
GT
DYS
AR
CTE
(AR) At-Risk
(DYS) Dyslexia
Ed., At-Risk, etc.
Campus faculty
lesson planning
time
Principals
CTE CPOs
Deans of
Instruction
Bilingual/ESL and
Special Education
Departmental and
Campus staff
(LOC) Local
(TI) Title I
(TII) Title II
(TIV) Title IV
(TIX) Title IX
August 2013to
May 2014
August 2013to
May 2014
F: CTE Evaluations
CTE Teacher plans
S: District Benchmark
exams, TAKS and/or
EOC scores in
reading/ELA, math, and
science for CTE Special
Education and ELL
students.
Increased numbers of
Distinguished
Achievement Plan
graduates for CTE
the activities
121
Social Studies
in the understanding of Social Studies.
1) A minimum of 90% of 11th grade students and Exit level retesters will
demonstrate mastery on Social Studies assessment. A minimum of 45% of 11th
grade students and Exit level retesters will achieve commended performance.
State/BISD Goal:
2) A minimum of 90% of World Geography and World History students will achieve
a Level II Recommended Performance on STAAR/EOC Assessments. A minimum
of 45% of World Geography and World History will achieve a Level III Advanced
Performance on STAAR/EOC assessments.
To be determined once TEA designates the cut scores for the three performance
categories.*
BISD STAAR Grade 8 Objective:
Test Data
Grade Level
Social Studies
TAKS
Grade 8
Subgroup
TAKS
2010-2011
TAKS
Commended
2010-2011
All Students*
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
94
94
94
100
83
87
94
73
99
100
94
34
34
34
71
9
16
33
13
7
53
32
Standard
Commended
AYP/State/
2010-2011
Commended
44/83
90/45
44/83
90/45
44/83
90/45
44/83
90/45
44/83
90/45
44/83
90/45
44/83
90/45
44/83
90/45
44/83
90/45
44/83
90/45
44/83
90/45
TAKS
Actual
2010-2011
TAKS
Actual Commended
2010-2011
Gain/Loss
(% Points)
94
94
94
100
83
87
94
73
99
100
94
34
34
34
71
9
16
33
13
7
53
32
+4 / -11
+4 / -11
+4 / -11
+10 / +26
-7 / -36
-17 / - 29
+4 / -12
-17 / -32
+9 / -38
+10 / +8
+4 / -13
122
Test Data
Grade Level
Social Studies
TAKS-M
Grade 8
TAKS-Alt
Grade 8
Subgroup
TAKS
2010-2011
TAKS
Commended
2010-2011
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
65
65
65
NA
67
64
65
65
80
68
100
100
100
NA
100
100
100
100
100
100
2
2
2
NA
0
2
2
2
0
2
9
9
9
NA
0
23
9
9
0
0
Standard
Commended
AYP/State/
2010-2011
Commended
58/89
90/45
58/89
90/45
58/89
90/45
58/89
90/45
58/89
90/45
58/89
90/45
58/89
90/45
58/89
90/45
58/89
90/45
58/89
90/45
44-67/68-72
90/45
44-67/68-72
90/45
44-67/68-72
90/45
44-67/68-72
90/45
44-67/68-72
90/45
44-67/68-72
90/45
44-67/68-72
90/45
44-67/68-72
90/45
44-67/68-72
90/45
44-67/68-72
90/45
TAKS
Actual
2010-2011
TAKS
Actual Commended
2010-2011
Gain/Loss
(% Points)
65
65
65
NA
67
64
65
65
80
68
100
100
100
NA
100
100
100
100
100
100
2
2
2
NA
0
2
2
2
0
2
9
9
9
NA
0
23
9
9
0
0
-25 / -43
-25 / -43
-25 / -43
NA
-23 / -45
-26 / -43
-25 / -43
-25 / -43
-90 / -45
-22 / -43
+10 / -36
+10 / -36
+10 / -36
NA
+10 / -45
+10 / -22
+10 / -36
+10 / -36
+10 / -45
+10 / -45
123
Test Data
Grade Level
Social Studies
TAKS
Grade 10
Test Data
Grade Level
Social Studies
Subgroup
STAAR
EOC
World Geology
All Students*
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
Subgroup
TAKS
2010-2011
TAKS
Commended
2010-2011
All Students*
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
94
94
94
100
77
90
94
59
99
93
94
41
41
41
67
5
23
40
6
79
30
40
2011-2012
Level II
Recommended
Satisfactory
25
24
52
60
7
10
24
3
64
9
CS-21/TP-46
Accountability
Standard
AYP/State/
Commended
50/86
50/86
50/86
50/86
50/86
50/86
50/86
50/86
50/86
50/86
50/86
2011-2012
Level III
Advanced
5
5
22
30
1
1
5
1
23
0
CS-4/TP-11
TAKS
2011-2012
TAKS
Commended
2011-2012
94
94
100
100
74
89
94
69
100
87
95
39
38
58
89
7
17
38
6
76
33
39
2011-2012
Accountability
Standard
AYP
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Gain/Loss
(% Points)
0/-2
0/-3
+6/+17
0/+22
-3/+2
-1/-6
0/-2
+10/0
+1/-3
-6/+3
+1/-1
124
Test Data
Grade Level
Social Studies
TAKS
Grade 11
TAKS-M
Grade 10
TAKS-M
Grade 11
Subgroup
TAKS
2010-2011
TAKS
Commended
2010-2011
All Students*
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
97
97
97
100
86
96
97
82
100
95
98
68
NA
68
NA
100
68
69
68
NA
67
49
49
45
NA
50
50
45
49
NA
45
46
45
45
83
15
31
44
6
86
NA
43
8
NA
8
NA
50
7
8
8
NA
11
2
2
2
NA
0
2
2
2
NA
2
Accountability
Standard
AYP/State/
Commended
44/85
44/85
44/85
44/85
44/85
44/85
44/85
44/85
44/85
44/85
44/85
53/88
53/88
53/88
53/88
53/88
53/88
53/88
53/88
53/88
53/88
55/87
55/87
55/87
55/87
55/87
55/87
55/87
55/87
55/87
55/87
TAKS
2011-2012
TAKS
Commended
2011-2012
97
97
100
100
86
95
97
82
100
98
97
72
72
69
72
72
60
73
50
50
51
51
50
67
54
50
50
77
83
9
32
49
9
85
46
53
3
3
3
3
3
0
2
1
1
1
1
1
0
1
2011-2012
Accountability
Standard
AYP
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Gain/Loss
(% Points)
0/+4
0/+5
+3/+32
0/0
0/-6
-1/+1
0/+5
0/+3
0/-1
+3/
-1/+10
+4/-5
+1/-4
+3/-5
+4/-5
+6/-9
+1/-1
+1/-1
+1/-1
+6/-1
+1/-1
+9/-1
125
Test Data
Grade Level
Social Studies
STAAR-Alt
Grade 10
STAAR-Alt
Grade 11
Subgroup
TAKS
2010-2011
TAKS
Commended
2010-2011
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
100
100
100
100
100
100
100
100
NA
100
100
100
100
NA
NA
100
100
100
NA
100
9
10
10
0
0
7
9
9
NA
12
9
9
6
NA
NA
6
9
9
NA
0
Accountability
Standard
AYP/State/
Commended
44-67/68-72
44-67/68-72
44-67/68-72
44-67/68-72
44-67/68-72
44-67/68-72
44-67/68-72
44-67/68-72
44-67/68-72
44-67/68-72
44-67/68-72
44-67/68-72
44-67/68-72
44-67/68-72
44-67/68-72
44-67/68-72
44-67/68-72
44-67/68-72
44-67/68-72
44-67/68-72
TAKS
2011-2012
TAKS
Commended
2011-2012
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
2011-2012
Accountability
Standard
AYP
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Gain/Loss
(% Points)
-
-
126
Basic Skills Area: Social Studies
State/BISD Goal:
BISD STAAR Grade 8 Objective:
Action
Step
4.1
in the understanding of Social Studies.
1) A minimum of 51% of World Geography, World History, and US History students
will achieve a Level II-Recommended Performance on STAAR/EOC Assessments.
A minimum of 31% of World Geography, World History, and US History students
will achieve a Level III Advanced Performance on STAAR/EOC assessments.
2) A minimum of 45% of Grade 8 Social Studies students will achieve a Level IIRecommended Performance on the STAAR. A minimum of 31% will achieve a
Level III Advanced Performance on the STAAR.
Population
Provide systematic Staff Development for
Elementary and Secondary Teachers in Social
Studies to strengthen their understanding of the SS
TEKS, vertical alignment, and the integration of
technology by demonstrating best practices and
strategies.
K 5th
Grade Teachers
9th – 12th
Grade Social
Studies Teachers
Resources
Fund/$ Amount
TEKS / STAAR
District’s
instructional
curriculum
framework
Person(s)
Responsible
Social Studies
Specialists
Timeline
Aug 21st
Oct 5th
Oct 19th
Workshop Agendas,
Copies of Distributed
Materials, Classroom
Observations
Curriculum Guides
Kids Voting
Funding Source:
Local Funds
State Compensatory
Funds
Title I Funds
TPTR Funds
Federal Funds
Advance Academics
$14,150
127
Action
Step
4.2
Provide and support Professional Development in
the implementation of district’s instructional
curriculum framework and parallel K- 12th
Grade Social Studies Curriculum to ensure that
students meet the content and process
expectations mandated through the Essential
Knowledge and Skills.
Population
th
K-12
Grade Students
TI
MI
LEP
SE
AR
GT
DYS
Resources
Fund/$ Amount
District’s
instructional
curriculum
framework
Person(s)
Responsible
Social Studies
Specialists
Timeline
Aug 21
Dec 7th
st
Workshop Agendas,
Observations
Documents
TEKS / STAAR
resources
TEA updates
BISD Curriculum
Frameworks
Social Studies
Resources
Funding Source:
TPTR Funds
Federal, Local &
State
Compensatory
Funds
4.3
Provide support for the Sheltered Instruction
Observation Protocol (SIOP) / ELPS professional
development for all Social Studies content areas
to ensure that English Language learners develop
a strong conceptual foundation and mastery of SS
TEKS and perform well on STAAR (EOC)
assessments.
K-12th
Grade Students
TI
MI
LEP
SE
AR
GT
DYS
$4,050
Sheltered Instruction
Training
Funding Source:
Local Funds
State Compensatory
Funds
Federal Funds
Advance Academics
Bilingual Education
Department
Personnel
August,
September,
Octoberas determined
by Bilingual
Dept.
Workshop Agendas,
Observations
Social Studies
Specialists
Nov 19th
Nov 20th
State, District, and
Campus summary data
$ 7,600
4.4
Utilize data from assessments in order to focus on
curriculum alignment and appropriate
instructional strategies in conjunction with the
Reporting Categories to increase students’
success.
th
8-12
Grade Students
TI
MI
LEP
SE
AR
GT
DYS
TEA Data and
Summary Charts
BISD AWARE
Funding Source:
Federal, Local
Funds
Advance Academics
State Compensatory
Funds
$7,000
128
Action
Step
4.5
4.6
Population
Resources
Fund/$ Amount
Continue to implement and support reading and
writing strategies in Social Studies instruction
such as prediction, inference, summarizing,
paraphrasing and researching in order to promote
mastery of content at higher cognitive levels.
1-12th
Grade Students
TI
MI
LEP
SE
AR
GT
DYS
District’s
instructional
curriculum
framework
Provide and Support Professional Development
for Social Studies Teachers in District Initiatives
such as:
Elementary:
Early Childhood Pearson Educational
O.W.L. / CIRCLE
FDIC Bank “Money Smart”
Secondary:
Advance Placement (AP)
Dual Enrollment
All Levels:
Texas Adolescent Literacy Academies
(TALA)
Response to Intervention
(RTI)
K-12th
Grade Students
TI
MI
LEP
SE
AR
GT
DYS
Funding Source:
TPTR Funds
Title I Funds
Advance Academics
Local Funds
State Compensatory
Federal
Funds
SIOP Sheltered
Instruction Training
Social Studies
Reader’s Theater
Oxford picture
Dictionaries for
Secondary ESL
Students
Funding Source:
Local Funds
State Compensatory
Federal Funds
Advance Academics
TPTR Funds
$10,550
Person(s)
Responsible
Administrators for
Curriculum &
Instruction
Curriculum &
Instruction Specialists
Campus
Administrators
Facilitators / Deans of
Inst.
Teachers
Social Studies
Specialists
Timeline
Monthly
Campus
Support
Meetings
F:Teacher made Tests,
Benchmark Tests,
Portfolios, Classroom
Observations, Lesson
Plans, Textbook Tests
Aug 21st
Workshop Agendas,
Observations
framework
Gifted and Talented
Kids Voting
To provide teachers with appropriate research
based strategies in order to meet the needs of the
students and ensure their success.
129
Action
Step
4.7
4.8
Population
Resources
Fund/$ Amount
TEA Updates
ESC1 Updates
Campus PLC’s
District resources
Conduct debriefing / collegial sharing sessions
monthly for all social studies department
chairpersons/points of contact to allow for
analysis of instructional challenges, content
updates, research-based strategies, and
professional development opportunities.
Middle School
and High School
representatives
Provide campus administration with an awareness
of state and district curriculum and instruction
strategies in order to meet the needs of the
students and ensure their comprehension of SS
TEKS. in preparation for STAAR and EOC
assessments.
Campus
Instructional
Leaders
TEA Updates
ESC1 Updates
District resources
TI
MI
LEP
SE
AR
GT
DYS
Funding Source:
Federal & Local
Funds
State Compensatory
Funds
TPTR Funds
Title I Funds
Advance Academics
Person(s)
Responsible
Social Studies
Specialists
Timeline
th
Sept 10
Oct 8th
Nov 5th
Dec 10th
Jan 7th
Mar 4th
May 13th
Meeting Agendas,
Observations
Administrators for
Curriculum &
Instruction
Curriculum &
Instruction Specialists
Campus
Administrators
Facilitators / Deans of
Inst.
Teachers
Monthly
Campus
Support
Meetings
Workshop Agendas,
Observations
Assistant
Superintendent for
Curriculum &
Instruction
Administrators for
Curriculum &
Instruction
Social Studies
Specialists
Oct 2013
Feb 2014
Benchmark Tests in
Project Share
$3,450
$2,100
4.9
Develop and implement district-wide benchmarks
for Social Studies STAAR assessed grade levels
with the district’s assessment resources to identify
students with low performance scores and
implement research based strategies to ensure
their success in the state assessments.
Grade 8
Grades 9–11
Grade Students
TI
MI
LEP
SE
AR
GT
DYS
STAAR One
Test Banks
Curriculum Guides
Federal, Local and
State Compensatory
Funds
Advance Academics
130
Action
Step
4.10
4.11
Provide and support staff development for
teachers in the National History Day rules and
guidelines in order to increase student
participation in the BISD, Regional and State
History Day Events. Students will be able to
develop research skills and increase their
awareness about history and its various
connections.
Assist campus instructional leaders in developing
interdisciplinary lessons which focus on
Expository Text based on Social Studies content.
Population
th
th
6 - 12 Grade
Students
TI
MI
LEP
SE
AR
GT
DYS
1st – Grade 8
Students
TI MI
LEP SE
AR GT DYS
Resources
Fund/$ Amount
TEKS
National History Day
Resources
Federal, Local &
State
Compensatory Funds
TPTR Funds
Title I Funds
Advance Academics
$20,135
TEKS /
district’s
instructional
curriculum
framework Based
resources
Curriculum Guides
4.12
4.13
other consultants, in response to identified
district and campus needs in order to improve
overall District student performance.
Secondary math,
Title II funds
science social
Approximately
studies and reading
teachers
Title I-A
Teachers
Title I funds:
C & I Specialists FTEs 10
Stipends
Substitutes
Supplies & materials
Travel
Title II
Approximately
$15,800
Person(s)
Responsible
Social Studies
Specialists
Administrators for
Curriculum &
Instruction
Campus
Administrators
Deans of Inst.
Facilitators
Teachers
Human Resources
Federal Programs
Special Programs
Administrator
Consultants
Social Studies
Specialists
Timeline
th
Sep 10
Dec 10th
Jan 7th
Apr 9th
F: Project Evaluations
and Campus History
Day Evaluations
Monthly
Campus
Support
Meetings
Teacher made Tests,
Classroom
Observations, Lesson
Plans
July 1, 2013
Through
June 28, 2014
F: Benchmarks Test
Results
S: EOC Test scores
Sep 17th
Feb 26th
F: Session
Evaluations, Student
Benchmark Test
Scores
S: Improved Campus
Ratings, Student
Passing Rates,
Student Assessment
Scores:
STAAR/TPRI/Tejas
LEE/CPALS
131
(AR) At-Risk
(DYS) Dyslexia
Ed., At-Risk, etc.
(LOC) Local
(TI) Title I
(TII) Title II
(TIV) Title IV
(TIX) Title IX
the activities
132
Health and Physical Education
State/BISD Goal:
Action
Step
5.1
5.2
The students in the public education system will be provided with educational
opportunities that address safety, health, nutrition, substance abuse, and violence
prevention.
Improve in the overall wellness of the students, staff as well as community members
by promoting awareness of healthy lifestyles.
Population
Promote and ensure physical fitness for all
students. In grades Pre K-5 students will be
provided with moderate to vigorous physical
activity each day in physical education for at
least 30 minutes a day or a minimum of 135
minutes a week. Middle school students in
grades 6-8 will have at least 4 total semesters.
They will ensure physical activity is not used
as a form of punishment, thus all campuses
will be in compliance with Senate Bill 530
effective 09/01/2006.
Students
Grades Pre K-8
- TI
- MI
- LEP
- SE
- AR
- GT/Pre-AP/AP
- DYS
Assess student fitness annually in grades 3-12
to improve the health and well being of all
students and to be in compliance with the
requirements of Senate Bill 530 effective
09/01/2006.
Students
Grades 3-12
- TI
- MI
- LEP
- SE
- AR
- GT/Pre-AP/AP
- DYS
Resources
Fund/$ Amount
- (LOC) Local
funding for additional
PE teachers as
needed subject to
approval.
Commensurate
with BISD Board
Approved
Teacher pay
scales subject to
approval.
Fitnessgram
Person(s)
Responsible
-Area
Superintendents
-Campus
Administrators
-Deans/Facilitators
-Physical Ed.
Teachers
-Area
Superintendents
-ARE
Administrator
-C & I
Administrators
-Health Services
Administrator
- PE Specialist
-Campus
Administrators
-PE Teachers
-School Nurse
-CATCH Team
Members
-ARD & 504
Teachers
Timeline
Evaluation
August 2013
Through
June 2014
F:Classroom
Observations
F:PE student
attendance
records
F:Updated District
Policy
S:School Health
Index
S:Physical Fitness
Assessment
August 2013
Through
June 2014
F:Updated District
Policy
F:Classroom
Observations
S:TEA required
report for
Fitness
Assessment
Results &
Student
Follow-up
133
Action
Step
5.3
5.4
Develop curriculum objectives in Health and
Physical Education which provide students the
knowledge and skills necessary to develop and
maintain optimal lifetime health and fitness
levels. Curriculum must be sequential,
developmentally appropriate, designed,
implemented and evaluated to enable students
to develop the motor, self management,
additional skills, attitudes and confidence
necessary to participate in physical activity
throughout life in order to comply with Senate
Bill 891 effective 09/01/2008.
Provide in-service training on updated scope &
sequence materials Bi-Annually for all Health and
Physical Education Teachers in order to ensure
proper implementation in accordance with grade
level instruction.
Population
- Health
Teachers
- Physical
Education
Teachers
Pre K-12
- Health
Teachers
- Physical
Education
Teachers
Pre K-12
Resources
Fund/$ Amount
-TEKS objectives
-Health Ed/PE
curriculum
materials
Person(s)
Responsible
-Health Ed. Lead
Teacher
-PE Specialist
-Health Teachers
-PE Teachers
Pre K-12
-TEKS/ district’s
-C & I
Administrators
-Campus Principals
Deans/Facilitators
-PE Specialist
-Health Ed. Lead
Teacher
-Health/PE
Teachers
Pre K-1
-C & I
Administrators
-PE Specialist
-Health Ed. Lead
Teacher
-Curriculum Writers
instructional
curriculum
framework
objectives
-STARR objectives
-Health/Physical Ed.
Materials
-Adopted materials
Timeline
Evaluation
August 2013
Through
June 2014
F:Updated
Curriculum
Frameworks
S:Student classroom
Assessment
S:Physical Fitness
Assessment
August 2013
District
Development
Days
June 2014
F:Updated
Curriculum
Frameworks
S:Campus visitation
documentation
F:Sign in Sheets
S:Monthly Campus
visitation
documentation
134
Action
Step
5.5
Resources
Fund/$ Amount
-Health & PE
Curriculum
-CATCH Curriculum
-Wellness Policy
Person(s)
Responsible
-Physical Ed.
Specialist
-Safety Coordinator
-Health Teachers
-Physical Ed.
Teachers
-Nurses
-Counselors
-Food Service
Manager
-Parent Liaison
-CATCH Champions
-Health Ed. Lead
Teacher
-Campus Facilitator
-Campus Deans
-Campus CATCH
Team Members
Population
Timeline
Implement an on-going in-service training with
strategies that motivate students to participate in
school, district, city events and maintain a
physically active and healthy lifestyle to promote
continued health and wellness while demonstrating
good sportsmanship by students & parents.
Health Teachers
Physical
Education
Teachers
Pre K-12
5.6
Update campus improvement plan to include
necessary improvements indicated by the School
Health Index Assessment Tool in order to comply
with legislative updates as they pertain to health
and physical education and Senate Bill 892
effective 09/01/2008.
All campuses
CATCH Teams
Pre K-12
-School Health Index
-Cost-$0
5.7
Recommend to the BISD Board of Trustees
changes needed concerning the District’s Health &
Physical Education Programs as an outcome of the
School Health Advisory Council meetings which
will take place four or more times annually in
order to comply with Senate Bill 283 effective
09/01/2008.
Parents,
Community
Members as well
as School
District
Personnel
- Materials for
Meetings
-Parent Chair
-Parent Co-Chair
-Curriculum
Administrators
-Physical Ed.
Specialist
-Health Ed. Lead
Teacher
August 2013
Through
June 2014
5.8
Monitor and emphasize the integrated math,
reading, and writing social studies, science
academic concepts inherent in the Health and
Physical Education curriculum programs in order
to enhance students’ skills and prepare them for
testing.
Pre K-12
Students
- TI
- MI
- LEP
- SE
- AR
- GT/Pre-AP/AP
- DYS
-TAHPERD Activity
Resource Guides
-TAKS Objectives
-TEKS Objectives
-Content area Scope
& Sequence
-Physical Ed.
Specialist
-Health Ed. Lead
Teacher
-Curriculum Writers
-Health Ed. Teachers
-Physical Ed.
Teachers
-Math, Reading &
Writing, SS, Science
Department Chairs
-Staff Development
(district & campus
personnel
August 2013
Through
June 2014
Evaluation
August 2013
Through
June 2014
F:Sign in Sheets
S:Evaluation
S:Monthly
Classroom
observation &
documentation
August 2013
Through
June 2014
S: School
Health Index
Documentation
S:Campus
Improvement
Plan
F:Campus
Improvement
Plan Review
F:Sign in Sheets
F: Evaluations
S:School Health
Advisory
Council
Board
Recommendations
F:Curriculum
Frameworks
F:Staff Development
Agendas
F:Lesson Plans
S:Monthly Campus
Visitation
Documentation
135
Action
Step
5.9
5.10
5.11
Resources
Fund/$ Amount
-CATCH Curriculum
Materials
Person(s)
Responsible
-SHAC
-BISD District
CATCH
Team
-CATCH Champions
-CATCH Campus
Teams
All volunteer
parents wishing
to participate
-American Heart
Association Conozca
Su Corazon
-Cost $0
-CATCH staff
and
Administrators
at
all campuses
-PE Equipment
-PE Materials
-Tests
-Facility Upgrades
-Parental
Involvement
Coordinator
-Health Education
Lead Teacher
-Parent Liaison
-Parent Health
Ambassadors
-PE Specialist
-Wellness
Coordinator
-Principals
-Safety Coordinators
-District CATCH
Team
-Campus CATCH
Team
-Maintenance
Personnel
Population
Maintain and improve Coordinated Approach to
Child Health (CATCH) Teams that implement the
Coordinated School Health Program K-12 by
developing goals and objectives based on fitness
assessment
data,
academic
performance,
attendance rates, academic disadvantages and the
use of success of any method in order to ensure
students are reaching required moderate to
vigorous physical activity (MVPA), and any other
indicator recommended by School Health
Advisory Council (SHAC) in order to comply with
Senate Bill 19 and Senate Bill 892 effective
09/01/2008.
All Campuses
-Safety
Coordinator
-Health
Education
Teachers
- PE Teachers
-School Nurse
- Counselor
-Food Service
Manager
-Parent Liaison
-Wellness
Coordinator
-CATCH
Champions
Establish teams of parents that will participate in
physical activity and nutrition education
throughout the year which will be known as
Families In Training (FIT) in order to comply with
Senate Bill 530 effective 09/01/2006.
Evaluate and recommend necessary upgrades for
instructional facilities and equipment to ensure an
appropriate instructional environment and student
safety.
Timeline
August 2013
Through
June 2014
August 2013
Through
June 2014
August 2013
Through
June 2014
Evaluation
F:Implementation
Documentation
F: Lesson Plans
F:Fitness Assessment Observation
F:Student Grades
F:Attendance Rates
S:SHAC
Recommendations
S:CATCH Activities
S:CATCH Visitation
Reports
S:School Health
Index
Improvement Plan
S:Standardized
Tests Results
F:Sign in Sheets
S:Participant
Screening Reports
S:Participant
Evaluations
F:Safety Evaluation
F:Campus Visitation
Documentation
F:Proper
Maintenance
Documentation
S:SHAC
Recommendations
136
Action
Step
5.12
Population
Implement the Parenting and Paternity Awareness
(PAPA) curriculum at all middle schools/high
schools to provide knowledge and awareness of
the legal aspects of parenting in compliance with
House Bill 3076 effective 9/1/08.
-6-12 grade
students
- TI
- MI
- LEP
- SE
- AR
- GT/Pre-AP/AP
- DYS
-6-12 grade
students
- TI
- MI
- LEP
- SE
- AR
- GT/Pre-AP/AP
- DYS
-Teachers
-Counselors
-Parents
-AP Students
-PK-12 grade
students
- TI
- MI
- LEP
- SE
- AR
- GT/Pre-AP/AP
- DYS
-teachers
-parents
Administrators
-PK-12 grade
students
- TI
- GT/Pre-AP/AP
- MI
- LEP
- DYS
- SE
- AR
5.13
Educate students and parents on the District
Dating Violence Policy that provides content
specificity in order to promote awareness and
intervention strategies and comply with House Bill
121 effective 5/18/06.
5.14
Provide information on the Wellness/Nutrition
Policy & Guidelines to parents, teachers &
students through parent meetings, teacher staff
development, CATCH Teams, and classroom
instruction to ensure compliance with respective
policies and guidelines and comply with the Texas
Public School Nutrition Policy effective
08/01/2004 and revisions 08/01/2006.
5.15
Identify the manner in which the safety of students
in physical education classes is maintained by
developing a safety plan of action when the
teacher student ratio is greater than 45-1 in
compliance with Senate Bill 891 effective 9/1/08.
Resources
Fund/$ Amount
-PAPA Curriculum
-Cost-$0
-Health Education
Books
-Healthy Teen Dating
Curriculum
Person(s)
Responsible
-Curriculum
Administrators
-Health Ed. Lead
Teacher
- Middle/High School
Campus
Administrators
-Middle/High School
Health Ed.
-Curriculum
Administrators
- Guidance &
Counseling
Administrator
-Health Ed. Lead
Teacher
-Campus
Administrators
-Counselors
-Health Education
Teachers
Timeline
Evaluation
August 2013
Through
June 2014
F: Lesson Plans
F: Classroom
Observation
Documentation
S: PAPA Curriculum
Assessments
August 2013
Through
June 2014
F:Curriculum
Frameworks
F:Lesson Plans
F:Updated District
Policy
F:Updated Code of
Conduct
F:Updated
District/Campus
Safety Plan
F:Classroom
Observation
Documentation
F:Campus
Visitation
Observation
F:Updated District
Policy
-Wellness Policy
Reference Manual
-Square Meals.org
(Texas Dept. of
Agriculture)
-Cost $0
-Food & Nutrition
Services Personnel
-Food & Nutrition
Services
Administrator
-Curriculum
Administrator
-Area
Superintendents
-District CATCH
Team
August 2013
Through
June 2014
-Cost $0
-PE Teachers
-Campus Safety
Coordinator
-District Safety
Coordinator
-District Emergency
Operations
Coordinator
-PE Specialist
-Health Lead Teacher
-Campus
Administration
August 2013
Through
June 2014
S:Reviews of
Campus
Safety Action Plan
And Emergency
Operating
Procedures (EOP)
137
Action
Step
5.16 Educate students and parents on the
district’s sexual abuse of children
policies/guidelines through awareness and
information, including but not limited to,
knowledge of likely warning signs
indicating that a child may be a victim of
sexual abuse, using resources developed by
the Texas Education Code (TEC) under
Section 37.004, to conduct classroom
presentations and distribute information via
the BISD Parent/Student Handbook in
order to comply with House Bill 1041
(Jenna’s Law effective 09/01/2008.
5.17
Implement informational sessions to
faculty, staff, and parents on specific
guidelines on reporting child abuse as well
as informing all students through counselor
classroom presentations, informational
documents, and KBSD on actions they
should take to obtain assistance and
intervention, if they have been sexually
abused in order to comply with House Bill
1041 (Jenna’s Law) effective 09/01/2008.
Population
-PreK-12
students
- LEP
- GT
-Pre-AP/AP
- DYS
- SE
- MI
- AR
- TI
-Teachers
-Counselors
-Campus
Administrators
-Parents
Campus/District
Staff
-PreK-12
students
- TI
- MI
- LEP
- SE
- AR
- GT/Pre-AP/AP
- DYS
-Parents
-Teachers
-Counselor
-Campus
Administrators
Campus/District
Staff
Resources
Fund/$ Amount
-Distribution
of the BISD
Parent/Student
Handbook
-Crisis
Intervention
Procedural
Manual
(Revised 7/20/10)
Person(s)
Responsible
-Counseling Dept. & Administration
-Campus Counselors
-SAFE Counselors
-At-risk
Administrator/Supervisor/Counselors
-Parental Involvement
-Campus Personnel
-Campus Administration
-Health Science Technical teachers
-Campus Health Teachers
-Area Asst. Superintendents
-Child Protective Services
- Policy: Exhibit
(FFG)
-Crisis
Intervention
Procedural
Manual
(Revised 7/20/10)
-Counseling Dept. & Administration
-Counselors
-At-risk Administrator-Coordinator
-Parental Involvement
-Campus Personnel
-Campus Administration
-Health Science Technical
-Health Teachers
-Area Asst.
Superintendents
Timeline
Evaluation
August
2013
Through
June 2014
F:Counselor
Classroom
Presentations
F: Classroom
Presentation
Agendas
F:Classroom
Presentation
Sign-In
Sheets
F: Verification of
Information
Distribution via
Signed BISD
Parent/Student
Handbook receipt
form
August
2013
Through
June 2014
F:Counselor
Classroom
Presentations
F:Classroom
Presentation
Agendas
F:Classroom
Presentation
Sign-In Sheets
F:Parental
Involvement
Agendas and
Sign-In Sheets
138
Action
Step
5.18
5.19
5.20
Resources
Fund/$ Amount
-Parental Centers
-Campus Counselors
-District’s Family
Centers
-Parent Seminars/
Bilingual
-KBSD Highlights/
Infomercials
-Crisis
Intervention
Procedural
Manual
(Revised 7/20/10)
Population
The district will provide available counseling
options for students affected by sexual abuse in
order to comply with House Bill1041 (Jenna’s
Law) effective 09/01/2008.
-Parents
-PreK-12
Students
- TI
- MI
- LEP
- SE
- AR
- GT/Pre-AP/AP
- DYS
Federal Programs will continue to fund a full time
Special Projects nurse to assist with the planning
and execution of the overall health program at the
District level in order to help support student
attendance/performance.
Title I-A
Title I Funds $52,837
Sp. Projects Nurse
Health Aide
TI-A
Federal Programs will continue to fund campus Campus Nurse
nurse at 40% to assist with the execution of the
health program aimed at monitoring and assisting
low-performing students at schoolwide campuses
improve overall health in order to improve student
attendance/performance.
(AR) At-Risk
(DYS) Dyslexia
Ed., At-Risk, etc.
Campus Nurse:
TI (40% salary)
$1,444,842
LOC (60%)
Person(s)
Responsible
-Counseling Dept. &
Administration
-Campus Counselors
-SAFE Counselors
-Parental
Involvement
-Campus Personnel
-Health Science
Technical Teachers
-Health Teachers
-Campus
Administration
-Area Asst.
Superintendents
Health Services
Administrator
Special Programs
Administrator
Federal Programs
Administrator
Health Services
Administrator
Special Programs
Administrator
Federal Programs
Administrator
(LOC) Local
(TI) Title I
(TII) Title II
(TIV) Title IV
(TIX) Title IX
Timeline
August 2013
Through
June 2014
July 1, 2013
through
June 2014
Evaluation
F:Counselor/
Teacher
verification of
class
presentation(s)
F:Agendas
F:Sign-in Sheets
F:Presentation and
Student
Documentation
S:Student
Counseling
Documentation
S:Follow-up on
child’s progress in
school during and
after counseling
sessions
F: Student Referrals
S: Increased Student
Attendance Rates
August, 2013- F: Student Referrals,
June, 2014
Nurse Time and Effort
Logs
S:Increased Student
Attendance Rates
the activities
139
Attendance
State/BISD Goal:
The students will be encouraged and challenged to meet their full educational
potential.
Increase the student attendance rates for all district schools 96.5% for elementary
schools, 97% for middle schools, and 96% for high schools.
Student Data
Attendance
Rate
Subgroup
Current
2010-2011
All Students*
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
96.1
96.1
95.0
97.2
96.4
95.7
96.1
94.7
94.8
NA
Accountability
Standard
State
97.0
97.0
97.0
97.0
97.0
97.0
97.0
97.0
97.0
97.0
Projected
Growth
Actual
2011-2012
+.1
+.1
+.1
+.1
+.1
+.1
+.1
+.1
+.1
+.1
95.8%
95.8%
94.6%
97.7%
96.3%
95.3%
95.9%
94.2%
94.4%
NA
Gain/Loss
(%
Points)
140
Attendance
State/BISD Goal:
Action
Step
6.1
6.2
6.3
The students will be encouraged and challenged to meet their full educational
potential.
Increase the student attendance rates for all district schools 96.5% for elementary
schools, 97% for middle schools, and 96% for high schools.
Population
Implement a Campus Improvement Plan with
attendance goals that addresses procedures, roles,
responsibilities and a formal written plan for
monitoring and managing attendance.
Ensure that campus student attendance
meets district and state rates so that
students meet their full educational
potential.
Implement campus improvement plan‘s
attendance goals daily.
Campus Staff
Attendance
Personnel
Reduce by 5% yearly the out-of-school
suspensions on every campus by researching and
evaluating 2011 – 2012 number of days students
were absent due to OSS in order to increase
campus student attendance rates and improve
student instructional levels.
Campus
Administration
Train attendance clerks and parent /attendance
liaisons to consistently monitor and communicate
student’s daily absences and tardiness to parents
and staff to promote and ensure rapid system of
communication to reduce student absences and
tardiness and increase instructional opportunities
for students.
Campus &
District Staff
Pupil Services
Personnel
Resources
Fund/$ Amount
Campus Attendance
Monitoring Visit
form developed by
Pupil Services
ISS Program
PEIMS Action
Reason Report
OSS Report
Pupil Services
Student Accounting
School Messenger
Notification System
eSchool plus
Person(s)
Responsible
Principal
Asst. Principals
PEIMS
Supervisor
Attendance
Clerks
Attendance
Liaisons
Pupil Services
Data Entry
Clerk
Principal
PEIMS
Supervisor
Attendance
Clerk
Discipline
Clerk
Computer
Services
Principal
Campus
PEIMS
Supervisor
Attendance
Clerks
Parent Liaisons
Student
Accounting
Data Entry
Clerk
Timeline
2013
Fall Semester
F: Weekly review of
campus attendance
rates.
Monitor campus
Attendance
Management Plans via
campus visitations by
Pupil Services
S: Semester attendance
rates
10-04-13
11-15-13
12-19-13
02-21-14
04-11-14
06-04-14
F: Principal will
analyze OSS report at
end of each 6 wks to
determine increase or
decrease in OSS
S: 6th Weeks Reports
2013
Fall Semester
2014
Spring
Semester
F: Agenda
Sign-in sheets
Six weeks Attendance
Report
SchoolMessenger
Notification System
141
Action
Step
6.4
Population
Resources
Fund/$ Amount
SchoolMessenger
Notification System
Computer Services
(Technical Support)
Provide training as needed to effectively
implement School Messenger Notification
System procedures for effective monitoring of
student attendance and maximize instruction.
PEIMS
Supervisors
Clerks
6.5
Publish and recognize campus attendance rates in
KBSD, school marquees and school activities to
promote and motivate student attendance districtwide and increase educational potential of
students.
Pre - K - 12th
grade students
Campus Marquee
Instructional TV
6.6
Recognize and award incentives to students
with
Perfect attendance every six weeks and at the
end of the year.
• Campus recognition of students
for perfect attendance achievement
that increases learning performance.
• To obtain perfect attendance, student
must be present the entire
instructional day for that attendance
reporting period.
Special consideration will be given to
medical issues that arise at school.
Facilitate the parent’s ability to monitor
attendance via School Messenger Notification
System by consistently updating student
information.
Pre - K - 12th
grade students
Computer Services
Principal
Adopt a School
Partners
PTA/PTO
All Students
Campus
Attendance
Personnel
SchoolMessenger
Notification System
6.7
Parents
Person(s)
Responsible
School
Messenger
Notification
System Trainer
Computer
Services
PEIMS
Supervisor
Pupil Services
Data Entry
Clerk
Student
Accounting
Principal
PEIMS
Supervisor
Pupil Services
Principal
PEIMS
Supervisor
Data Entry
Clerk
Student
Accounting
Computer
Services
Pupil Services
Attendance
Clerks
PEIMS
Supervisor
Data Entry
Clerk
Timeline
2013
Fall Semester
F: Agendas
Sign-in Sheets
2014
Spring
Semester
10-04-13
11-15-13
12-19-13
02-21-14
04-11-14
06-04-14
F: KBSD
announcements
Campus marquees
10-04-13
11-15-13
12-19-13
02-21-14
04-11-14
06-04-14
F: Campus
documentation
2013
Fall Semester
F: Daily
computerized
telephone log of
calls generated by
SchoolMessenger
Notification System
2014
Spring
Semester
142
(AR) At-Risk
(DYS) Dyslexia
Ed., At-Risk, etc.
(LOC) Local
(TI) Title I
(TII) Title II
(TIV) Title IV
(TIX) Title IX
the activities
143
At-Risk
State/BISD Goal:
Through enhanced dropout efforts, all students will remain in school until they obtain a
high school diploma and/or pursue a post-secondary education.
All campuses will develop prevention and intervention strategies that increase at-risk
student achievement on STAAR by 5%, reduce the Middle School Dropout Rate to
less than 1%, increase the High School Completion Rate to 95%, and increase the
Graduation Rate to 75%.
Test Data
Grade Level
STAAR
Grade 3
STAAR
Grade 4
STAAR
Grade 5
STAAR
Grade 6
STAAR
Grade 7
Subject Area
Subgroup
Reading
Math
Reading
Math
Writing
Reading
Math
Science
Reading
Math
Reading
Math
Writing
All Students/At-Risk
Current
Mastery
2012-2013
74/66
74/68
69/49
77/63
76/60
74/53
78/62
72/52
57/30
66/45
67/43
65/43
65/42
Actual
Accountability
Mastery
Standard
2013-2014
AYP/State
Gain/Loss
(% Points)
100/50
100/50
100/50
100/50
100/50
100/50
100/50
50
100/50
100/50
100/50
100/50
100/50
144
Test Data
Grade Level
STAAR
Grade 8
STAAR
Grade 9
STAAR
Grade 10
TAKS
Grade 11
Dropout Rate
Completion
Rate I
Cohort Class
4 YR
5 YR
Graduation
Rate
Cohort Class
4 YR
5 YR
Attendance
(10-11)
Current
Mastery
2012-2013
Accountability
Actual
Standard
Mastery
AYP/State
2013-2014
Subject Area
Subgroup
Reading
Math
Science
Social Studies
Math
Science
Social Studies
Reading/ELA
Math
Science
Social Studies
7-8 Grades
9-12 Grades
75/57
68/56
68/47
53/31
*/*
*/*
*/*
*/*
*/*
*/*
*/*
*/*
*/*
*/*
87/77
83/71
90/83
97/95
0.0/0.0
1.1/1.4
100/50
100/50
50
50
100/50
100/50
100/50
50
50
100/50
100/50
100/50
50
50
100/50
100/50
50
50
1.6
Not Applicable
Class of 2010
*/*
95.0
Class of 2011
95.5/94.7
95.0
Class of 2010
89.3/86.6
90.0
Class of 2011
88.5/86.4
90.0
K-12
All Students
At-Risk
96.2
95.7
95.0
95.0
English I Reading
English I Writing
Math
Science
Social Studies
English II Reading
English II Writing
Gain/Loss
(% Points)
145
Action
Step
7.1
7.2
7.3
7.4
7.5
Resources
Fund/$ Amount
TI-A
Approximately:
$1,000,000
Population
Implement tutorials and remediation strategies for
low-performing students in the foundation
curriculum subjects by the 3rd week of school in
order to decrease the retention rate and improve
student achievement.
Elementary,
Middle and High
School AR
Students
Implement a district-wide plan for high quality
professional development for faculty and staff.
Staff Development activities will target the
identification of students who are at-risk of
dropping out to increase student achievement.
Teachers will acquire effective intervention and
prevention instructional strategies.
Provide training to campus personnel on the
identification and classification of coding At-Risk
students in order to meet state coding requirements
and provide appropriate At-Risk supplemental
services.
Elementary,
Middle and High
School AR
students
Campus Resources
Elementary,
Middle and High
School AR
students
SCE
Provide training to campus administration on the
use of the Dropout Rate, Graduation Rate, and
Completion Rate Survival Manual in order to
provide related federal and state updates.
Middle and High
School AR
students
SCE
Provide training to district and campus personnel
on the identification of homeless children and
unaccompanied youth to ensure identified students
are provided services through the McKinneyVento Act, Title I, IDEA, Child Nutrition, Head
Start, and other supplemental programs.
Elementary,
Middle and High
School AR
students
Homeless and
Unaccompanied
Youth Identifying
Criteria as defined by
the McKinney-Vento
Act
SCE
Approximately:
$1,591,535
Approximately:
$500
Approximately:
$1,000
Person(s)
Responsible
Campus
Administration
Deans of
Instruction
Area Assistant
Superintendents
Administrator for
State
Compensatory
Education
Administrator for
Special Programs
Principals
Deans of
Instruction
Administrator for
Professional
Development
Administrator for
State
Compensatory
Education
Administrator for
Special Programs
Administrator for
State
Compensatory
Education
Administrator for
Special Programs
Campus
Administration
Administrator for
the Homeless
Youth Project
Administrator for
State
Compensatory
Education
Administrator for
Special Programs
Timeline
September 9, 2013 eSchoolPLUS
June 4, 2014
generated Tutorial
Schedule, Attendance
Report, Tutorial Lesson
At minimum 2 x Plans, Tutorial Teacher
week
Observations,
Benchmark Scores,
Student Progress
Reports, and the
Retention Rate
August 1, 2013 ERO Session
Evaluation Report
October 25, 2013
August 1, 2013 ERO Session
Evaluation Report
October 25, 2013
August 2013
ERO Session
Evaluation Report
August 2013
ERO Session
Evaluation Report
September 2013
146
Action
Step
7.6
7.7
7.8
7.9
Population
Provide training to campus personnel on the
identification of homeless and unaccompanied
youth during the enrollment process to ensure that
sensitivity techniques are utilized, enrollment
procedures do not create barriers, and that students
and families are directed to the Homeless Youth
Project for further intake.
Elementary,
Middle and High
School AR
students
Ensure that the campus has a process in place to
identify homeless students in order receive the full
protections of the McKinney-Vento Act, including
the help they need to enroll, attend, and succeed in
school.
Elementary,
Middle and High
School AR
students
Promote awareness throughout the district and at
individual campuses regarding the availability of
homeless related services within BISD and
community agencies to meet the academic, social,
emotional, and physical needs of identified
homeless and accompanied youth.
Elementary,
Middle and High
School AR
students
Implement a food pantry and closet at every
campus to provide identified homeless and
unaccompanied youth with food items, hygiene
products, school supplies, and clothes as needed to
meet their academic, social, emotional, and
physical needs.
Elementary,
Middle and High
School AR
students
Resources
Fund/$ Amount
Homeless and
Unaccompanied
Youth Identifying
Criteria as defined by
the McKinney-Vento
Act
Campus Registration
Packet
SCE
Approximately:
$15,000
TI-A
Approximately:
$15,000
Homeless Youth
Project Flyers
Supplies, clothes, and
materials available
from the Homeless
Youth Project
Donated food,
clothes, and hygiene
products
SCE
Approximately:
$30,00
Person(s)
Responsible
Campus
Administration
Administrator for
the Homeless
Youth Project
Administrator for
State
Compensatory
Education
Administrator for
Special Programs
Campus
Administration
Administrator for
the Homeless
Youth Project
Administrator for
State
Compensatory
Education
Administrator for
Special Programs
Campus
Administration
Administrator for
the Homeless
Youth Project
Administrator for
State
Compensatory
Education
Administrator for
Special Programs
Campus
Administration
Administrator for
the Homeless
Youth Project
Administrator for
State
Compensatory
Education
Administrator for
Special Programs
Timeline
August 2013
ERO Session
Evaluation Report
September 2013
August 26, 2013 Monthly eSchoolPLUS
At-Risk reports will be
June 4, 2014
generated and the
Homeless Youth Project
Daily
will work with the AtRisk Campus Contact to
ensure support services
are provided to students
classified as homeless
and Student Progress
Reports
August 2013
June 2014
At minimum 1 x
month
August 2013
June 2014
Daily
147
Action
Step
7.10
Population
Resources
Fund/$ Amount
TI-A
Approximately:
$15,000
Ensure that the campus has a process in place to
allow students to enroll in school immediately,
even if lacking documentation normally required
for enrollment; such as previous school records,
medical or immunization records, proof of
residency, birth certificate, proof of guardianship,
or other documents. (The terms “enroll” and
“enrollment” includes attending classes and
participating fully in school activities.)
Elementary,
Middle and High
School AR
students
7.11
Provide instructional aides to assist At-Risk
students with foundation curriculum academic
activities in order to improve student performance.
Elementary,
Middle, and
High School AR
students
TI-A
Approximately:
$7,645,109
7.12
Provide training on Sheltered Instruction Strategies
Campus cohort groups for training:
*ESL teachers
*Reading teachers
*Science teachers
*Social Studies teachers
*CTE teachers
*Migrant teachers
Training will enhance the ability to understand and
use curricula, assessment and effective instructional
strategies for LEP students.
Planning and delivering lessons that incorporate
strategies consistently that will maximize the use
of effective teaching strategies to provide support
for Limited English Proficient (LEP) students in
improving English Proficiency. They will annually
demonstrate and obtain measurable progress on
oral, reading, and written English proficiency
measures and thereby meets adequate yearly
progress (AYP) for LEP students.
Provide At-Risk Counselor(s) at all middle and
high schools to monitor and coordinate
intervention programs for at-risk students that will
meet their instructional needs.
LEP
Elementary,
Middle School,
and High School
AR Students
BIL
Middle and High
School AR
students
SCE
Approximately:
$1,273,480
7.13
Approximately:
$75,000.00
Person(s)
Responsible
Campus
Administration
Administrator for
the Homeless
Youth Project
Administrator for
State
Compensatory
Education
Administrator for
Special Programs
Campus
Administration
Administrator for
Title-A Programs
Administrator for
Special Programs
Bilingual/ESL Lead
Teachers
Campus
Administration
Administrator for
Bilingual
Department
Asst. Supt.
Campus
Administration
Administrator for
State
Compensatory
Education
Administrator for
Special Programs
Timeline
August 26, 2013 Monthly eSchoolPLUS
At-Risk reports will be
June 4, 2014
generated and the
Homeless Youth Project
Daily
will work with the AtRisk Campus Contact to
ensure support services
are provided to students
classified as homeless
and Student Progress
Reports
August 26, 2013 Benchmark Scores,
Student Progress
June 4, 2014
Reports, and Classroom
Observations
Daily
District
Approved Staff
Development
Dates
ERO Session
Evaluation Report
August 26, 2013 At-Risk Counselor Logs,
Weekly Accelerated
June 4, 2014 Intervention Logs, and
Student
Daily
Progress Reports
148
Action
Step
7.14
Assist students with issues interfering with
learning, including but not limited to emotional
distress, family problems, or alcohol problems.
Intervention strategies will be created for At-Risk
students who meet state criteria which are
addressed in the Personal Graduation Plans at the
secondary level.
Middle and High
School AR
students
Resources
Fund/$ Amount
Guidance and
Counseling
Guidelines
7.15
Increase coordination between the campus ESL
clerk, migrant clerk, special education clerk and
home visitors to determine the whereabouts of
non-returning students to ensure appropriate
documentation is in place to recover and document
non-returning students in order to decrease the
dropout rate and increase the graduation and
completion rates.
Middle and
High School AR
Students
Dropout Monitoring
Form
eSchoolPLUS
7.16
Maintain a mentoring program for students at-risk
of dropping out in order to decrease the dropout
rate and increase student achievement, graduation
rates, and completion rates.
High School AR
students
REAL Mission
7.17
Align At-Risk student interests and achievement
results with academic career planning and industry
needs to decrease the dropout rate and increase
student achievement, graduation rates, and
completion rates.
Middle and High
School AR
students
CTE Course Catalog
Population
Person(s)
Responsible
Campus
Administration
At-Risk Counselors
Teachers
Nurses
Administrator for
Guidance &
Counseling
Administrator for
State
Compensatory
Education
Administrator for
Special Programs
Campus
Administration
Campus Staff
Campus Registrars
Records Clerks
Administrator for
State
Compensatory
Education
Administrator for
Special Programs
Campus
Administration
Border Patrol
Administrator for
State
Compensatory
Education
Administrator for
Special Programs
Counselor(s)
Career Placement
Officer
Campus
Administration
Timeline
August 26, 2013 At-Risk Counselor
Logs, Student Progress
June 4, 2014
Reports, and Weekly
Accelerated Intervention
Daily
Logs
August 26, 2013 eSchoolPLUS Custom
Dropout Monitor
June 4, 2014
Report, Dropout Rate,
Graduation Rate, and
Daily
Completion Rate
August 26, 2013 Mentoring Program
Evaluation, Weekly
June 4, 2014
Accelerated
Intervention Logs,
At minimum 2 Student Progress
6 week programs Reports, Dropout Rate,
each semester Graduation Rate, and
Completion Rate
August 26, 2013 Student Progress
Reports, Dropout Rate,
June 4, 2014
Completion Rate
Daily
149
Action
Step
7.18
7.19
Population
Provide program specialists to monitor and
coordinate dropout intervention programs for
students at Hanna, Porter, Pace, Rivera, Lopez and
Veterans Memorial High Schools in order to
decrease the dropout rate and increase student
achievement, completion rates, and graduation
rates.
High School AR
students
Provide secondary campuses with a probation
officer to work with students who are on probation
to improve behavior and to maximize student
achievement.
High School and
Middle School
AR Probated
Students
7.20
Continue LUCHA projects at Hanna, Porter, Pace,
Rivera, Lopez and Veterans Memorial High
schools to target literacy development and math
success through the use of native language support
and sheltered instruction strategies; Conduct
transcript analysis and implement online modules;
and Conduct parent/student information sessions
on graduation requirements and career pathways
options.
This will provide an accelerated pathway for recent
immigrants with high literacy levels to meet
graduation requirements in less than 4 years and
have a direct impact on the dropout rate and
graduation rate of LEP students.
Recent
Immigrants and
LEP High
School Students
7.21
Provide the Lincoln Park and the Brownsville
Academic Center with a social worker to ensure
that at-risk students are provided with specialized
services that include:
Case Management
Obtaining assistance from
Govt./Co. Service Agencies
Childcare Information
Service Coordination
High School and
Middle School
AR Students
Resources
Fund/$ Amount
6 existing FTE’s
SCE
Approximately:
$321,422
SCE
Approximately:
$ 180,000
Existing Title III
TAPPAT Funds
$47,000
LUCHA transcript
analysis funds
$60,000
Title III Funds
Classified salary
$20,000
Title III Funds
LUCHA Online
Courses $11,000
Bilingual Funds
Online
Diagnostics $1,500
Transcript analysis
Online diagnostics
SCE
Approximately
$109,032
Person(s)
Responsible
Campus
Administration
Administrator for
State
Compensatory
Education
Administrator for
Special Programs
Campus
Administration
Administrator for
State
Compensatory
Education
Administrator for
Special Programs
Bilingual
Department
Administrator
Bilingual/ESL
Teacher
Curriculum and
Instruction
Administrator
Campus
Administration
Administrator for
State
Compensatory
Education
Administrator for
Special Programs
Timeline
August 26, 2013 Weekly Accelerated
Intervention Logs,
June 4, 2014
Student Progress
Completion Rate
August 2013
July 2014
Weekly Accelerated
Intervention Logs and
Student Progress
Reports
Daily
August 26, 2013 Program effectiveness
based on assessment
June 4, 2014
results and parent and
student surveys
Daily
Transcript Analysis
August 26, 2013 Weekly Accelerated
Intervention Logs and
June 4, 2014 Student Progress
Reports
Daily
150
Action
Step
7.22
Population
Provide Communities in School (CIS) Case
Managers to work with high schools, middle
schools, and identified elementary schools to bring
resources and services to students and parents in
order to improve At-Risk student achievement.
Middle School
and High AR and
Elementary MI
Students
Provide secondary campuses with core-area
teachers to provide accelerated instruction in order
to improve at risk student achievement.
Middle School
and High AR
Students
Resources
Fund/$ Amount
SCE
Approximately:
$475,222
SCE
Approximately:
$ 2,441,148
7.23
7.24
Implement a Cohort Express Academy to address
the academic needs of At-Risk students not
meeting graduation as of August 31, 2013.
AR students and
students that did
not successfully
complete
summer school
requirements for
graduation
Middle School
and High AR
Students
Campus allocations
7.25
Provide secondary counselors with training on
working with graduation cohorts in order to
ensure students graduate within four years.
7.26
Conduct parent meetings to explain graduation
requirements for all grade levels in order to
increase the district/campus graduation and
completion rates.
High School AR
Students
Graduation
requirements
7.27
Purchase computer software that fits campus
specific needs to improve overall student
performance and assist with credit recovery
programs.
Elementary,
Middle and High
School AR
students
Campus allocations
Cohort listings
Person(s)
Responsible
Campus
Administration
Administrator for
State
Compensatory
Education
Administrator for
Special Programs
Campus
Administration
Administrator for
State
Compensatory
Education
Administrator for
Special Programs
High School
Campus
Administration
Administrator for
State
Compensatory
Education
Administrator for
Special Programs
Campus
Administration
Administrator for
State
Compensatory
Education
Administrator for
Special Programs
Campus
Administration
Administrator for
State
Compensatory
Education
Administrator for
Special Programs
Timeline
August 26, 2013 CIS Weekly Logs,
Weekly Accelerated
June 4, 2014
Intervention Logs,
Student Progress
Daily
Reports
Reports and
June 4, 2014
Benchmark Results
Daily
Summer 2013
Credits Accrued,
Student Transcripts,
Dropout Rate,
Completion Rate
August 2013
ERO Session Evaluation
Report and Updated
Cohort Listing
August 2013
June 2014
Session Evaluation
Report, Graduation Rate,
and Completion Rate
July 2013
February 2014
Student Progress
Reports and
Benchmark Scores
151
Action
Step
7.28
7.29
7.30
7.31
Resources
Fund/$ Amount
SCE funding
Population
Continue to provide out-of-cohort students at
the Brownsville Learning Academy adequate
space, supplies, and staff to increase the number of
high school and middle school students served and
offer extended day services based on student needs
and enrollment.
All Middle and
High School AR
Students
Conduct home visits and monitor withdrawal
leaver codes to recover non-returning students.
Walk for the Future is a district-wide initiative that
involves the community in the recovery of nonreturning students.
All AR Middle
and High School
Students
Provide students and parents of pregnant or teen
parents pregnancy related services available within
BISD, especially at Lincoln Park, in order to keep
students in school and meet graduation
requirements.
Middle and High
School Parents,
Staff, AR
Students, and
Community
Lincoln Park
pamphlets
Ensure that campus nurses provide prenatal
screening and medical support to pregnant
students in order to encourage students to stay in
school and meet graduation requirements.
All Middle and
High School
pregnant students
Health Screening
Approximately:
$ 2,031,831
SCE
Approximately:
$4,000.00
SCE:
Approximately:
$1,793,815
Person(s)
Responsible
Campus
Administration
Administrator for
State
Compensatory
Education
Administrator for
Special Programs
Timeline
August 2013
June 2014
Daily
Campus
Administration
Administrator for
State
Compensatory
Education
Administrator for
Special Programs
September 7,
2013
Campus
Administration
Campus Teachers
CEHI Teachers
School Nurses
At-Risk Counselors
Social Workers
Administrator for
State
Compensatory
Education
Administrator for
Special Programs
School Nurses
Campus
Administration
Administrator for
State
Compensatory
Education
Administrator for
Special Programs
August 2013
June 2014
Weekly
As needed
August 2013
June 2014
Credits Accrued,
Student Transcripts,
Dropout Rate,
Completion Rate
eSchoolPLUS
Rosters,
Home Visit Logs,
Weekly Accelerated
Intervention Logs,
Dropout Rate,
Completion Rate
Student Progress
Reports, Attendance
Reports, Graduation
Rate, Completion Rate,
and number of students
who receive PRS
services
Dropout Rate,
Completion Rate
As needed
152
Action
Step
7.32
7.33
Population
Ensure that Compensatory Education Home
Instruction (CEHI) academic services are
provided to students at home or in the hospital
when pregnancy prevents the student from
attending school during the prenatal or postpartum
period in order to keep students in school and
meet graduation requirements.
All Middle and
High School
pregnant students
Monitor the number of students who are classified
as dropouts on a systemic cycle throughout the
school year. This cycle will provide information
needed to recover students.
Middle and High
School AR
Students
Resources
Fund/$ Amount
SCE
Approximately:
$285,457
eSchoolPLUS
SCE
Approximately:
$80,000
Person(s)
Responsible
CEHI Teacher
Campus
Administration
Administrator for
State
Compensatory
Education
Administrator for
Special Programs
Program Specialists
Campus
Administration
Administrator for
State
Compensatory
Education
Administrator for
Special Programs
7.34
Provide CTE Programs at all secondary school
campuses to provide school-to-work related
coursework that allows students to complete
graduation with a career pathway focus. CTE
programs will work with student’s career interest
and provide opportunities for articulated
coursework that allows for occupational
certifications and licenses.
Middle and High
School AR
students
CTE Course Catalog
Campus
Administration
Career Placement
Officer
CTE Supervisor
7.35
Provide campuses with a supplemental Dyslexia
Teacher to identify and provide language and
literacy interventions to improve at-risk student
achievement.
AR Students
SCE
Approximately:
$1,373,718
Campus
Administration
Administrator for
Dyslexia
Administrator for
State
Compensatory
Education
Administrator for
Special Programs
Timeline
August 2013
June 2014
4 hrs. weekly
(1-6 weeks)
(6-10) weeks
with Dr.
Verification
8/27,9/3, 9/10,
9/17,9/24
Then 1 X
month
CEHI Contact Logs
including date and time
CEHI Attendance Logs
Medical Excuses
Student Progress
Completion Rate
Monthly Benchmark
data will be presented
to District Cabinet
members indicating
improvement.
Dropout Rate,
Completion Rate
August 2013
June 2014
Survey number of
students enrolled in
CTE Pathway classes,
number of students
receiving certifications
and/or licenses, number
of students enrolled in
articulated coursework.
Dropout Rate,
Completion Rate
Reports, Benchmark
June 4, 2014
Scores, and Classroom
Observations
Daily
153
Action
Step
7.36
Continue to supplement the Pre-K full day
program to provide foundational learning
experiences in order to better prepare students
academically.
Population
Elementary AR
and LEP
who meet the
Pre-K criteria
Resources
Fund/$ Amount
SCE
Approximately:
$ 3, 973,069
Person(s)
Responsible
Campus
Administration
Administrator for
Bilingual
Administrator for C
&I
Administrator for
State
Compensatory
Education
Administrator for
Special Programs
Collaborate with the Head Start Program to
expand existing sites to additional elementary
campuses in order to better prepare students
academically.
Elementary AR
and LEP
Students
TI-A
7.38
As per EHBC (Local), a migrant student shall be
identified under the local eligibility criteria as at risk
of dropping out of school. In accordance with TEC
29.081 (g), the number of student receiving services
under local eligibility criteria during a school year
shall not exceed 10% of the number of students who
received services during the preceding school year
and shall not be reported through PEIMS.
Elementary,
Middle and High
school Migrant
students.
Roster by campus,
cluster and grade level
eSchoolPLUS
Campus
Administration
Administrator for
Title I-C Programs
Administrator for
State
Compensatory
Education
Administrator for
Special Programs
7.39
Have designated campuses implement the required
Four Core Components through Out of School
Time Activities as per 21st CCLC Program Cycle 6
and Cycle 7 Grant requirements for eligible
students by the 2nd week of school; please see
approved NOGA for more information.
Elementary,
Middle and High
School AR
Students
TI-A
Campus
Administration
Program Liaisons
Program Coordinator
Administrator for
Grants
Administrator for
Special Programs
7.37
Approximately:
$31,000
Approximately:
$1,000,000
Campus
Administration
Administrator TI-A
Programs
Administrator for
Special Programs
Timeline
August 2013
June 2014
Daily
August 2013
June 2014
Student Progress
Reports and CPALLS
(Beginning of Year,
Middle of Year, and
End of Year)
Student Enrollment
Forms and Student
Progress Reports
August 26, 2013 eSchoolPLUS Custom
Special Programs Report
October 25, 2013 and Student Progress
Reports
Sept. 2, 2013
June 30, 2014
eSchoolPLUS reports,
Tutorial Schedules,
Attendance Reports,
Tutorial Lesson Plans,
Teacher Observations,
Benchmark Scores, and
Student Progress
Reports
154
Action
Step
7.40
Population
Resources
Fund/$ Amount
SCE
Provide Deans of Instruction/Facilitators to
conduct regular research-based professional
development trainings in order to train and retain
highly qualified personnel that will positively
impact At-Risk student achievement.
Elementary,
Middle and High
School AR
Students
7.41
Continue to provide teen parents access to a day
care facility at Lincoln Park in order to decrease
the dropout rate and improve student achievement,
attendance, graduation rates, and completion rates.
High School
Teen Parents
SCE
Approximately:
$208,538
7.42
Continue to provide an alternative education
program at the Brownsville Academic Center that
will offer a meaningful educational experience for
assigned secondary students in a well disciplined
environment that provides structure, accelerated
instruction, and support services that will meet
students’ academic, social, emotional, and
behavioral needs.
Middle and High
School AR
Students
SCE funding
(AR) At-Risk
Approximately:
$3,459,442
Approximately:
$ 2,683,703
Person(s)
Responsible
Campus
Administration
Administrator for
State
Compensatory
Education
Administrator for
Special Programs
Day Care Director
Campus
Administration
Administrator for
State
Compensatory
Education
Administrator for
Special Programs
Campus
Administration
Administrator for
State
Compensatory
Education
Administrator for
Special Programs
(LOC) Local
(TI) Title I
(TII) Title II
(TIV) Title IV
(TIX) Title IX
(HSA) High School Allotment
Timeline
Reports, Benchmark
June 4, 2014
Scores, Classroom
Observations, and ERO
Daily
Session
Reports, Benchmark
June 4, 2014
Scores, Dropout Rate,
Daily
Completion Rate
August 2013
June 2014
Student Progress
Completion Rate
Daily
Development Strategies in the
activities
155
Discipline Management/Safe and Drug Free Schools
State/BISD Goal:
School campuses will maintain a safe and disciplined environment conducive to
student learning.
Discipline referrals (office referrals, removals and expulsions, to Brownsville
Academic Center TAP/PTP and JJAEP) will decrease by 5%.
Student Data
Grade Level
Subgroup
2010-2011
Projected Mastery
Actual
2011-2012
Students with
Disciplinary
Placements
Grade 3
ISS
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
44
43
01
0
16
30
44
12
01
00
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
*
53
52
01
00
48
32
36
8
01
*00
Gain/Loss
(% Points)
+09
+09
00
00
+32
+02
-08
-04
00
*00
+20%
+20%
0
0
+200%
+.06%
-18%
-33%
0
0
156
Student Data
Grade Level
Students with
Disciplinary
Placements
Grade 4
ISS
Students with
Disciplinary
Placements
Grade 5
ISS
Students with
Disciplinary
Placements
Grade 3
OSS
Subgroup
2010-2011
All Students
83
Hispanic
83
White
00
Asian
00
LEP
37
At-Risk
59
Eco. Disadv.
79
Special Ed.
17
Migrant
6
CTE
*00
All Students
115
Hispanic
113
White
02
Asian
00
LEP
48
At-Risk
80
Eco. Disadv.
113
Special Ed.
37
Migrant
05
CTE
*00
All Students
68
Hispanic
68
White
00
Asian
00
LEP
43
At-Risk
54
Eco. Disadv.
67
Special Ed.
16
Migrant
05
CTE
*00
Projected Mastery
Actual
2011-2012
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
*
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
*
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
*
64
64
00
00
34
31
49
12
00
*00
101
100
01
00
43
56
67
17
15
*00
51
50
1
00
35
42
44
15
1
*00
Gain/Loss
(% Points)
-19
-19
00
00
-03
-28
-30
-05
-06
*00
-14
-13
-01
00
-05
-24
-46
-20
+10
*00
-17
-18
+01
00
-08
-12
-23
-01
-04
*00
-22%
-22%
0
0
-.08%
-47%
-38%
-29%
-100%
0
-12%
-12%
-50%
0
-10%
-3%
-41%
-54%
+200%
0
-25%
-27%
+100%
0
-19%
-22%
-34%
-.06%
-8%
0
157
Student Data
Grade Level
Students with
Disciplinary
Placements
Grade 4
OSS
Students with
Disciplinary
Placements
Grade 5
OSS
Students with
Disciplinary
Placements
Grade 3
DAEP/JJAEP
Subgroup
2010-2011
Projected Mastery
Actual
2011-2012
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
105
103
02
00
58
83
101
24
06
*00
189
189
00
00
85
147
188
58
05
00
00
00
00
00
00
00
00
00
00
00
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
*
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
*
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
*
67
67
00
00
38
44
60
22
3
*00
132
131
1
00
52
93
125
38
9
00
00
00
00
00
00
00
00
00
00
00
Gain/Loss
(% Points)
-38
-36
-02
00
-20
-39
-41
-02
-03
*00
-57
-58
+01
00
-33
-54
-63
-20
+04
00
00
00
00
00
00
00
00
00
00
*00
-35%
-35%
-100%
0
-34%
-47%
-41%
-.08%
-50%
0
-30%
-31%
+100%
0
-39%
-37%
-34%
-34%
+80%
0
0
0
0
0
0
0
0
0
0
0
158
Student Data
Grade Level
Students with
Disciplinary
Placements
Grade 4
DAEP/JJAEP
Students with
Disciplinary
Placements
Grade 5
DAEP/JJAEP
Subgroup
2010-2011
Projected Mastery
Actual
2011-2012
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
00
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
*
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
*
00
00
00
00
00
00
00
00
00
00
2
2
00
00
01
02
02
02
00
*00
Gain/Loss
(% Points)
00
00
00
00
00
00
00
00
00
*00
+02
+02
00
00
+01
+02
+02
+02
00
*00
0
0
0
0
0
0
0
0
0
0
+200%
+200%
0
0
+100%
+200%
+200%
+200%
0
0
159
Student Data
Grade Level
Subgroup
2010-2011
Projected Mastery
Actual
2011-2012
Students with
Disciplinary
Placements
Grade 6
ISS
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
2,251
2,225
120
01
923
1,747
2,164
464
101
00
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-
962
954
06
02
721
437
645
473
114
00
Gain/Loss
(% Points)
-1289
-1271
-114
+01
-202
-1310
-1519
+09
+13
00
-57%
-57%
-95%
+100%
-22%
-75%
-70%
+.019%
+13%
0
160
Student Data
Grade Level
Students with
Disciplinary
Placements
Grade 7
ISS
Students with
Disciplinary
Placements
Grade 8
ISS
Students with
Disciplinary
Placements
Grade 6
OSS
Subgroup
2010-2011
Projected Mastery
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
2,517
2,510
05
01
735
2,044
2,402
435
128
1,209
2,363
2,360
04
00
484
1,961
2,254
474
100
986
471
469
04
00
181
376
1,564
122
13
00
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
Actual
2011-2012
1091
1071
17
00
750
490
669
340
91
389
1050
1042
08
00
505
477
689
361
111
233
290
290
00
00
171
184
248
112
38
02
Gain/Loss
(% Points)
-1426
-1436
+12
-01
+15
-1554
-1733
-95
-37
-820
-1313
-1318
+04
00
+21
-1484
-1565
-113
+11
-753
-181
-179
-04
00
-10
-192
-1316
-10
+25
+02
-57%
-57%
+240%
-100%
+20%
-76%
-72%
-29%
-28%
-68%
-56%
-56%
+100%
0
+4%
-77%
-69%
-24%
+11%
-76%
-38%
-38%
-100%
0
-55%
-51%
-84%
-82%
+1.92%
+200%
161
Student Data
Grade Level
Students with
Disciplinary
Placements
Grade 7
OSS
Students with
Disciplinary
Placements
Grade 8
OSS
Students with
Disciplinary
Placements
Grade 6
DAEP/JJAEP
Subgroup
2010-2011
Projected Mastery
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
616
611
05
00
200
533
595
113
43
278
640
640
00
00
120
556
604
133
37
294
93
93
00
00
35
75
91
17
08
00
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
Actual
2011-2012
319
305
14
00
118
181
250
100
24
131
358
357
01
00
173
238
297
135
39
73
73
73
00
00
29
60
73
14
02
00
Gain/Loss
(% Points)
-297
-306
+09
00
-82
-352
-345
-13
-19
-147
-282
-283
+01
00
+53
-318
-307
+02
+02
-221
-20
-20
00
00
-06
-15
-18
-03
-06
00
-48%
-50%
+1.8%
0%
-41%
-66%
-58%
-12%
-44%
-53%
-44%
-44%
+100%
0
+44%
-57%
-50%
+.01%
+.05%
-75%
-21%
-21%
0
0
-17%
-2%
-19%
-17%
-75%
0
162
Student Data
Grade Level
Students with
Disciplinary
Placements
Grade 7
DAEP/JJAEP
Students with
Disciplinary
Placements
Grade 8
DAEP/JJAEP
Subgroup
2010-2011
Projected Mastery
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
141
141
00
00
47
122
134
31
15
60
178
178
00
00
38
154
165
36
08
64
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
Actual
2011-2012
132
130
02
00
33
113
130
20
07
68
133
133
00
00
28
107
132
21
06
31
Gain/Loss
(% Points)
-09
-11
+02
00
+14
-09
-04
-11
-08
+08
-45
-45
00
00
-10
-47
-33
-15
-02
-33
-.06%
-.07%
+200%
0
+30%
-.07%
-.02%
-35%
-53%
+13%
-25%
-25%
0
0
-26%
-30%
-2%
-42%
-25%
-52%
163
Student Data
Grade Level
Subgroup
Current
2010-2011
Students with
Disciplinary
Placements
Grade 9
ISS
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
3,746
3,133
10
02
644
3,194
3,501
949
238
2,644
Projected Mastery
2011-2012
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
1456
1438
18
00
571
858
1076
735
169
833
Gain/Loss
(% Points)
-2290
-1695
+08
-02
-73
-2336
-2425
-214
-69
-1811
-61%
-54%
+8%
-100%
-11%
-73%
-69%
-22%
-29%
-68%
164
Student Data
Grade Level
Students with
Disciplinary
Placements
Grade 10
ISS
Students with
Disciplinary
Placements
Grade 11
ISS
Students with
Disciplinary
Placements
Grade 12
ISS
Subgroup
Current
2010-2011
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
1,072
1,068
03
00
106
860
1,007
132
36
870
1,194
1,175
18
01
177
1,081
1,142
304
44
783
525
520
05
00
33
471
512
105
33
445
Projected Mastery
2011-2012
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
794
789
03
02
128
405
533
166
60
483
746
740
06
00
270
458
550
244
69
420
387
382
04
00
64
255
308
103
10
269
Gain/Loss
(% Points)
-278
-279
00
+02
+22
-455
-474
+34
+24
-387
-448
-435
-12
-01
+93
-623
-592
-60
+25
-363
-138
-138
-01
00
+31
-216
-204
-02
-23
-176
-25%
-26%
0
+200%
+21%
-53%
-47%
+26%
+67%
-44%
-38%
-37%
-67%
-100%
+53%
-58%
-52%
-20%
+57%
-46%
-26%
-27%
-20%
0
+94%
-46%
-40%
-.019%
-70%
-40%
165
Student Data
Grade Level
Students with
Disciplinary
Placements
Grade 9
OSS
Students with
Disciplinary
Placements
Grade 10
OSS
Students with
Disciplinary
Placements
Grade 11
OSS
Subgroup
Current
2010-2011
Projected Mastery
2011-2012
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
616
612
04
00
94
552
562
212
52
398
134
132
01
00
16
117
118
25
05
64
193
192
01
00
21
174
181
69
09
135
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
468
464
04
00
143
327
420
250
43
278
208
208
00
00
36
128
155
70
10
126
190
190
00
00
30
151
187
66
22
136
Gain/Loss
(% Points)
-148
-148
00
00
+49
-225
-142
+38
-09
-120
+74
+76
-01
00
+20
+11
+37
+45
+05
+62
-03
-02
-01
00
+09
-23
+06
-03
+13
+01
-24%
-24%
0
0
+52%
-41%
-25%
+18%
-17%
-30%
+55%
+58%
-100%
0
+1.25%
+94%
+31%
+1.89
+1.00%
+97%
-16%
-10%
-100%
0
+43%
-13%
+3%
-.04%
+1.44%
+1%
166
Student Data
Grade Level
Students with
Disciplinary
Placements
Grade 12
OSS
Students with
Disciplinary
Placements
Grade 9
DAEP/JJAEP
Students with
Disciplinary
Placements
Grade 10
DAEP/JJAEP
Subgroup
2010-2011
Projected Mastery
2011-2012
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
78
76
02
00
07
67
71
21
08
60
319
319
00
00
62
282
292
93
21
194
73
71
02
00
07
58
60
12
03
33
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
75
74
01
00
09
63
69
23
05
56
207
206
01
00
39
167
204
55
04
127
72
72
00
00
07
60
69
80
02
54
Gain/Loss
(% Points)
-03
-02
-01
00
+02
-04
-02
+02
-03
-04
-112
-113
+01
00
-23
-115
-88
-38
-17
-67
-01
+01
-02
00
00
+02
+09
+68
-01
+21
-.03%
-.02%
-50%
0
+29%
-60%
-.09%
+.09%
-37%
-7%
-35%
-35%
+100%
0
-37%
-41%
-30%
-41%
-81%
-35%
-14%
+.014%
-100%
0
0
+34%
+15%
+67%
-33%
+64%
167
Student Data
Grade Level
Students with
Disciplinary
Placements
Grade 11
DAEP/JJAEP
Students with
Disciplinary
Placements
Grade 12
DAEP/JJAEP
Subgroup
2010-2011
Projected Mastery
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
64
62
01
01
07
56
59
24
05
43
30
29
01
00
01
28
28
05
05
21
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
-5%
Gain/Loss
(% Points)
2011-2012
89
89
00
00
6
75
89
16
05
51
31
30
01
00
01
26
28
05
01
23
+25
+27
-01
-01
-01
+19
+30
-08
00
+08
+01
+01
00
00
00
-02
00
00
-04
+02
+39%
+44%
-100%
-100%
-14%
+34%
+51%
-33%
0
+19%
+33%
+34%
0
0
0
-71%
0
0
-8%
+10%
168
Basic Skills Area: Discipline Management/Safe and Drug Free Schools
State/BISD Goal:
Action
Step
8.1
8.2
8.3
8.4
School campuses will maintain a safe and disciplined environment conducive to student learning.
Discipline referrals (office referrals, removals and expulsions) to Brownsville Academic Center’s and Juvenile
Justice Alternative Education Program ( JJAEP) will decrease by 5%.
Population
Promote awareness and notification of Student
Code of Conduct (SCC) to students, parents, staff
& community through campus distribution of
SCC, District Web site, and campus
presentations to ensure all students are afforded
due process and their rights.
All Students
Notify parents of any discipline referral which
includes ISS, OSS, detention outside school
hours and placement in a DAEP as outlined in
the Student Code of Conduct as mandated by
policy.
Provide training for administrators and, new
teachers and a refresher course for current
teachers:
(a) to effectively utilize RtI modules to handle
classroom discipline so that out of school
suspensions and discretionary removals are used
as a last resort;
(b) ensure students' rights and due process are
afforded in order to have a safe and disciplined
environment conducive to student learning.
All Students
All Teachers
Distribute student list every six weeks from
district hearing officers regarding
• Expulsions
• Appeals
so it can be compared to PEIMS records in
Mainframe to ensure correct reporting to TEA.
All Students
All Students
All Teachers
Resources
Fund/$ Amount
Pupil Services
SCC Printing
$23,000 (LOC)
Public Information
BISD Web site
KBSD
Student Code of
Conduct
BISD Web site
Discipline Referral
Form
Local Funding
Printing cost=$300
Supplies=$400
Federal Funds
$157,79.00
Pupil Services
Person(s)
Responsible
Pupil Services
Principals
Assistant
Principals
Campus staff
Public
Information
Parental
Involvement
Principals
Assistant
Principals
Timeline
August 2013August 2014
Signed SCC
Acknowledgement
Forms
Agendas and
Sign-in forms
August 2013 –
July 2014
Completed Referral
Forms
Principals
Assistant
Principals
Counselors
Professional
Development
RTI Specialist
August 2013 –
June 2014
Pupil Services
PEIMS
September
2013- June
2014
Agenda
Sign-in sheets
Pupil Services
Discipline List
compared to Order of
Expulsions and
Removals
169
Action
Step
8.5
8.6
8.7
8.8
Involve appropriate campus counselor in
transitional hearings for students returning from
JJAEP to Brownsville Independent School District
(BISD) for monitoring purposes and a successful
transition to BISD.
All Students
Resources
Fund/$ Amount
Pupil Services
JJAEP
Representative
Students assigned to a Disciplinary Alternative
Education Program (DAEP) will maintain the
district's standard in:
Attendance rates
Pre-post assessment results
Drop- out rates
Sub groups representation and recidivism rate
in order to comply with District’s goal.
DAEP Students
PEIMS Department
Provide resources and RTI training based need in
the following areas:
a.) Bullying Prevention
b.) Violence/conflict resolution
c.) Recent drug use trends
d.) Resiliency/Developmental Assets
e.) Dating Violence
f.) Signs of Child Abuse
g.) Unwanted physical or verbal aggression
h.) Sexual harassment
i.) Response to Intervention (RtI) Model
All Students
Campus Faculty
and Staff
for behavior research based interventions
to allow all BISD staff to recognize and address
the issue, as a preventative measure.
Develop and maintain an Emergency Operations
Plan at each campus.
Plan must be multi-hazard in nature
Must be reviewed and updated annually by the
campus safety and security committee.
The following drills must be practiced
accordingly: Lockdown drills (3 times per year),
Shelter-in-place, soft lockdown, Drop & Cover,
Evacuation.
Provide student, staff, and parent training in the
areas of school safety and emergency
management in order to prevent, protect against,
respond to, recover from, and mitigate the effects
of incidents, regardless of cause, size, location,
or complexity, in order to reduce the loss of life
and property and harm to the environment.
Population
Campus Data
All Students
Region 1,
Texas School
Safety
Center,
Professional
Development,
Guidance &
Counseling, Tools on
Guidance and
Counseling web page,
Community
Professionals MHMR
Border Patrol
University Students
Principals,
Assistant
Principals, Faculty
and Staff, Campus
Counselors,
Safety and BISD
Police
Person(s)
Responsible
JJAEP
Representative
Pupil Services
Guidance and
Counseling
Representative
Assistant Principal
Campus Counselor
Home Campus
Administration/Staff
DAEP
Administration/Staff
Administrators,
Principals, APs,
Counselors,
Professional
Development,
Behavioral
Specialists
RtI Specialist
BISD PD
Administrators,
Principals &
Assistant
Principals, Faculty
& Staff,
Administration
and BISD Police
& Security
Timeline
August 2013 –
June 2014
Transitional Meeting
Sign –in Sheets
August 2013 –
June 2014
PEIMS Data
AEIS Data
2013 – June
2014
August 2013 –
June 2014
Attendance
Roster, Professional
Development
Evaluation, PEIMS
Discipline Reports
After Action
Reviews, Sign-In
Sheets, Evaluations,
Audits
170
Action
Step
8.9
8.10
Implement an identification security system at
all campuses.
All faculty must obtain and display an
identification card while on school grounds
Visitors must present an identification at signin and all points of entry must be monitored at
all times
Provide training to office staff conducting a sex
offender search on all visitors in order to for
minimize the number of intruders on campus
as well as registered sex offenders.
Place and assign security officers throughout
the year at each elementary, middle and high
school. In addition, a Police Officer will be
stationed at each High School and Middle
School.
Campus Officers and Counselors when
possible will address current trends and conflict
resolution through presentations with students,
parents, campus faculty and staff on
• Gang Awareness
• Bullying/harassment
• Dating Violence
• Unwanted physical/verbal aggression
• Sexual Harassment
• Internet Safety
• Drug, Alcohol and Tobacco Awareness
• Gun Safety
• Teen Community Emergency Response Team
(CERT)
• Truancy
• Emergency Operations Plan (EOP)-Safety
Procedures
As a proactive approach to diminish the
number of criminal offenses on school grounds
and to prevent victimization of students and
staff.
Population
All Students
All Students
Resources
Fund/$ Amount
Principals,
Local Funds 199
BISD Security
Services
Administrators,
Principals,
Assistant
Principals, BISD
Police and
Security Services.
Person(s)
Responsible
Administrators,
Principals &
Assistant
Principals,
Faculty & Staff,
Administration
and BISD Police
Security
Administrators,
Principals,
Assistant
Principals,
Counselors,
Parental
Involvement,
BISD Police and
Security Services.
Timeline
August 2013
June 2014
Audits, Evaluation
Sheets
Training Sign-up sheets
Log of Sex Offender
Searches
August 2013
June 2014
Evaluations, Sign-In
Sheets, PEIMS
Discipline Reports
171
Action
Step
8.11
8.12
8.13
Resources
Fund/$ Amount
Administrators,
Principals,
Assistant
Principals, BISD
Police and
Security Services,
Safety,
Tools Guidance
and Counseling
web page
Person(s)
Responsible
Administrators,
Principals,
Assistant
Principals,
Counselors,
Parental
Involvement,
BISD Police and
Security Services.
All Students
Region 1,
Texas School
Safety
Center,
Professional
Development,
Guidance &
Counseling,
Community
Professionals,
Court
Reports/Orders
All Students
Federal, State, and
Local funds
Population
Provide parents campus presentations on the
following topics.
Gang Awareness
Bullying
Dating Violence
Internet Safety
Drug, Alcohol and Tobacco
Awareness
Gun Safety
Teen CERT
Truancy
EOP-Safety Procedures
to educate parents to be able to recognize the
signs and symptoms related to certain offenses.
Implement Dating Violence and Bullying Policy
to:
Maintain a written safety plan developed by the
campus safety committee
Meet annually with parents for awareness
education
Provide training for administrators, counselors
and teachers
Provide counseling for students involved in
offenses
Implement enforcement of protective orders
and/or school based alternatives in order to
empower victims to report incidences.
Provide conflict resolution skills through
presentations for students in order to reduce the
number of office referrals in the areas of:
Gang Awareness
Bullying/Harassment
Dating Violence
Internet Safety
Drug, Alcohol and Tobacco Awareness
All Students
Timeline
August, 2013June 2014
Evaluations, Sign-In
Sheets
Administrators,
Principals, APs,
Counselors,
Professional
Development,
Parental
Involvement,
BISD Police and
Security Services
Evaluations, Audits,
Sign-In Sheets,
PEIMS Discipline
Reports
Administrator for
Guidance &
Counseling
Campus
Administration
Campus Counselors
Student academic
progress, number of
discipline referrals,
Counselor student
log
172
Action
Step
8.14
8.15
8.16
8.17
Ensure that campus counselors provide
individual and group counseling sessions on a
weekly basis in order to ensure that students’
needs are addressed.
Population
All AR Students
Resources
Fund/$ Amount
Federal, State,
and Local
funding
Person(s)
Responsible
Principals
Counselors
Timeline
Student sign in
sheets,
Counselor logs
Provide professional development for faculty
and staff targeting the identification of students
at-risk of dropping out and providing teachers
with effective intervention and prevention
instructional strategies, including the
identification of special populations in order to
decrease student dropout rates and to increase
graduation rates.
Assist students with issues interfering with
learning, such as but not limited to emotional
distress, family problems, or alcohol problems.
All Students
Campus Local
Funds
Professional
Development
Campus Principals
At Risk Counselors
Campus Counselors
April 2014
In-Service Evaluations
All Students
Survey
Response to
Intervention (RtI)
Counselor Logs
10% decrease
in dropout
rate
Intervention strategies will be created for
students who meet state criteria which are
addressed in the PGP)s (Personal Graduation
Plans) at the secondary level to increase
students’ graduation rate.
Secondary and
At-Risk Students
Survey
Response to
Intervention (RtI)
Principals
Counselors
Teachers, Nurses
Administrator for
Guidance &
Counseling
Administrator for
Comp. Ed.
Administrator for
Dyslexia
At Risk Counselors
SAFE Counselors
Principals
Counselors
Teachers, Nurses
Administrator a for
Guidance &
Counseling
Administrator for
Comp. Ed.
Administrator for
Dyslexia
At Risk Counselors
SAFT Couselors
Counselor Logs
10% decrease
in dropout
rate
173
(AR) At-Risk
(DYS) Dyslexia
Ed., At-Risk, etc.
(LOC) Local
(TI) Title I
(TII) Title II
(TIV) Title IV
(TIX) Title IX
the activities
174
College Preparation
State/BISD Goal: Students will be encouraged and challenged to meet their full educational potential.
BISD Annual Performance Objective: The percent of students taking the SAT/ACT will increase by 10% and the percent of
students at or above the criterion will increase by 10%.
Action
Step
PSAT/SAT/COMPASS
9.1
Offer district/campus prep courses throughout the
school year to prepare students for these tests as
early as the 7th grade (i.e. Duke Program).
Population
All District
Middle and High
School Students
(TI, MI,LEP,SE,
AR, GT, DYS)
Resources
Fund/$ Amount
Prep Materials,
training for teachers
$20,000
9.2
Implement district developed PSAT/SAT
curriculum through campus based
programs/classes.
All District
middle and high
school students
(TI, MI,LEP,SE,
AR, GT, DYS)
Prep materials,
Training for teachers.
Campus funds
$60,000
9.3
Encourage all 11th graders to take the PSAT exam
at all high schools.
All District 11th
graders
(TI, MI,LEP,SE,
AR, GT, DYS)
0$
PSAT vouchers, local
vouchers, and student
payment
All District middle
and high school
students
(TI, MI,LEP,SE,
AR, GT, DYS)
Campus GT and PreAP/AP funds – most
items will cost 0$ to
the district. Exemption
will be incurred in case
required training is
needed.
9.4
Implement the District Pre-AP/AP Plan. Plan
includes selection of campus Pre-AP/AP
coordinator, development of campus vertical teams
per subject area, etc.
Person(s)
Responsible
Assist. Supt. C & I
Adms. for Curr.
Adm. for Advanced
Academics
Campus Adm.
Testing Coordinators
Campus Teachers
Assist. Supt. C&I
Adms. for Curr.
Adm. for Advanced
Academics
Campus Admin.
Counselors
Campus Teachers
Assist. Supt. C&I
Adms. for Curr.
Adm. for Advanced
Academics
Campus Admin.
Counselors
Assist. Supt. C & I
Adms. for Curr.
AA’s
Adm. for Advanced
Academics
Campus Admin.
Campus Pre-AP/AP
teachers
Timeline
Evaluation
Aug. 2013-July Formative: Class rosters,
2014
master schedules
Summative: Student
scores
Aug. 2013July 2014
Formative: Class rosters,
master schedules
Summative: Student
scores
Aug.2013-May Formative: Testing
2014
rosters
Summative: Student
scores
June 2013
– May 2014
Formative: Plan’s check
off list
Summative: Students’
AP scores
175
Action
Step
9.5
Receive Pre-AP/AP Institute training and will
maintain on-going training for all Pre-AP/AP
secondary teachers in GT, Pre-AP, AP to enhance
teaching skills and better prepare students to pass
AP exams.
Population
Secondary
GT/Pre-AP/AP
teachers
(TI, MI,LEP,SE,
AR, GT, DYS)
Resources
Fund/$ Amount
Campus teachers,
consultants, GT
Funds, AP/IB state
funds, Pre-AP/AP
local funds, federal
funds.
Amount varies from
campus to campus.
College Board
District AP teachers
Cost $0
Person(s)
Responsible
Assist. Supt. C & I
Adms. for Curr.
Adm. for Advanced
Academics
Campus Admin.
Assist. Supt. C & I
Adms. for Curr.
Adm. for Advanced
Academics
Campus Admin.
Pre-AP/AP teachers
Assist. Supt. C & I
Adms. for Curr.
Secondary
Adm. for Advanced
Academics
Campus Admin.
Pre-AP/AP teachers
Adv. Acad. Lead
teachers
Assist. Supt. C & I
Adms. for Curr.
Adm. for Advanced
Academics
Campus Admin.
Pre-AP/AP teachers
Campus Counselors
Adv. Acad. Lead
teachers
Assist. Supt. C & I
Adms. for Curr.
Adm. for Advanced
Academics
Campus Admin.
Pre-AP/AP teachers
Adv. Acad. Lead
teachers
9.6
Approve all courses through the College Board via
the College Board Audit process to be in
compliance with College Board Audit
requirements.
District AP
teachers
(TI, MI,LEP,SE,
AR, GT, DYS)
9.7
Teach a Pre-AP/AP curriculum if the class is
labeled as such to create true vertical teams and
improve students’ passing rates on AP exams.
9.8
No mixing of Pre-AP or AP courses with regular
students and/or special education students unless
these students have met entrance criteria for the
Pre-AP/AP program. The exception to this rule is
in dual enrollment. Some dual enrollment courses
may be double coded with AP (i.e. U.S. History).
The goal is to improve AP exams scores.
Middle school
and high school
Pre-AP/AP
students
(TI, MI,LEP,SE,
AR, GT, DYS)
Middle school
and high school
Pre-AP/AP
students
(TI, MI,LEP,SE,
AR, GT, DYS)
Pre-AP/AP teachers,
Pre-AP/AP
curriculum,
FTE’s,
campus Pre-AP/AP
funds 0$
Pre-AP/AP teachers,
Pre-AP/AP
curriculum,
FTE’s,
campus Pre-AP/AP
funds
dual enrollment
funds $150,000
9.9
Complete all required paperwork for a student to
be enrolled in a Pre-AP/AP course for the student
to remain in the course, so teachers can teach the
aligned curriculum and student passing rates will
increase on AP exams.
Middle school
and high school
Pre-AP/AP
students
(TI, MI,LEP,SE,
AR, GT, DYS)
Pre-AP/AP teachers,
Pre-AP/AP
curriculum,
FTE’s, campus PreAP/AP funds
0$ to be determine by
allocated funds.
9.10
Select a Pre-AP/AP coordinator to oversee the
campus Pre-AP/AP program at each middle and
high school campus.
All District PreAP/AP students
(TI, MI,LEP,SE,
AR, GT DYS)
0$
Campus AP teachers
Campus Admin.
Admin. for Adv.
Acad.
Timeline
Evaluation
June 2013 – Formative: Registration
May 2014
forms for training
AP scores
Aug. 2013 – Formative: AP Central
March 2014
website where approved
syllabi are posted
AP scores
August 2013 – Formative: Class rosters,
June 2014
teacher lesson plans
AP scores
August 2013 –
June 2014
Formative: Campus
rosters
AP scores
August 2013–
June 2014
Formative: Copies of
required paperwork
AP scores
August 2013
Formative: List of
campus coordinators
AP Scores
176
9.11
Review district policy requiring all students
enrolled in AP courses to take the AP exam.
All District AP
students
(TI, MI,LEP,SE,
AR, GT, DYS)
0$
9.12
Require all secondary principals to attend a
College Board workshop for administrators
during their first year as a principal. Current
principals who have not attended a workshop
will need to attend one.
All District AP
students
(TI, MI,LEP,SE,
AR, GT, DYS)
Campus GT and AP
funds
9.13
Monitor all Pre-AP and AP courses for rigor by
campus administrators.
All District AP
students
(TI, MI,LEP,SE,
AR, GT, DYS)
0$
9.14
Review yearly AP teachers’ passing rates
through the use of the AP Planning Report.
Decisions and planning for future teaching
assignments will be based on this analysis.
Review decisions and teacher assignment
changes to be done by campus administration.
All District AP
students
(TI, MI,LEP,SE,
AR, GT, DYS)
0$
9.15
Monitor all Pre-AP and AP courses for rigor by
campus administrators.
All District AP
students
(TI, MI,LEP,SE,
AR, GT, DYS)
0$
9.16
Review yearly AP teachers’ passing rates
through the use of the AP Planning Report.
Decisions and planning for future teaching
assignments will be based on this analysis.
Review decisions and teacher assignment
changes to be done by campus administration.
All District AP
students
(TI, MI,LEP,SE,
AR, GT, DYS)
0$
Assist. Supt. C & I
Adms. for Curr.
Adm. for Advanced
Academics
Campus Admin.
AP teachers
Adv. Acad. Lead
teachers
Assist. Supt. C & I
Adms. for Curr.
Adm. for Advanced
Academics
Campus Admin.
Pre-AP/AP teachers
Adv. Acad. Lead
teachers
Assist. Supt. C & I
Adms. for Curr.
Adm. for Advanced
Academics
Campus Admin.
Pre-AP/AP teachers
Adv. Acad. Lead
teachers
Assist. Supt. C & I
Adms. for Curr.
Adm. for Advanced
Academics
Campus Admin.
Pre-AP/AP teachers
Adv. Acad. Lead
teachers
Assist. Supt. C & I
Adms. for Curr.
Adm. for Advanced
Academics
Campus Admin.
Pre-AP/AP teachers
Adv. Acad. Lead
teachers
Assist. Supt. C & I
Adms. for Curr.
Adm. for Advanced
Academics
Campus Admin.
Pre-AP/AP teachers
Adv. Acad. Lead
teachers
August 2013
Formative: District
Policy
Summative:
Percentage of students
taking exam
June 2013- May
2014
Formative: Registration
forms
AP results
August 2013 –
May 2014
Formative: Walk
through forms
AP scores
Summer 2013
and 2014
Formative: College
Board data
AP scores
August 2013 –
May 2014
Formative: Walk
through forms
AP scores
Summer 2013
and 2014
Formative: College
Board data
AP scores
177
9.17
Utilize AP potential to identify Pre-AP/AP
students and possible additional AP courses to
offer at all secondary campuses.
All District
students
(TI, MI,LEP,SE,
AR, GT, DYS)
Campus
administrative
teams, counselors,
and Pre-AP/AP
teachers
$0
9.18
Attend Pre-AP/AP institutes outside of the
Valley for different perspectives for Pre-AP/AP
teachers.
All District PreAP/AP students
(TI, MI,LEP,SE,
AR, GT, DYS)
District Pre-AP/AP
teachers, campus
funds, AP/IB state
funds
9.19
Allow 12 hours of additional tutorial time
AP for
students
teachers to work with their AP students outside
(TI, MI,LEP,SE,
of the regular classroom setting.
AR, GT, DYS)
AP materials,
Local funds, AP/IB
state funds
$26,000.00
9.20
Share college readiness best practices to insure
students are college ready.
All secondary
students
(TI, MI,LEP,SE,
AR, GT, DYS)
Research on College
Readiness
0$
9.21
Establish the Early College High School Guiding
Principals to target students through true college
partnerships including TSC and TSTC. Follow a
rigorous curriculum that leads to an Associate
Degree or up to 60 college hours with highly
qualified instructors with experience in working
with target student and offer support systems to
ensure students meet their emotional, social and
financial challenges to meet their post secondary
goals.
Recruit teachers with the credentials to teach
dual enrollment courses at their campuses. (i.e.
For academic courses this means a Masters in the
subject area or a Masters plus 18 hours in the
subject area.) for more dual offerings at each
campus.
High School
EssC
Dual Enrollment
students
(TI, MI, LEP,
SE, AR, GT,
DYS)
9.22
All District high
school students
(TI, MI,LEP,SE,
AR, GT, DYS)
BISD personnel
office
0$
Assist. Supt. C & I
Adms. for Curr.
Adm. for Advanced
Academics
Campus Admin.
Campus Pre-AP-AP
teachers
Assist. Supt. C & I
Adms. for Curr.
Adm. for Advanced
Academics
Campus Admin.
Campus Pre-AP-AP
teachers
Assist. Supt. C & I
Adms. for Curr.
Adm. for Advanced
Academics
Campus Admin.
AP teachers
Spring 2013
Formative: AP Potential
list; campus master
schedule
Summative:
Possible addition of
new courses
February 2013–
May 2013
Formative: Teacher
tutorial sign-in sheets
AP scores
Assist. Supt. C & I
Adms. for Curr.
Adm. for Advanced
Academics
Campus Admin.
Campus teachers
Asst. Supt. For C& I
Adms for Curr
Adms for Early
College/Advanced
Academics, Campus
Admin,
June 2013 –
May 2014
Formative: List of
college readiness best
practices
Summative: District
AEIS report
June 2013May 2014
Formative:
Assist. Supt. C & I
Adms. for Curr.
Secondary
Adm. for Advanced
Academics
UTB/TSC
representatives
July 2013–
September 2014
Fall and spring
Formative: Registration
of 2013 – 2014, forms
Summer of 2014 Summative:
Record of attendance at
various conferences
Summative:
Completion rates of
students in dual
enrollment courses
Formative: List of dual
enrollment
teachers/classes, teacher
credentials
Summative: Students
final grades for dual
courses
178
9.23
Provide training focusing on critical thinking in
Spanish and English for ELL’s teachers by
Advanced Academics.
Bilingual, ESL,
and GT teachers
(TI, MI,LEP,SE,
AR, GT, DYS)
Training teachers,
Consultants,
materials, and GT
funds
Assist. Supt. C & I
Adms. for Curr.
Adm. for Advanced
Academics
Campus Admin.
UTB/TSC
representatives
Assist. Supt. C & I
Adms. for Curr. –
Secondary
Adm. for Advanced
Academics
Bilingual Adm.
Assist. Supt. C & I
Adms. for Curr. –
Secondary
Adm. for Advanced
Academics
Bilingual Adm.
October 2013
9.24
Provided training for district ELL teachers on
recognition of giftedness in the non-English
speaking population. The goal is to have more
ELL students identified as gifted.
District LEP
students
Training provided
by Advanced
Academics
0$
9.25
Emphasis will be placed on the nomination and
identification of GT students in the secondary
fine arts areas.
All District
students
(TI, MI,LEP,SE,
AR, GT, DYS)
Training provided
by Advanced
Academics
$0
9.26
Provide a “University Day” through Guidance &
Counseling where BISD students will meet
representatives from different universities
throughout the state and country to make
informative decisions about what college to
attend.
All District high
school students
(TI, MI,LEP,SE,
AR, GT, DYS)
9.27
Present “College Parent Night” where students
can learn about any topic related to attending
college, so students can make informed decisions
regarding college attendance. Presentation
through Guidance and counseling in conjunction
with UTB/TSC Americore mentors.
All District
Students
(TI, MI,LEP,SE,
AR, GT, DYS)
Formative: Sign-in
sheets for training,
training agenda
Summative: Students
TAKS results
Guidance and
Counseling funds
LOC $4500
Principals
Campus Counselors
Administrator for
Guidance and
Counseling
September 20,
2013
Formative: Sign-in
sheets, agendas,
evaluations
Summative: increase
surveys, Texas Apply
Portal
Guidance and
Counseling funds
LOC $2,000
Principals
Campus Counselors
Administrator for
Guidance and
Counseling
Parental
Involvement
October 2013
Formative: Sign-in
sheets, agendas,
evaluations
Summative: increase
surveys, Texas Apply
Portal
September 2013 Formative: Sign-in
training agenda
Summative: More
identified ELL students
as gifted
September 2013 Formative: Sign-in
training agenda
Summative: More fine
arts students identified
as gifted
179
9.28
Provide information and support for students
who qualify for “The Duke Talent Search,” to
increase the number of student participants.
All District 7th
graders
(TI, MI,LEP,SE,
AR, GT, DYS)
-0Paid by participating
students or campus
funds
9.29
Provide through Guidance & Counseling Go
Centers to operate at each high school where
students can research and apply to colleges and
universities.
All District high
school students
(TI, MI,LEP,SE,
AR, GT, DYS)
UTB/TSC
Americorp Grant
ADVISE TX Grant
(A&M)
Porter, Pace, Lopez,
Rivera
9.30
Host a “Military Service Academy Day” so
students can learn about U.S. Military Service
Academies at the campus level, provided
through Guidance & Counseling. (dependent on
invitation by military)…
All District 6th –
12th grade
students
(TI, MI,LEP,SE,
AR, GT, DYS)
District Funds
Update list of all scholarship opportunities for
student on-line to increase the number of
student applicants.
All District
0$ 11th
and 12th graders
(TI, MI,LEP,SE,
AR, GT, DYS)
Sponsor a district-wide “College T-Shirt” day
through the Department of Guidance and
Counseling at all grade levels where teachers
will be encouraged to wear a t-shirt from the
college they attended and students will wear a tshirt from a college they are interested in
attending.
Assist all graduating BISD students in filling
out an on-line Apply Texas College Application
and FAFSA (Free Application for Federal
Student Aid)
All district
0$
students
(TI, MI,LEP,SE,
AR, GT, DYS)
Post all scholarship opportunities and
applications available to graduating BISD
students through the Guidance and Counseling
web-site.
All district
0$
graduating
students
(TI, MI,LEP,SE,
AR, GT, DYS)
9.31
9.32
9.33
9.34
All district
0$-0—0graduating
students
(TI, MI,LEP,SE,
AR, GT, DYS)
Military Academy
Representatives
-0-
-0-
-0-
-0-
Principals
Campus Counselors
Administrator for
Guidance and
Counseling
Parental
Involvement
Principals
Americorp Mentors
High School
Counselors
Administrator for
Guidance and
Counseling
Principals
Campus Counselors
Administrator for
Guidance and
Counseling
Public Information
Principals
Campus Counselors
Administrator for
Guidance and
Counseling
October 2012
Formative: Sign-in
sheets and agendas
Summative:
Duke University Talent
Search District-Wide
Report
September 2012
– May 2013
Formative: Records of
students use
Summative: Americorp
District Reports
March 2013
Formative: Sign-in
sheets and agendas
Summative: Military
Academies Reports to
district and campuses…
September
2012– June
2013
Formative: Sign-in
sheets and agendas,
district-wide scholarship
listing
Summative: Campus
graduate statistics report
Principals Fall 2011
Fall 2012
Campus Counselors Spring 2013
Campus Staffs
Administrator for
Guidance and
Counseling
Public Information
ADVISE TX
Spring 2012September 2012Principals
May 2013
Campus Counselors
Administrator for
Guidance and
Counseling
Principals
August 2012 -Campus Counselors
May 2013
Administrator for
Guidance and
Counseling
Public Information
Formative:
Advertisement for event
and pictures from event
Summative:
Formative: Students’
applications
Summative: Apply
Texas Portal
Formative: University
generated awards
Summative: Campus
graduate statistics
180
9.35
Promote a college readiness culture district wide
9.36
Provide Compass Testing available at all
Students Who need to comply with TSI-Texas
Success Initiative.
All district
0$-0Students
(TI, MI,LEP,SE,
AR, GT, DYS)
All district
Students
(TI, MI,LEP,SE,
AR, GT, DYS)
(AR) At-Risk
(DYS) Dyslexia
Ed., At-Risk, etc.
-0-
Allotted Testing
Fund through
Guidance and
Counseling
Campus Counselors
Administrator for
Guidance and
Counseling
Campus Counselors
Administrator for
Guidance and
Counseling
(LOC) Local
(TI) Title I
(TII) Title II
(TIV) Title IV
(TIX) Title IX
August 2012
and May 2013
Formative: List of
programs
Fall 2012 –
Spring 2013
Formative: Campus
plan for implementation
final products
the activities
181
State/BISD Goal:
Action
Step
10.1
10.2
10.3
The Board of Trustees, in collaboration with District Staff, Administration, Parents,
and Community will provide required support and resources for the attainment of
educational excellence and equity. Parents will be full partners with educators in the
education of their children.
There will be a 10% increase of parents involved in campus/district parental
involvement activities during each school year.
Population
The Parental Involvement Department will continue TI-A Parental
to fund Parent Trainers for the purpose of educating Involvement Staff
parents so that they can better assist their children
through the educational process and ultimately
increase student achievement.
Complete and disseminate a Parental Involvement
Parents of all
Policy so as to delineate how parents will be
Schools
actively involved at the district/campus level in their
children’s education.
Disseminate School-Parent-Student Compacts
indicating each group’s responsibilities in order to
ensure student achievement, specifically in the
content areas.
Parents of all
Schools
Resources
Fund/$ Amount
Title I-A funds
9 FTE’s
Appx. $234,336
Local Funds
Approx. $30,000
Title I, Part A funds
$1,000.00
$1,000.00
Person(s)
Responsible
Federal Programs
Administrator
Parental
Involvement
Coordinator
Timeline
August 2013
June 2014
Evaluation
Formative: Parent
Trainer Observation
Reports, Session
Evaluations
Summative:
Student Passing Rates
Parent Attendance Rate
Federal
Programs
Administrator
Parental
Involvement
Coordinator and
Staff
Principals
Parent Liaisons
Sept. 2013
–
Nov. 2013
Federal
Programs
Administrator
Parental
Involvement
Coordinator and
Staff
Principals
Parent Liaisons
Sept. 2013
–
Oct. 2013
Formative:
Peer Review Audits
Summative:
End of Year Survey
Composite
Title I-A Compliance
Checklist
Formative:
School-ParentStudent Compacts
Campus visitation
reports
Summative:
End of Year Survey
Composite
182
Action
Population
Step
Parents of all
10.4 Conduct an Annual Title I-A Meeting to inform
parents of services provided through Title I-A funds. Schools
10.5
10.6
10.7
Conduct an annual Title I Parent Survey to evaluate Parents of all
the effectiveness of District and/or Campus Parental Students
Involvement efforts.
Ensure representation of community and parent
involvement in the decision-making process.
Parents will participate in the review and/or
revision of the following to ensure program
requirements are met:
Parental Involvement Policy
School-Parent-Student Compact
Campus Improvement Plan
Parents of all
Students
Capitalize on district community resources by
Parents of all
creating partnership agreements with agencies and Students and
organizations.
Community
Invite community agencies/organizations to
participate and disseminate information about the
public services that their agencies offer in order
to continue building strong community
partnerships.
Resources
Fund/$ Amount
$500.00
No Funding Needed
Handouts, Brochures,
Fliers
$1,000.00
$3,000.00
Person(s)
Responsible
Parental
Involvement
Coordinator and
Staff
Principals
Parent Liaisons
Timeline
Sept. 2013
–
Dec. 2013
Evaluation
Formative:
Meeting Minutes
Session Evaluations
Summative:
End of Year Survey
Composite
Involvement
Coordinator and
Staff,
ARE
(Assessment,
Research and
Evaluation)
Principals
Parent Liaisons
Federal Programs
Administrator
Parental
Involvement
Coordinator and
Staff
Principals
Parent Liaisons
March 1, 2014
–
April 27, 2014
Parental
Involvement
Coordinator and
Staff
Principals
Parent Liaisons
Public
Information
Officer
August 2013
May 2014
Formative:
Session Evaluations
Meeting Minutes
Summative:
End of Year Survey
Composite
August 2013
May 2014
Formative:
Calendar
Sign-in Sheets
Meeting Minutes
Fliers
Parent
Representative List
Summative:
Composite of Meeting
Minutes
Formative:
MOUs and/or
Agreements
Summative:
Increased partnerships
End of Year survey
Composite
183
Action
Population
Step
10.8 Educate campus administrators and teachers during Administrators
faculty and grade level meetings as to the academic Teachers
and non-academic benefits of a strong parent-school
partnership.
10.9
10.10
Provide training for campus office personnel on the
importance of customer service in order to increase
the rating of positive parent/volunteer of school
climate.
Administrators
Office Personnel
Recognize parent volunteers and businesses for
Parents of all
supporting a variety of district/campus activities in Students and
order to increase participation.
Community
Resources
Fund/$ Amount
Title I, Part A
funds
$1,000.00
$500.00
Lapel Pins
Certificates
$5,000.00
Person(s)
Responsible
Parental
Involvement
Coordinator and
Staff
Principals
Parent Liaisons
Parental
Involvement
Coordinator and
Staff
Human Resources
Administrators
Professional
Development
Administrator
Principals
Parent Liaisons
Timeline
August 2013
Jan. 2014
Evaluation
Formative:
Session Evaluations
Summative:
Increased parent
participation reports
August 2013
Sept. 2013
April 2014
Parental
Involvement
May 2014
Coordinator and
Staff
Human
Resources
Administrator for
Classified
Personnel
Principals
Parent Liaisons
Public Information
Officer
Formative:
Session Evaluations
Summative:
Title I-A Survey Results
Formative:
Contact Logs
Sign-in Sheet
Volunteer Listing
Summative:
End of Year Survey
Results
184
Action
Step
Su
Sustain a BISD Community Parental Involvement
10.11
Advisory Committee that plans and evaluates
activities designed to build a partnership between
school staff, community, and families.
Meet with District Parent Advisory Committee
twice a year to address supplemental services
for all eligible students in the following areas:
Bilingual, Migrant, Gifted and Talented,
Special Education, and At- Risk.
10.12 Conduct an annual survey of Campus
Administration and Staff to evaluate the support
services provided by the Parental Involvement
Department
10.13
Population
Parents of
Special
Population
groups
Resources
Fund/$ Amount
Title I, Part A and
Local Funds.
Handouts, Brochures,
Booklets
$2,000.00
BISD Employees
Provide ample Parent Education opportunities Parents of all
through parent conferences and parent training Students and
sessions at each campus Parent Center to Community
disseminate information, services and/or referrals
to agencies that address the needs in the following
areas:
Early Childhood Reading Strategies
Effective teaching strategies
Health Education-Families in Training
Special Populations (Bilingual, Dyslexia, G.T.,
Migrant, Special Education)
Building Capacity:
College Readiness - Abriendo Puertas
Drop-out and Violence Prevention - New
Horizons
Community agencies / organizations
Online Survey
$500.00
Title I, Part A Funds
$20,000.00
21st Century Grant
Funds
$30,000.00
(pending funding)
Person(s)
Responsible
Parental
Involvement
Coordinator and
Staff
Bilingual, GT,
Migrant, Special
Ed.
Administrators
Parent Liaisons
Parental
Involvement
Coordinator and
Staff,
ARE
(Assessment,
Research and
Evaluation)
Principals
Parent Liaisons
Timeline
October 2013
and
March 2014
May 2014
August 2013
Parental
Involvement
Coordinator and May 2014
Staff
Program
Administrators
KBSD
Administrator
Curriculum and
Instruction
Specialists
Parent Liaisons
21st Century Site
Coordinator/Liais
ons
Evaluation
Formative:
Sign-in Sheets
Session Evaluations
Meeting Minutes
Summative:
Needs Assessment
Composite of
Evaluations
Formative:
Informal Survey
Summative:
Composite of survey
results
Formative:
Parent Conference Fliers
Sign-In Sheets
Conference Minutes
Meeting Minutes
Conference/Session
Evaluations
Summative:
Composite of
evaluation results
21st Century Evaluation
185
Action
Step
10.14 To better support instruction and improve student
achievement in the classroom, Title I-A parental
involvement staff will attend professional
development sessions and be trained on the latest
scientific, research-based instructional strategies.
Resources
Fund/$ Amount
Parental
Title I-A funds
Involvement Staff Approximately
$10,000
Person(s)
Responsible
Parental
Involvement
Coordinator and
Staff
10.15 Inform parents regarding Supplemental Educational
Parents of
Schools in
Improvement
Special Programs
Administrator
Federal Programs
Administrator
Parental
Involvement
Coordinator and
Staff
Principals
Parent Liaisons
Services (SES) available for campuses in need of
improvement; program’s eligibility criteria,
application process and available funding.
Population
(AR) At-Risk
(DYS) Dyslexia
Ed., At-Risk, etc.
Title I, Part A
$1,000.00
(LOC) Local
(TI) Title I
Timeline
August 2013
May 2014
Evaluation
Formative:
Session Evaluations
Inst. Asst. Observation
Forms
Summative: Peer
Review Reports, EOY
Survey Results,
Increased Parent
participation
Twice monthly
Formative:
during Sept.-Dec. % of students enrolled in
2013
SES
Once a month
during January May 2014
Campus Student
Participation Reports
Benchmark Reports
Summative:
TAKS/STAAR/EOC
Test Results
the activities
(TII-A)
(BIL)
(TIX)
(CTE)
(HOM)
Class Size Reduction
State Bilingual
Title IX
Career and Technical Education
McKinney Homeless Education
186
Technology
State/BISD Goal:
Action
Step
11.1* Teach students technology TEKS in order to
complete classroom assignments and promote
critical thinking skills. Develop projects that foster
creativity, innovation, communication,
collaboration, information fluency and digital
citizenship in all content areas.
Our vision for technology is to have all district stakeholders involved in the teaching
and learning process seamlessly integrate technology to make informed decisions and
advance student achievement and technology literacy to encourage and support
creative, innovative, lifelong learning.
All schools will be at Advanced Tech level in all four key areas of the Star Chart.
Population
All students
(PreK-12)
TI
MIG
GT
LEP
DYS
AR
SE
Resources
Fund/$ Amount
Computers- TI- A
CTE
Technology Services
Library Services
Application/Productivity
Software
Online resources (Easy
Tech and Pearson,
Library) LOC-$100,000
State Adoptions
Person(s)
Timeline
Responsible
Career & Technology August, 2013Education Adm.
June 2014
Special Programs
Adm.
Tech Services Adm.
Principals
Teachers
11.2*
Teachers will participate in a minimum of 12 hours PreK-12 Teachers Tech Services Labof technology professional development annually
Lead Teachers- 3 FTEs
to better prepare and assist teachers with the
$180,000
integration of technology into the subject areas.
Face-Face Training
Online training,
Campus training
Technology conferences
LOC- $10,000
Tech Services
Adm./Lead Teachers
Professional
Development Adm.
Principals
Teachers
11.3*
Campuses will hold a technology share fair
annually in order to promote and assist with the
integration of technology in the classroom and
better prepare students for taking assessments and
making presentations.
Campus Technology August, 2013Committee
June 2014
TST
Tech. Services Dept./
Lead Teachers
Tech 21 teachers
Principals
Teachers
PreK-12 Faculty
Professional and
classified Staff
Campus software,
hardware, and online
resources
5,000. (LOC)
Technology supplies
Evaluation
Formative:
Lesson Plans
Student grades
Rubrics
Electronic portfolios
Summative:
EOY Student grades
Rubric
Electronic portfolios
Presentations,
Gradebooks/-Tech.
Application TEKS
Formative:
Professional
Development Records
ERO
Walk throughs
Summative:
STaRchart Survey
Results
PDAS
ERO Summary Report
Formative:
ERO registration and
evaluations
Walkthroughs
Summative:
ERO Summary Report
PDAS
187
Action
Step
11.4 Complete an annual School Technology and
Readiness (STaR) Chart to assess technology
proficiency and implementation along with
identifying the goals, software and technology
needs.
11.5
11.6
11.7
Increase accessibility for all students to technology
based instruction across all subject areas and
provide adaptive-assisted devices when needed for
identified students.
Provide training and support for professional staff,
administrators, teachers and paraprofessionals on
computer applications for the integration into all the
subject areas.
Campus-based Technology Support Teachers
(TSTs) will be allowed adequate time weekly to
support their campus in the area of instructional
technology and provide 3-6 hours of professional
development annually in order to improve the
integration of technology in the classroom.
Resources
Fund/$ Amount
PreK-12 Teachers Online Access
and Librarians
STaR Chart Survey
Computer
Person(s)
Responsible
Campus TST
Tech Services Depart
Principals
Teachers
All students
(PreK-12)
TI
MIG
GT
LEP
DYS
AR
SE
Network Infrastructure,
State Adopted ion
Special Services
Internet Access
LOC- $1,500,000
E-rate Grant
Application
Increase bandwidth-
Tech Services Lead
August, 2013Teachers
June 2014
Campus Tech
Support Teacher
Career & Technology
Education Adm.
Tech Services Adm.
Library Services
Adm.
Special Service Adm.
Principals
Teachers
Teachers, Paraprofessionals, and
Administrators
Professional Staff
Tech Services Lab
Tech Services Lead
Distance learning,
Face-to face trainings,
Online training
$295,000 (LOC)
Tech Services Lead
Teachers
TST (Technology
Support Teachers)
TECH 21 Teachers
Population
PreK-12 Faculty
Professional and
classified Staff
LOC- $85,000 stipends (Campus
Administrator
TST (Technology
Support Teachers)
Teachers
Technology Services
Adm.
Timeline
October 2013
February 2014
Evaluation
Formative:
Previous yr.Texas STaR
Chart online
ERO Reports?
Summative:
Texas STaR Chart
Survey Results
Formative:
Walkthroughs
Lesson plans
ARD committee reports
Summative:
STaR Chart
PDAS
EOY Tech Grades
Formative:
ERO Attendance and
Evaluation
Summative:
STaR Chart
Survey Results
Formative:
Previous year- STaR
Chart
Results
Summative:
STaR Chart Survey
Results
ERO Summary Report
188
Action
Step
11.8 Provide training and resources supporting Cyber
Bullying and Netiquette training for teachers and
students in order to cut down on the incidences of
bullying.
Population
K-12 Students,
Faculty and Staff
TI
MIG
GT
LEP
DYS
AR
SE
(AR) At-Risk
(DYS) Dyslexia
Ed., At-Risk, etc.
Resources
Fund/$ Amount
Free Online Resources,
Technology Adoptions
Learning.Com
Computers
Person(s)
Responsible
District Technology
Committee
TSTs Tech Services
Depart/Lead
Teachers
Principals
Teachers
BISD Police
(LOC) Local
(TI) Title I
(TII) Title II
(TIV) Title IV
(TIX) Title IX
Timeline
Evaluation
Formative:
evaluations
STaR Chart
Summative:
evaluations and
STaR Chart Survey
Reults
Discipline Referral
Report
the activities
189
Migrant Education
State/BISD Goal:
Migrant students will be challenged and encouraged to meet state content standards and
assessments that are necessary to graduate on time and enroll in post secondary education
while receiving additional supplemental support in order to overcome the obstacles
encountered due to their migrant lifestyle.
90% of BISD migrant students will participate in the supplemental instructional activities and
support services as required by the Title I, Part C Migrant Education Program (MEP).
Test Data
Grade Level
TAKS
Grade 3
TAKS
Grade 4
TAKS
Grade 5
Subject Area
Subgroup
Reading
Math
Reading
Math
Writing
Reading
Math
Science
All Students/Migrant
Current
Mastery
2012-2013
Accountability
Actual
Standard
Mastery
AYP/State/
2013-2014
Commended
93/*/*
92/*/*
93/*/*
92/*/*
*
93/*/*
92/*/*
*
Gain/Loss
(% Points)
*Unofficial results based on Eduphoria data for all students will be updated pending receipt of AEIS 2013 Report.
190
Migrant Education
State/BISD Goal:
Campus Performance Objective:
Migrant students will be challenged and encouraged to meet state content standards
and assessments that are necessary to graduate on time and enroll in post secondary
education while receiving additional supplemental support in order to overcome the
obstacles encountered due to their migrant lifestyle.
Insert Campus Performance Objective here.
Campus Objectives/Summative Evaluation
Test Data
Grade Level
TAKS
Grade 6
TAKS
Grade 7
TAKS
Grade 8
Subject Area
Subgroup
Reading
Math
Reading
Math
Writing
Reading
Math
Science
Social Studies
Current
Mastery
2012-2013
Accountability
Actual
Standard
Mastery
AYP/State/
2013-2014
Commended
93/*/*
92/*/*
3/*/*
92/*/*
*
93/*/*
92/*/*
*
*
Gain/Loss
(% Points)
6
1
-4
1
7
4
6
-1
12
191
Migrant Education
State/BISD Goal:
Campus Performance Objective:
Insert Campus Performance Objective here.
Campus Objectives/Summative Evaluation
Test Data
Grade Level
TAKS
Grade 9
TAKS
Grade 10
TAKS
Grade 11
Subject Area
Subgroup
Reading
Math
Reading/ELA
Math
Science
Social Studies
Reading/ELA
Math
Science
Social Studies
Current
Mastery
2012-2013
Accountability
Actual
Standard
Mastery
AYP/State/
2013-2014
Commended
93/*/*
92/*/*
93/*/*
92/*/*
*
*
93/*/*
93/*/*
*
*
Gain/Loss
(% Points)
-4
-4
2
2
-5
9
8
5
5
9
192
Migrant Education
State/BISD Goal:
Action
Step
12.1
12.2
12.3
12.4
Resources
Fund/$ Amount
Region One ESC
Migrant Staff
State Trained ID & R
Specialist
ID & R State Manual
Person(s)
Responsible
Migrant Service
Coordinator (MSC)
The migrant NGS clerks and the campus migrant
NGS Data Clerks
clerks will attend the required annual New
Migrant Campus
Generation Systems (NGS) state training in order to Clerks
secure the needed skills to accurately and appropriately
Specialist
enter the data for migrant students into the state
NGS Man
Migrant data base.
Region One ESC
Migrant Staff
State NGS Training
Migrant Service
Coordinator (MSC)
The Migrant Education Program will utilize the
comprehensive ID & R / Quality Control Plan
of Action to systematically and thoroughly identify
migrant students and their families.
TIC $1500
Population
Migrant recruiters and clerks will attend the annual
intensive Identification and Recruitment (ID & R)
training in order to be certified as state recruiters.
Migrant Office
Staff
The migrant funded staff will have the opportunity
to attend local, regional, and state migrant
conferences in order to expand their knowledge of
the Migrant Program; thus, providing a more
comprehensive supplemental support to migrant
students and their families.
Migrant Office
Staff
Migrant Funded
Staff
MSC
Counselor
Teachers
Campus Clerks
Recruiters
Computer Operator
Data Entry Clerk
Parent Liaison
Lead Clerk
NGS System Clerks
TIC $ 7700
Recruiters
Lead Clerk
Computer Operator
New Generation
System (NGS) Clerks
Campus Migrant Clerks
Clerical Assistant
Reviewers
MSC
Special Program
Administrator
Migrant Service
Coordinator (MSC)
Timeline
Evaluation
August 22, 2012 Formative:
&
ID & R Training
August 23, 2012
Summative
Texas Education
Agency (TEA)ID & R
Certificates
NGS Training
August 2012
Through
July 2013
Summative:
Texas Education Agency
(TEA)NGS Certificates
Certificates
Formative:
MEP Quality
Control Forms
Summative:
Completed
Certificate of Eligibility
(COE)
Through
Region One Workshop
June 30, 2014
Advisements
Registration Forms
BISD Professional Leave
Form w/ approval
signatures
Summative:
Workshop Certificate
Session Evaluations
193
Action
Step
12.5
12.6
12.7
12.8
12.9
Population
The Migrant Education Program will utilize the
comprehensive ID & R / Quality Control Plan
of Action to systematically and thoroughly identify
migrant students and their families.
Migrant Office
Staff
The annual Residency Verification of migrant
students with a current Certificate Of Eligibility
(COE) on file will be conducted as required by the
State of Texas Migrant Program thus ensuring the
Accuracy of the count of migrant student in the
school district.
[PBMAS]
Migrant Students
The required Three Year Old Survey and the Out of
School Youth Survey will be used to document the
current location of the identified migrant student
to ensure that supplemental services are provided
to all qualifying children.
Migrant
Students
The MEP will adhere to the COE Procedural Flow
Chart and Quality Control Plan of Action to ensure
the integrity of the Identification and Recruitment
strategies are followed for all migrant students and
their families.
Migrant Office
Staff
The New Generation System (NGS) and BISD
E-School Plus entries will be monitored daily to
ensure that the ID & R data and information has
been appropriately coded in a timely manner.
[PBMAS]
Migrant Office
Staff
Resources
Fund/$ Amount
ID & R State Manual
TEA ID & R Plan of
Action Template
Desktop Computer
Printer
Server
Scanner
Toner
TI-C $5200
COEs on file at the
MEP Office
Desktop Computer
Printer
Server
Scanner
Toner
TI-C $4500
Current COE on file
E-School Plus
NGS
Migrant Staff
ID & R State Manual
NGS Manual
MEP Plans of Action
MEP Forms
Printer
Server
Scanner
Toner
NGS Data Base
E-School Plus
COEs
Desktop Computers
Printer
Toner
Server
Person(s)
Responsible
Recruiters
Lead Clerk
Computer Operator
New Generation
System (NGS) Clerks
Clerical Assistant
Reviewers
MSC
Recruiters
Lead Clerk
New Generation
System (NGS) Clerks
PEIMS Data Entry
Clerks
Computer Operator
Migrant Campus Clerks
Migrant Teachers
District Migrant
Counselor (DMC)
MSC
Recruiters
Migrant Lead Clerk
NGS Clerks
MSC
Timeline
July1,2013
Through
June 30, 2014
Formative:
MEP Quality
Control Forms
Summative:
Completed
Certificate of Eligibility
(COE)
September 1,
2013
Through
November 1,
2014
NGS
Residency Verification
Reports
NGS Mass Enrollment
Report
Student Plus Report
Summative:
Parent Signature on
current COE
July1,2013
Through
June 30, 2014
Formative:
NGS Reports
Summative:
Completed
Surveys Documentation
Recruiters
July1,2013
Migrant Lead Clerk
Through
New Generation
June 30, 2014
System (NGS) Clerks
Reviewers
MSC
Recruiters
Migrant Lead
Through
Clerk
New Generation
July 2012
System (NGS) Clerks
Migrant Computer
Operator
Migrant PEIMS Data
Clerks
MSC
Evaluation
August 2013
Formative:
ID & R Flow Charts
and Daily NGS Quality
Control Reviews
Summative:
Completed COEs
Formative:
NGS and
E-School Plus Reports
Summative:
PBMAS
ICR Reports
194
Action
Step
12.10
Resources
Fund/$ Amount
TEA PFS Plan of
Action Template
Person(s)
Responsible
Population
A Priority for Services (PFS) Plan of Action will
be developed and included into the District’s
Improvement Plan as a separate section labeled
“Migrant PFS Action Plan Section” as required by
the Texas Migrant Program.
PFS
Migrant Students
12.11
PFS migrant students will receive supplemental
support services before other migrant students to
ensure that the requirements delineated by NCLB
Section 1304(d) are addressed.
PFS and Non-PFS NGS PFS Report
Migrant Students
12.12
All migrant students will receive grade appropriate Migrant Students
school supplies on an as needed basis in order to
provide them with the necessary tools to complete
their classroom and homework assignments; thus
extending them the same opportunity for meeting
the academic challenges of all students. PFS
students will receive supplemental support services
before other migrant students.
NGS Currently
Enrolled Report
TIC - $20,000
Elementary campuses with migrant funded
Migrant Students
CIS Site Coordinators will address
migrant student needs by providing supplemental
support services to PFS and non-PFS migrant
students in the core subjects and conduct academic
awareness sessions for the migrant parents.
PLATO-Achieve Now Special Programs
TCI - $55,000
Administrator
Campus Principals
Migrant Funded:
12.13
12.14
Identified migrant three year old children will have Migrant Students
the opportunity to enroll into the Title I, Part A
Three Year- Old Program so they receive the same
educational experience as non migrant students
MSC
DMC
Special Program
Administrator
Campus Principals
Through
Migrant Funded:
Teachers July 2012
Campus Clerks
DMC
MSC
Special Programs
Administrator
Campus
Administrators
Migrant Funded:
Teachers
Campus Clerks
DMC
MSC
Recruiters
Timeline
August 2013
Special Programs
Administrator
Campus Principals
Recruiters
Migrant Lead Clerk
MSC
Formative:
TEA PFS of Action
Template
Summative:
Completed
PFS Plan of Action
August 26,2013 Formative:
Through
NGS
June 30, 2014 Campus Reports
Delivery Page w/
Signature
Summative:
Completed
PFS Monitoring Tool
Through
NGS Campus
June 30, 2014 Reports
Summative:
Completed Request
for Supplemental
Support Form w/
student ‘s NGS
Number and Parent’s /
Student’s signature
Through
Position Control
June 30, 2014
Report
PLATO and Early
Learning Pre-Test Results
CIS Site Coordinators
DMC
MSC
Three Year Old
Teachers
COEs
Migrant Three-Year
Old Survey
NGS Reports
Evaluation
July1,2013
Through
June 30, 2014
Summative:
End-of-Year
Assessments for PLATO
and Early Learning
Post -Test Results
Formative:
Attendance
Sheets NGS Currently
Enrolled Reports
Summative:
Three –Year- Old
Program Completion
Certificates
195
Action
Step
12.15
12.16
12.17
12.18
Population
In order to secure the data needed to accommodate
placement into appropriate supplemental
instructional opportunities for Pre-K, Kinder,
1st and 2nd grade migrant students pre-test and
post-test results will be used by teachers and
administrators to identify the migrant students
performing below grade level.
Migrant Students
Parents of migrant PK, Kinder,1st and 2nd grades
students will be provided with awareness sessions
in order to illustrate how to academically support
their children more effectively.
Migrant Parents
of
PK – 2nd Students
The academic progress of 1st grade migrant students 1st grade migrant
will be monitored to ensure successful grade level students
completion and ultimately secure promotion to 2 nd
grade.
Elementary migrant students will have an equal
Migrant Students
opportunity to attend the school district’s summer
(PK – 5th )
school programs to ensure promotion if needed:
or, to participate in the enrichment migrant summer
program. The migrant students will be provided
with additional supplemental support by the
migrant funded CIS Site Coordinator in order
to address academic, attendance needs and
promote positive social engagement.
Resources
Fund/$ Amount
CPALLS Results
TPRI Results
Tejas LEE Results
Aprenda Results
SAT-10 Results
Parent Meetings
Parent Training
Sessions
Home Visitations
State Assessments:
TPRI
Tejas LEE
Local Assessments:
Benchmarks
C-Scope Curriculum
Desktop Computer
Person(s)
Responsible
Special Program
Administrator
Campus Principals
Elementary Teachers
Migrant Funded:
CIS Site Coordinator
MSC
Migrant Parent
Liaison
Migrant Funded:
Recruiters
DMC
MSC
Special Programs
Administrator
Campus Principals
Elementary Teachers
Migrant Funded:
DMC
MSC
Project SMART
Special Programs
All Non-Migrant
Administrator
Summer School
Campus Principals
Programs
Elementary Teachers
NGS Currently
Mi Migrant Funded:
Enrolled Report
TIC $ 45,000
DMC
MSC
Timeline
August 26,2013
Through
June 30, 2014
Evaluation
Formative:
Pre-Assessment
Results Campus
Composites
Summative:
CPALLS , TPRI, Tejas
LEE, Aprenda, SAT-10
Post Assessments
Through
Sign-in Sheets
June 5, 2014
Visitation Logs
Summative:
Session Evaluations
and Participants Surveys
Through
Three Week
June 5, 2014
Progress Reports
Summative:
Six Week Report Cards
TPRI and Tejas
LEE Assessment
Results
June 2014
Formative:
Eligibility Lists And
Attendance Sheets
Summative:
Participants Surveys
Teacher Surveys
End-of- Summer
School Programs
Documentation
196
Action
Step
12.19
12.20
12.21
Population
Extended day tutorial session may be held for
Migrant Students
migrant students at elementary campuses where
there is a documented need for supplemental
academic support in the core subjects; these sessions
will ensure that migrant students have the same
equal opportunity to meet academic challenges as
non-migrant students.
Migrant students 3rd – 11th STAAR/EOC
results will be reviewed to secure accurate
placement into the appropriate state assessment
tutorial /remediation opportunities during the
regular school year and summer school session
In order to increase awareness of migrant student
needs, BISD campus faculty and staff will be
provided with appropriate migrant information so
that timely and appropriate interventions are
provided to migrant students.
Migrant Students
3rd – 11th grade
Resources
Fund/$ Amount
Campus TI-C Funds
Person(s)
Timeline
Responsible
Campus Administration Sept 1, 2013
Classroom Teacher
Through
May 30, 2014
Migrant Funded:
Tutorial Teacher
MSC
Through
Evaluation
Formative:
Bench Mark Results
Three Week Progress
Reports
Summative:
Completed
PFS Plan of Action
STAAR/EOC Test
Special Programs
Results
Administrator
Eduphoria Reports
Campus Principals
NGS Student
Counselors
Transfer Document
Migrant Funded:
NGS State Assessments R
Teachers
Report
Campus Clerks
DMC
MSC
Campus Administration
State MEP Needs and
Faculty and Staffs Guidelines
MEP Action Plans
MEP Power Points
Laptop
MEP Website
DVD / Projector
Digital Camera
Special Programs
Administrator
Migrant Funded:
Teachers
CIS Site Coordinators
DMC
MSC
Through
STAAR /EOC
May 30, 2014
Remediation
Enrollment Lists
NGS State Assessment
Report
Benchmark Results
Sept 1, 2013
Through
May 30, 2014
Summative:
STAAR/ EOC Test
Results
Formative:
STAAR/EOC
Remediation Enrollment
Lists
Attendance Reports
Participants Survey
Summative:
STAAR Test Results
Report Cards
Session Evaluations
197
Action
Step
12.22 The migrant counselor will provide supplemental
support services to migrant students in the
following areas:
12.23
12.24
12.25
Graduation plans
Development of individual migrant student action
plans
Coordination for leadership opportunities
Monitoring of course completion for PFS students
Monitoring of late entry/early withdrawals
Credit accrual opportunities
Provide timely information and assistance to
migrant students and parents regarding on-time
graduation and post secondary education
Conduct district initiatives for migrant students
Coordination Inter-state and intra-state activities
Coordination with UT Austin Migrant Graduation
Enhancement Program
Assist with the monitoring of campus
migrant staff
In order to experience and develop good study
skills, and practice positive social engagement
within the school community the middle school
migrant students will participate in weekly
Homework Help Sessions.
A leadership conference for middle school
migrant students and their parents will be held to
provide the participants experiences to improve
leadership, learning, study skills and share
pertinent information for a successful academic
experience.
Population
Migrant Students
Migrant Parents
Middle School
PFS and Non-PFS
Migrant Students
Middle School
PFS Migrant
Students and
Parents
Each middle school migrant clerk will conduct a
Middle School
migrant parent meetings once per semester in order Migrant Students
to provide migrant parents with current information and Parents
regarding the academic progress of their children.
Resources
Fund/$ Amount
State MEP Needs
and Guidelines
MEP Action Plans
GEMS Manual
MEP Power Points
TIC $400
Desktop Computer
Printer
Laptop
DVD / Projector
Digital Camera
Television
Tape Recorders
Laptops
Digital Camera
Desktop Computer
Printers
Toners
Campus TIC Funds
TIC -$500
NGS PFS Reports
Migrant Guidelines
MEP Plans of Action
District Programs:
Bilingual
Special Services
Parental Involvement
Dyslexia Program
Community Agencies
Person(s)
Responsible
Special Programs
Administrator
DMC
MSC
June 2013
Timeline
Evaluation
Through
Student Surveys
June 18, 2014 Parent Surveys
Training Session
Evaluations
Documentation Logs
Transcripts
MEP Reports
Campus Visitation Log
Summative:
College
Placements
NGS Reports
Graduation
Documented
Completion Rate
Reports
Student Survey Results
Special Programs
September 2013
Administrator
Through
Campus Principal
May 2014
Migrant Funded
Tutorial Teacher
Campus Migrant
Clerks
DMC
MSC
DMC
February 22,
Migrant Parent Liaison 2014
MSC
Migrant Campus
May 2012
Clerks
Migrant Campus Clerks Fall 2013 and
DMC
Spring 2014
Migrant Parent Liaison
MSC
Through
May 2012
Formative:
Session Announcements
Meeting Agenda and
Sign-In Sheets
Summative:
Participants Survey
Report Cards
Formative:
Sign-In Sheets
Agenda and
Participants Survey
Summative:
Conference Evaluations
Formative:
Sign-In Sheets
and Agendas
Summative:
Meeting Evaluations
Increased attendance
198
Action
Step
12.26
12.27
12.28
12.29
Population
Middle school migrant students will have
Middle School
opportunity to attend the school district’s summer
Migrant Students
school programs to ensure promotion if needed or to
participate in the enrichment migrant summer
program.
The campus migrant clerks will provide
Migrant Students
supplemental support to the PFS and migrant
students, only in order to enhance the advocacy,
encouragement, and support to the special needs of
migrant students as delineate by NCLB Act of 2001
(Public Law 107-110) Section 1301-1309; and will
ensure that the migrant students are actively engaged in the
in the Migrant Club, receive needed homework
assistance and socialize with other migrant students
throughout the current school year.
Each high school migrant teacher and migrant clerk HS Migrant
will create a file for all migrant students scheduled Students
to graduate, in order to track on-time graduation.
The individual migrant student folders will be reviewed
by the campus team and the district migrant
counselor to ensure all graduation requirements are
being met in a timely manner with adjustments
done if needed.
[ PBMAS]
Migrant students (9th -12th ) will have credit accrual HS Migrant
opportunities through the University of TexasStudents
Austin Correspondence Courses and/or Credit- byExams to ensure on time graduation. [PBMAS]
Students
(9th -12th )
Resources
Fund/$ Amount
NGS Reports of
Currently Enrolled
Migrant Students
Project SMART
Summer Program
TIC $4,800
NCLB Sec. 1301-1309
TIC Guidelines
ID&R Manual
NGS Manual
Campus TIC Funds
TIC $3600
Exit Level TAKS
Results
Current School Year
Schedule
NGS Student
Transfer Document
NGS Partial Credit
Report
Report Card
List of No Credit
with Comments
/Remediation
High School Migrant
Labs
UT Correspondence
Courses
Tape recorders
Laptops
Person(s)
Timeline
Responsible
Migrant Campus Clerks June 2014
Migrant Funded
May 2012
CIS
Site Coordinator,
SS only
DMC
MSC
Campus Principals
August 2012Migrant Campus Clerks May 2013
Migrant Teachers
2011
DMC
Through
MSC
May 2012
HS Principal
HS Migrant Teachers
HS Migrant Campus
Clerk
DMC
MSC
Fall 2012Spring 2013
Evaluation
Formative:
Eligibility Forms
Attendance Sheets
Weekly Assessments
Participants Survey
Summative:
Completion Reports
End of Program
Assessment Results
Formative:
Job Description
Position Control Forms
Daily Schedules
Sign-Ins Sheets
Summative:
Completed
Personnel Assurance
Forms
Job Evaluations
Meeting Evaluations
Formative:
Transcript
Exit TAKS Results
EOC Results
Report Card
Summative:
Diploma
Official Transcript
HS Principal
HS Counselors
DMC
HS Migrant Teachers
HS Migrant Campus
Clerk
MSC
August 2012Through
July 2013
Formative:
Credit Accrual Needs of
Migrant
Students and Student
Transcripts
Summative:
Awarded Credits on
Student Transcripts
199
Action
Population
Step
th
th
HS Migrant
12.30 Migrant students (11 -12 ) will have access to
Path to Scholarships Program. Guidance in writing Students
a scholarship essay will be provided and will be used (11th -12th )
for a variety of purposes such as scholarships and
college applications.
12.31
12.32
12.33
12.34
Resources
Fund/$ Amount
TIC $500
Path to Scholarships
Local Trainer
Laptop Computer
Printer
Laminator
Digital Camera
Person(s)
Responsible
HS Migrant Teachers
HS Migrant Campus
Clerk
DMC
MSC
High School 9th grade migrant students will be have 9th Grade Migrant TIC $2500
the opportunity to attend a math workshop that will Students
Graphing Calculators
teach them the skills necessary to fully participate in
Math Teachers
the high school math classes. This workshop will
furnish the migrant student with an opportunity to
reinforce the skills needed to successfully meet the
challenges of the district’s rigorous math classes.
HS Migrant Teachers
HS Campus Clerk
DMC
MSC
Graduating juniors and seniors will have the
opportunity to attend the BISD Annual Migrant
College CAMP Fair in order to visit with
representatives and apply to the Texas Universities
that offer the College Assistance Migrant Program
(CAMP).
TIC $ 500
BISD Transportation
Desktop Computer
Laptop
Printer
Laminator
Digital Camera
HS Migrant Teachers
HS Migrant Campus
Clerk
DMC
MSC
TIC $ 5000
1. Transportation
2. Lodging
3. Meals
HS Migrant Teachers
DMC
MSC
HS Migrant
Students (12th )
Migrant students recognized as Exemplary Migrant HS Migrant
Students by the University of Texas at Austin will
Students
have the opportunity to attend the ceremony in order
to enhance their self esteem and experience the
Acknowledgement of their academic
accomplishment.
Migrant students (9th -12th ) will have access to the
migrant secondary summer program for credit
accrual and/or recovery in order to ensure secondary
credit for on-time graduation.
High School
Migrant
Students (9th 12th )
High School Migrant
Summer School Lab
Desktop Computers
TIC $ 5000
Timeline
October 19,
2012 through
June 19, 2013
September 28,
2012
Evaluation
Formative:
Sign-In Sheets,
Agendas and OneOne Counseling
Sessions
Summative:
Scholarship
Applications and
Award Letters
Formative:
Sign-In Sheets
Agenda
Session Evaluation
Summative:
Student Math
Grades and Test Scores
HS Counselors
HS Migrant Teachers
HS Migrant Campus
Clerks
DMC
MSC
November 2,
2013
March 2014
or
April 2014
June 2014
Formative:
Sign-In Sheets
Agenda
Session Evaluation
Summative:
CAMP Applications
and Acceptance
Letters
Formative:
Nomination Forms
Summative:
UT Austin List of
Exemplary Migrant
Students
Formative:
Enrollment Forms,
Attendance Sheets and
Counselor’s
Recommendation
Summative:
Awarded Credits on
Student Transcripts
200
Action
Step
12.35
12.36
12.37
12.38
th
th
High school migrant students (11 -12 ) will have
the opportunity to do on-site visitations to Texas
universities with a CAMP program in order to
facilitate the application to the universities and the
enrollment into their CAMP programs.
A survey will be used to evaluate the effectiveness
of the High School migrant labs so that pertinent
appropriate adjustments can be made to the labs.
Population
High School
Migrant Students
Migrant High
School
Students
In order to secure academic information from the
Migrant Students
NGS data base migrant students, parents and school Migrant
districts (nationwide) will have access to an NGS
Parents
district contact person throughout summer to ensure
accurate enrollment into educational programs.
MEP staff, parents and students will have access to Migrant students
Texas Migrant Interstate Program (TMIP) to ensure Migrant Parents
that interstate coordination is available for migrant
students as they migrate throughout the nation.
Resources
Fund/$ Amount
Universities:
St. Edward’s
TSTC- Harlingen
UT Pan American
UT Brownsville
Campus TIC Funds
Person(s)
Responsible
HS Principal
HS Migrant Teachers
HS Migrant Campus
Clerks
DMC
MSC
High School Migrant
Labs
Instructional Materials
Supplemental Supplies
Desktop
MSC
Printer
NGS Data Base
Special Programs
Administrator
HS Migrant Teacher
DMC
April 2012
April 2014
DMC
MSC
SS NGS Clerk
June 2014
Through
August 2014
TMIP Staff
Internet
Desktop Computer
Phone
Timeline
October 2013
Through
April 2014
DMC
August 2013
MSC
Through
NGS Clerks
July 2014
Evaluation
Formative:
Migrant Teacher
Recommendations
Student Evaluations
Summative:
CAMP Acceptance
Letters
Formative:
HS Student Survey
Summative:
Implementation of
Survey Responses
Formative:
Student Information
Summative:
Completed NGS
Student Transfer
Document
Formative:
Parental, Student
and
District Requests
Summative:
DMC and MSC
Documentation
12.39
A district wide Migrant Parent Advisory Committee
(PAC) will provide meaningful consultation to
ensure that the planning, implementation, and
evaluation of local MEP activities and services is
relevant to migrant students during the scheduled
meeting held throughout the school year, light
refreshments will be provided to encourage parental
participation.
Migrant PAC
Officers
Migrant Parents
MEP Staff
TIC $1500
State MEP Policy
Manual
State MEP PAC
By-Laws
Migrant Parent
Liaison
MSC
DMC
2013
August 30
September 24
November 12
Formative:
Sign-in sheets,
Agendas and Meeting
Minutes
2014
January 28
April 11
Summative:
Migrant Parent
Recommendations
Meeting Evaluation
201
Action
Population
Step
Migrant Parents
12.40 The migrant funded parent liaison will assist the
district campuses by providing awareness sessions
to migrant parents upon request during the campuses
monthly meetings in order to keep them
current with migrant issues that may be impacting
their children’s academic special needs.
12.41
12.42
The migrant parent cohort will meet once per month Migrant
during the school year to receive training and
Parents
encouragement on how to ensure on -time
graduation for their children. [PBMAS]
PAC members will be provided with opportunities
to attend migrant regional, state and national
training, meetings and conferences so that they can
expand their knowledge on migrant program issues
in order to provide more relevant recommendations
Migrant PAC
Members
(AR) At-Risk
(DYS) Dyslexia
Ed., At-Risk, etc.
Resources
Person(s)
Timeline
Fund/$ Amount
Responsible
TIC $500
Campus Parent Liaison September 1,
Migrant Parent Liaison District Parent Trainers 2013
MSC
Through
May 30, 2014
TIC $200
BISD Graduation
Guidelines
“Abriendo Puertas”
Curriculum
Desktop Computer
Printer
Migrant Parent
Liaison
MSC
DMC
TIC $2500
Special Program
Administrator
Migrant Parent
Liaison
MSC
DMC
(LOC) Local
(TI) Title I
(TII) Title II
(TIV) Title IV
(TIX) Title IX
2013:
September 13
October 11
November 15
December 13
2014:
January 24
February21
March 28
April 18
May 16
August 2013
Through
May 2014
Evaluation
Formative:
Request for Migrant
Presentation Form
Meeting Agendas
Summative:
Meeting Evaluations
Formative:
Flyers
Agenda
Summative:
Meeting Evaluations
Student Progress
Reports
Formative:
Purchase Orders
Registration Forms
Summative:
Session Sign-In Sheets
Registration Forms
Evaluations
the activities
202
District Initiatives
Calculator-based Algebra I Program
Career and Technology Articulation Agreements
District-Wide Curriculum Professional
Development Days
Dual Enrollment High School Program
Dyslexia Teachers and Paraprofessionals
High School Magnet Programs
Gear up Grants
Gifted/Talented Project SOL
Health QUEST!
Instructional Facilitators/Deans of Instruction
Language Enrichment II ESOL Middle School Program
Language Enrichment/Scientific Spelling/Multi-sensory
PALL Newcomer Project
CATCH Program
LUCHA Project
GO Centers
Do the Write Thing!
Language! ESOL High School Program
High School Alternative Schools
Pre-AP/Advanced Placement Secondary Programs
Community Higher Education Partnerships
Elementary and Secondary Summer School Programs
Students Taught in Alternative Road to Success
Program (STAR)
Teacher and Principal Teaching and
Recruitment Grant (TPTR)
Texas Grant for Reducing Academic Dropouts
Texas High School Completion/Success Program Grant
Kids Voting USA
Associates Degree opportunity upon graduation
203
District Initiatives
Santa and Friends Program
Madrigal Dinner
All City Band
All City Choir
An Evening of Theatre
High School Estudiantina Festival
High School Estudiantina Championship
High School Estudiantina Performances at Charro Days
Parades
Red Hot Ballroom Competition
BISD Middle and High School Solo/Ensemble Dance
Competition
Band and Choir Performance at Baccalaureate and
graduation ceremonies
Middle School and High School band performance at
Christmas and Charro Days Parades
Opportunities for communication of programs through
various media, such as district-wide newsletters,
technology, television broadcasts, and Community
Coffees
District-wide Parental Involvement Conferences
utilizing school district and community resources
Escúchame Project, parent component of Do the Write
Thing (DTWT)
Teams of parents to participate in physical activity
through the Families In Training (FIT) Program
Informational meetings in regards to Title I, Part A
Program policies and guidelines for campuses’ faculty
and staff
204
2013-2014 State Compensatory Campus/District Budget Allocations
Location
001
002
003
004
007
008
009
School
Hanna
Porter
Pace
Rivera
Lopez
Early College
Veterans M.
Budget
Allocation
$515,322
$477,892
$ 409,640
$518,442
$453,193
$85,690
$428,125
042
Cummings
$347,533
043
Faulk
$407,992
044
Stell
$370,140
045
Oliveira
$378,618
046
Perkins
$277,172
047
Vela
$274,773
048
Besteiro
$272,932
051
Lucio
$265,794
053
Garcia
$295,635
054
Stillman
$308,620
055
Manzano
$268,645
101
Canales
$320,741
102
Cromack
$270,001
103
Longoria
$153,204
104
Martin
$238,455
105
El Jardin
$192,242
106
Garden Park
$225,211
108
Putegnat
$190,750
109
Resaca
$164,637
110
Russell
$304,253
District Initiatives:
006 Brownsville Learning Center: $2,031,831
033 Brownsville Academic Center: $2,733,963
127 Lincoln Park School:
$2,061,125
Location
111
112
113
115
117
120
121
122
123
124
126
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
School
Sharp
Skinner
Victoria Heights
Castaneda
Villa Nueva
Del Castillo
Perez
Palm Grove
Egly
Garza
Vermillion
Burns
Morningside
Gonzalez
Southmost
Yturria
Aiken
Hudson
Benavides
Champion
Paredes
Gallegos
Ortiz
Brite
Pena
Pullman
Keller
Breeden
Budget
Allocation
$197,470
$230,322
$160,749
$214,861
$158,871
$199,847
$242,323
$175,167
$350,442
$201,221
$252,318
$272,294
$268,393
$254,155
$188,808
$187,213
$195,428
$291,384
$270,687
$291,725
$216,163
$228,855
$251,514
$185,794
$190,785
$180,581
$213,037
$251,373
205
APPENDIX
206
MIGRANT EDUCATION PROGRAM
Title I – Part C
Priority For Service
Plan of Action
2013-2014
Priority for Services Definition
According to Section 1304(d) of federal statute, NCLB P.L. 107-110, the Migrant Education Program is required to give
Priority for Services to migrant children who:
(1) are failing, or most at risk of failing, to meet the State’s challenging academic content and achievement standards;
AND
(2) whose education has been interrupted during the regular school year.
In Texas, the NGS report provides the most current listing of migrant students at a campus coded as Priority for Service (PFS).
The report is delivered to all campuses as required by TEA on a monthly basis to facilitate the information to the
administrators and to assure that MEP services are first targeting those identified students as Priority for Service. The report
contains enrollment from the current regular school year and assessment data from the previous regular school year or the
current school year.
The State’s criteria used by NGS to identify PFS students include:
Students who have had their education interrupted during the previous or current regular school year;
AND
Students who are in grades 3-12 or identified as Un-graded (UG) or Out of School (OOS) and have failed one or more
sections of the TAKS, or who are designated as LEP Exempt, ARD Exempt or Absent (test day);
OR
Students who are in grades K-2 and have been designated as Limited English Proficient (LEP) in the student designation
section of the NGS supplemental program component or
who have been retained, or are over-age for their current grade level.
1
Priority For Services Plan of Action for Title I, Part C – Migrant Education Program
GOAL:
To better serve Priority for Service (PFS) students by providing supplemental instructional and support
services that will ensure student success.
OBJECTIVES:
PFS students will have access to supplemental instructional opportunities
80% of PFS students will be on grade level within 2 years
80% of PFS students will meet the state academic achievement standards (STAAR)
1. The Title I Migrant Coordinator will provide campus principals, appropriate campus staff, and parents the
Priority for Service criteria and the updated NGS “Priority for Service Report”.
Required Activity
Personnel
Resources
Time Line
Evaluation
District personnel will have
the opportunities to attend
PFS Awareness Sessions so
that a thorough
understanding of the criteria
of the PFS student can be
attained.
The NGS PFS report will be
printed and distributed to all
BISD campus principals on a
monthly basis. A cover letter
with a thorough explanation
of the report will be
attached.
Informational Video
Segments will be available
via the BISD Migrant
Webpage in order to provide
information on Priority for
Service.
Migrant Service
Coordinator (MSC)
Migrant Counselor
Migrant Teachers
NGS Specialist
Communities in School
(CIS) Site Coordinators
NGS Specialist
2ndry Campus Migrant
Clerks
Recruiters
MSC
NGS Priority for Service
PEIMS Migrant Listing
MEP Staff Meetings and
Training
MSC
Migrant Counselor
Equipment: Laptop, TV
DVD, Projector
NGS Data Base
Desktop Computers
Laptops
Printers
MEP Staff
MSC
Migrant Counselor
BISD Migrant Web Page
Computer Operator
Video Camera
Charts, Graphs
NGS Reports
2
August 26, 2013
through May 30, 2014
Agendas, Sign-in
sheets, Session
Evaluations
Monthly :
Sept. - May
Sept. 16
Oct. 1
Nov. 1
Dec. 2
Jan. 7
Feb. 3
Mar. 3
Apr. 1
May 1
May 30
August 2012
through
July 2013
NGS- PFS Monthly
Reports , Cluster
Delivery Sheets
Migrant Webpage
Counter
2. The Title I Migrant Coordinator, Migrant Counselor, Migrant Recruiters, Campus MEP Staff and Communities
In School (CIS) Middle School Case Managers will make home and / or community visits to update
parents on the academic progress of their children.
Required Activity
Personnel
Resources
Time Line
Evaluation
MEP staff will make contact
with the parents of PFS
students every six weeks, if the
progress reports and/or report
cards indicate failure in any of
the core subjects.
MSC
Migrant Counselors
Migrant Teachers
Migrant Campus
Clerks
3rd Week Progress
Reports
Six Week Report
Cards
NGS Currently Enrolled
PFS Report
September through May
after the 3rd week
progress reports and the
6th week report cards
Parent Signature on the
PFS documentation logs,
and student PFS folder
Meetings will be held with
parents of PFS students to
explain how and why they will
be contacted when progress
reports or report card grades
indicate their student is not
passing a core academic
subject.
MSC
Migrant Counselor
CIS Case Mangers
Migrant Teachers
Migrant Campus
Clerks
3rd Week Progress
Reports
Six Week Grades
NGS PFS Report
NGS Currently
Enrolled Report
Laptops
Flash Drive
Projector
Phones
of the current school
year
Agenda, Sign-in Sheets,
Meeting Minutes, Photo,
Meeting Evaluations
Home visits will be conducted
to provide information and
awareness to the parents of
PFS students of their child’s
academic and social progress
in school.
MSC
Migrant Counselor
CIS Case Managers
Migrant Recruiters
Migrant Clerks
Student Transcripts
NGS Reports
Grade Speed
Migrant Club Student
Participation
Laptops
Desktops
Printers
of the current school
year
Visitation Logs, Mileage
Logs, PFS Parent
Contact Form
3
3. The Title I Migrant Coordinator will use NGS “Priority for Service Report” to give priority
placement to the PFS students in Migrant Education Program activities.
The Migrant Service Coordinator (MSC) will ensure that the Priority for Service Report will be printed every
month (August – May). The reports will be delivered to the campus administrators and staff on the first workday
of the month and a signature will be secured to verify the delivery. A through explanation of the report will
accompany the reports to ensure appropriate clarification of the importance of appropriate placement of the
PFS students into the instructional area(s) most in need. If the PFS report indicates that the student is lacking an
area of TAKS, the migrant counselor, migrant teacher, migrant campus clerk and the MSC will ensure that the
students receive an accurate placement into the STAAR remediation class/tutorial session that will provide an
equal opportunity for the student to experience academic success. A monitoring tool will be used to
document the placement of the PFS students into the campus’ various instructional support classes. The
monitoring tool will also facilitate the documentation to the MSC and the migrant counselor; the information
provided will support the various opportunities being offered to PFS students at each campus for catch-up
and/or stay current per six week periods. The tool also serves as an on-going comprehensive needs assessment
required by MEP to ensure that PFS students are given priority to services when they are failing or most at-risk of
failing and to further strengthen the BISD goal of ensuring the success of the PFS migrant students.
Middle school and high school migrant clerks will submit core subject progress reports every six weeks to the
migrant counselor. The counselor will use the reports to do follow-up phone calls and/or set up appointments
with the parents of students who are showing failure. The migrant counselor will also work collaboratively with
the academic counselors and migrant teachers to ensure that the students are receiving the tutorial
opportunities for academic success. The middle school migrant clerks will provide additional supplemental
support to the PFS students and their families in the areas of self esteem, anger management, personal needs,
drug, gang and violence prevention awareness, homework support, referrals, to community agencies for
additional outreach services, family strengthening opportunities, and community services projects.
Technology will be utilized during the parent meetings to ensure the visual modality is thoroughly represented.
It is the goal of Brownsville ISD to ensure the success of our priority for services students. It is through no fault of
their own, that their economic status places them in dire need of migrant work.
4
4. The Title I Migrant Coordinator will ensure that Priority for Services (PFS) students receive priority access to
instructional services, as well as social workers and community social services / agencies.
It is the goal of Brownsville ISD to ensure that the PFS students receive instructional services in all of the eight
areas of need indentified in the Migrant Statewide Services Delivery Plan. The success of the PFS student is first
priority.
The Title I Migrant Service Coordinator (MSC) will ensure that the Priority for Service students receive priority
access to instructional services as well as social workers and community social services/agencies. The late
entry, early withdrawal and the interrupted schooling places the PFS students at risk of failure.
First graders will develop sufficient skills needed for promotion to 2nd grade.
The MSC and the district migrant counselor will utilize all available district resources to ensure the progress
of the first grade migrant students. On-going monitoring will occur. Supplemental support services will be
provided to the first grade students who are performing below the expected level of development.
Grade appropriate tutorials will be encouraged so that 1st grade migrant students will have the
opportunity to align their skill development to other successful 1st grade students.
Students who failed the State Assessment must participate in summer TAKS STAAR remediation.
All migrant students will have the opportunity to attend the districts’ summer STAAR remediation
opportunities, the MSC will collaborate with other district departments and utilize the Eduphoria program
to secure the names of students needing remediation support. For migrant students traveling during the
summer months, BISD MEP program will collaborate with the Texas Migrant Interstate Program (TMIP) to
provide them with the names of the students needing remediation support.
Middle school students must use learning and study skills appropriate to learning.
Middle school students must have timely attention and appropriate interventions related to problems
or concerns that are academically and non-academically related.
5
instructional services, as well as social workers and community social services / agencies . (continued)
 Middle school students must have necessary home work assistance and tools at home essential for academic
success.
The migrant funded campus clerks will provide supplemental support to the PFS migrant students in the areas of
academics, attendance, behavior, study skills, mentoring, social service referrals, early interventions to prevent
drop-outs, and self-esteem development. They will also facilitate community service opportunities for the students
and parental involvement activities for the parents. During Spring semester a leadership conference will be held,
middle school PFS students and their parents will have the opportunity to engage in skill building activities to
develop their self-esteem, self-confidence, communication abilities, and explore their leadership qualities.
Parental involvement activities will also be highlighted. The conference sessions will facilitate information to the
students and parents that will expand their knowledge on how to fully engage in achieving academic success.
 Secondary students must earn the required core credits for on-time graduation.
 Secondary students must make-up course work they lack due to late enrollment or early withdrawal.
Upon arrival, the secondary PFS student’s transcript/NGS Student transfer document will be reviewed by the
migrant counselor/MSC to determine the credits needed for on time graduation. Whenever a credit adjustment
is needed the migrant counselor/MSC will work with the student, parents and academic counselor so the student
is assigned to the available academic opportunities (e.g. migrant lab) to catch-up and align his /her credits for ontime graduation. If coursework needs to be made up, the counselor/MSC will collaborate with the student, parent
and academic counselor to ensure that the missing coursework due to late entry/early withdrawal is made up.
Whenever necessary, the migrant counselor will contact the out-of-state counselor, migrant program and/or TMIP
to secure assistance with the clarification of the student’s transcript/coursework. When a migrant student
withdraws early, the migrant teacher, migrant clerk, or the migrant counselor will secure the work to complete the
coursework for the respective grading period. The campus migrant clerk will provide the student with a current
copy of the NGS Student Transfer Document in order to facilitate a smoother enrollment at the receiving site. This
document makes available comprehensive information of the student’s history in the areas of academic,
assessment, health, immunization and migrant travel. Awareness sessions will be conducted by the migrant
counselor/migrant teacher/MSC for migrant students, their parents, and campus staff on the availability of the
supplemental instructional services.
6
instructional services, as well as social workers and community social services / agencies. (continued)
Migrant students who migrate outside of Texas in summer months must be served in summer migrant
programs through the efforts of interstate coordination.
For PFS migrant students who withdraw early and will be migrating during the summer months, the
campus migrant clerk will e-mail the district migrant counselor/MSC a listing by state with student’s name,
NGS #, and grade level.
The migrant counselor will provide a composite of students by state to TMIP as advisement to their
summer locations. In turn, TMIP will provide the receiving states with the names and summer locations of
the students to ensure placement into the receiving states’ summer migrant program. The BISD migrant
teachers, counselor, NGS specialist and MSC will attend the Annual TMIP Secondary Credit Accrual
Workshop in February of the current school year in order to meet with the receiving states migrant
contacts and further ensure smoother enrollments to the migrant summer programs in the receiving
states.
It is the goal of Brownsville ISD to ensure that the PFS students receive instructional services in all of the eight
identified needs. The success of the PFS student is first priority.
7
5. Federal, State, and local programs that serve “Priority for Services” students.
Brownsville ISD offers a variety of resources to PFS students to accrue credits at the federal, state and local
level.
At the federal level: NASDME, Portable Assisted Study Sequence (PASS) courses are available for students.
The Texas Migrant Interstate Program (TMIP) assists with inter / intra state coordination of records. The
New Generation System will be used to run PFS reports and to view the Secondary course history, Partial
Grades, Final Grades, formal Assessments and TAKS. The national data base, M-Six, has made it possible
to access migrant student data from all states across the nation.
At the state level: Migrant students can accrue credits through the University of Texas – Austin migrant
program, and the Mathematics Achievement Through Technology Teacher Education & Research-Based
Strategies (MATTERS) summer enrichment program that facilitates accrual of credit for high school
students.
At the local level:
Migrant students have the following options to accrue credit through American
Preparatory Institute (API), A+; Plato; Texas Tech Credit by Exam; local credit by exam; the Migrant
University Student Experience (MUSE) program; extended day migrant lab.
In addition, tutorials are provided and available to PFS students throughout the regular school year.
Through these credit accrual options, migrant students have readily available opportunities for next
grade level promotions and on–time graduation.
Title I Migrant Coordinator will document the supplemental activities available in Brownsville ISD as part of
the Migrant Education Program (MEP) whether funded through migrant funds or non-migrant funds.
Written evidence of participation and effectiveness of the migrant student success of each service
offered will be incorporated into the district’s end of year MEP evaluation.
8
AYP Addendum
Committee Members
Maria T. Zavala, Parent
Maria I. Villarreal, BLA
Cindy Ortiz, Faulk MS
Josie C. Villarreal, Putegnat Elementary
Dane Babcock, Rivera HS
Elizabeth C. Rojas, Paredes, Elementary
Denise Hinojosa, Porter HS
Rosie S. Gorena, Lopez HS
Facilitators
Raul Vasquez, Administrator for Assessment, Research and Evaluation
Ben Estrada, AYP Compliance Coordinator
Meeting Date
November 3, 2009
(Proposed and Approved November 16, 2009)
Revision and Inclusion Activities
Special Services Department
(Proposed and Approved September 20, 2010)
Basic Skills Area: Language Arts
State/BISD Goal:
Action
Steps
Activity 1
Activity
All Special Education students
in BISD will increase oral
language skills to develop
listening/speaking,
reading/writing proficiency
Presentations
Retelling
Personal oral
discussion
Speaking
opportunities to use
new vocabulary in
context
The students in the public education system will demonstrate exemplary performance in
Reading and Writing of the English Language.
A minimum of 90% of our BISD students tested will demonstrate mastery on the STAAR/TAKS
Reading, Writing, and Language Arts tests.
Population
PK-12 Special
Education
Students
Resources/
Source
SIOP
TEKS
Reading First
Modified Reading
materials
Modified Writing
materials
Accelerated Reader
Study Island
STAAR/TAKS
released tests
State adopted
textbook
resources
Eduphoria
Martha Morales
Reading
Program
Person(s)
Responsible
Administrator for
Curriculum &
Instruction
C& I Reading
Specialists
Librarians
Special Services
Department
Principals
Facilitators/Deans
Special Education
Teachers
PK-12 teachers
Timeline
August 1, 2012 May 31, 2013
Evaluation
Benchmark testing,
Reading
Fluency Monitoring
Teacher
observations
Progress grades
Accelerated Reader
tests
Basic Skills Area: Language Arts
State/BISD Goal:
Action
Steps
Activity 2
Activity
Special Education students in
BISD will participate in TEKSappropriate
modified/accommodated
tutorials to improve overall
Reading and Writing skills.
Reading and Writing of the English Language.
Reading, Writing, and Language Arts tests.
Population
PK-12 Special
Education
Students
Resources/
Source
SIOP
TEKS
Reading First
TEKS- appropriate
modified/accom
modated
Reading
materials
TEKS- appropriate
modified/accom
modated Writing
materials
Accelerated Reader
Martha Morales
Reading
Program
Person(s)
Responsible
Administrator for
Curriculum &
Instruction
C & I Reading
Specialists
Reading First
Coaches
Special Services
Department
Principals
Facilitators/Deans
Special Education
Teachers
PK-12 teachers
Librarian
Timeline
August 1, 2012 May 31, 2013
Evaluation
Benchmark testing,
Reading
Fluency Monitoring
Teacher
observations
Progress grades
Accelerated Reader
tests
Basic Skills Area: Math
State/BISD Goal:
the understanding of mathematics.
mathematics exam.
Action
Activities
Steps
Activity 3 Implement an integrated challenging,
standards-based, inquiry-centered
math curriculum with necessary TEKSappropriate modified / accommodated
for Special Education students as
demonstrated through:
curriculum framework (K-12)
Unique Learning Systems (Life
Skills)
Population
PK-12 Special
Education
Students
Resources/
Source
Categorical
funds,
TEKS,
Frameworks,
TEKSappropriate
modified /
accommodated
materials
State adopted
textbook resources
Graphing
calculators
AEIS-IT
Manipulatives
and
Instructional
Materials
Person(s)
Responsible
Administrator for
Curriculum &
Instruction
C & I Math Specialists
Special Services
Department
Principals
Facilitators/Deans
Special Education
Teachers
PK-12 teachers
Timeline
Aug. 1, 2012 May 31, 2013
Evaluation
Benchmark
testing,
Teacher
observations
Progress grades
Analysis of student
work
5 “E” model
Assessment
Basic Skills Area: Math
State/BISD Goal:
Action
Steps
Activity 4
Activity
Special Education students in
BISD will participate in TEKSappropriate modified /
accommodated tutorials to
improve overall mathematics
skills.
the understanding of Mathematics..
mathematics exam.
Population
PK-12 Special
Education
Students
Resources/
Source
Categorical
funds,
TEKS,
Frameworks,
TEKS- appropriate
modified /
accommodated
materials
State adopted
textbook resources
Graphing calculators
Eduphoria
Manipulatives
and
Instructional
Materials
Person(s)
Responsible
Administrator for
Curriculum &
Instruction
C & I Math Specialists
Special Services
Department
Principals
Facilitators/Deans
Special Education
Teachers
PK-12 teachers
Timeline
August 1, 2012 May 31, 2013
Evaluation
Benchmark testing,
Teacher
observations
Progress grades
Analysis of student
work
5 “E” model
Assessment
Basic Skills Areas: Language Arts and Math
State/BISD Goal:
Action
Steps
Activity 5
The students in Special Education will be assessed by the appropriate state assessment using the policies
and procedures outlined by TEA.
100% of BISD students in Special Education will be assessed by the appropriate state assessment using
the policies and procedures outlined by TEA in the ARDC Decision-Making Process for the Texas Assessment Program
Manual.
Activity
Population
BISD Personnel (Principals,
ARD Chairperson,
Diagnosticians, Supervisors,
Assessment dept.) will
participate in staff
development that focuses on
dissecting Assessment data to
determine the percentage of
student tested on STAAR,
STAAR-M, STAAR-ALT and
TAKS.
Principals, ARD
Chairpersons,
Diagnosticians,
Supervisors,
Assessment dept.
Resources/
Source
District
STAAR/TAKS data
State
STAAR/TAKS data
AYP data
Eduphoria
Person(s)
Responsible
Assessment
Department
Special Services
Department
Principals
ARD Chairpersons
Timeline
August 1, 2012 May 31, 2013
Evaluation
Analysis of Student
Data
State/BISD Goal:
Action
Steps
Activity 6
the policies and procedures outlined by TEA in the ARDC Decision-Making Process for the Texas
Assessment Program Manual.
Activity
Population
BISD Personnel (Principals,
ARD Chairperson,
Diagnosticians, Supervisors,
Assessment dept.) will
participate in the workshop
entitled “ARD DecisionMaking Process Including
Accommodations and Grade
Placement to Support
Students” provided by Region
One via TETN at CAB.
Principals, ARD
Chairpersons,
Diagnosticians,
Supervisors,
Assessment dept.
Resources/
Source
Region One
ARD Committee
Decision-Making Process
for the
Texas Assessment
Program Manual
Person(s)
Responsible
Assessment
Department
Special Services
Department
Principals
ARD Chairpersons
Region One
Timeline
Evaluation
TBD
100% of campuses
in attendance
monitored by sign in
sheets.
State/BISD Goal:
Action
Steps
Activity 7
Action
Steps
Activity 8
Activity
Population
BISD Personnel (Assessment
department in conjunction with
Special Services) will monitor
the percentage of students that
are projected to take STAAR,
STAAR-M, and STAAR-Alt per
campus.
Assessment and
Special Education
departments.
Activity
Population
BISD Personnel (Assessment
department in conjunction with
Special Services) will meet
with campus personnel with
disproportionate percentage of
students that are projected to
take STAAR, STAAR-M, and
STAAR-Alt.
Assessment and
Special Education
departments,
Principals, ARD
Chairpersons,
Diagnosticians,
Supervisors.
Resources/
Source
Reports from IEPplus
ARD documentation
ARDC DecisionMaking Manual
Person(s)
Responsible
Assessment
Department
Special Services
Department
Resources/
Source
Reports from IEPplus
ARD documentation
ARDC DecisionMaking Manual
Person(s)
Responsible
Assessment
Department
Special Services
Department
Campus Principal
ARD Chairperson
Timeline
August 23, 2012 –
June 02, 2013
Timeline
August 23, 2012 –
June 02, 2013
Evaluation
Reports
Evaluation
Reports
State/BISD Goal: The students in Special Education will demonstrate an increase in STAAR/TAKS performance scores in Reading and
Math to meet AYP standards.
BISD Annual Performance Objective: 100% of BISD students in Special Education will be assessed by the appropriate state assessment using
the policies and procedures outlined by TEA in the ARDC Decision-Making Process for the Texas Assessment Program
Manual.
Action
Steps
Activity 9
Activity
Population
Special Education Supervisor,
ARD Chair, and Special
Education Teacher,
Facilitator/Dean of Instruction
will review and analyze student
specific data to analyze
STAAR objectives and
expectations to optimize
instructional planning.
Special Education
Supervisor,
Special Education
Teacher, and
Facilitator/Dean
Resources/
Source
Confidential Student
Reports
Eduphoria
Person(s)
Responsible
Special Education
Supervisors
Special Education
Teachers
Facilitators/Dean
Timeline
August 23, 2012 –
June 02, 2013
Evaluation
Campus Special
Education
Department
meetings sign in
sheets.
State/BISD Goal: The students in Special Education will demonstrate an increase in STAAR/TAKS performance scores in Reading and Math to
meet AYP standards.
Action
Steps
Activity 10
Activity
Population
Special Education
Supervisors in conjunction with
Curriculum Specialists will
maximize contact with Special
Education teachers to support
the implementation of
research-based teaching
strategies.
Special Education
Supervisors and
Curriculum
Specialists
Resources/
Source
TEKS,
Frameworks,
TEKS- appropriate
modified /
accommodated
materials
State adopted
textbook resources
Eduphoria
Manipulatives
and
Instructional
Materials
Person(s)
Responsible
Assessment
Department
Special Services
Department
Campus Principal
ARD Chairperson
Timeline
August 23, 2012 –
June 02, 2013
Evaluation
Reports
State/BISD Goal:
The students in Special Education will demonstrate an increase in STAAR/TAKS performance scores in Reading and Math
to meet AYP standards.
Action
Steps
Activity 11
Activity
Population
Special Education Supervisor,
Curriculum Specialists,
Facilitator/Dean of Instruction
will provide professional
development and support in
the following areas
Special Education
Teachers
English Language Arts and
Reading Standards (ELARS)
Mathematics Standards
District Writing Plan
Technology Resources
Resources/
Source
Confidential Student
Reports
Eduphoria
Professional
Development dept.
Region One ESC
TEKS
Person(s)
Responsible
Special Education
Supervisors
Special Education
Teachers
Facilitators/Deans
Timeline
August 23, 2012 –
June 02, 2013
Evaluation
Campus Special
Education
Department
meetings sign in
sheets.
Evidence of
Implementation
of district’s
instructional
curriculum
framework
PERFORMANCE BASED MONITORING ANALYSIS SYSTEM
INTEGRATED INTERVENTIONS
CONTINUOUS IMPROVEMENT PLAN (CIP)
ACTIVITIES FOR 2011 – 2013
BILINGUAL/ESL (BE/ESL) &
CAREER AND TECHNICAL EDUCATION (CTE)
The strategies and initiatives identified in the CIP should be integrated into the LEA’s improvement planning processes and, as
appropriate, into campus improvement planning processes. District and campus improvement plans should reflect this
integration… The LEA is required to maintain appropriate documentation of implementation of the CIP, and the
documentation is subject to request by the agency. Reference of TEA’s Guidance for PBM Integrated Interventions p. 10
2011 – 2013 PBMAS INTEGRATED INTERVENTIONS CONTINUOUS IMPROVEMENT PLAN (CIP)
FOR BILINGUAL/ESL (BE/ESL) & CAREER AND TECHNICAL EDUCATION (CTE)
Indicator BE/ESL #2 (b-c)—ESL ENGLISH TAKS TAKS ACC. (TAKS M & TAKS ALT IN 2011) Passing Rate
Indicators CTE #2 CTE LEP TAKS/TAKS A Passing Rate, #4 CTE SPED TAKS/TAKS A Passing Rate
To increase student academic achievement rates in the areas of Reading, Science, and Math the district will focus on the following system
components. More detail on the resources and evidence of implementation and impact are found in the Integrated PBMAS Continuous Improvement
Plan (CIP) submitted to TEA on January 6, 2012 via the ISAM system. Updates were provided to TEA on April 26, 2011.
I. Instruction -- Targeted Professional Development (PD) with Support
1.1 Provide Language Arts Professional Development for new and existing Elementary & Secondary Reading, English, ESL, Special Ed., and Dyslexia
teachers In order to implement a comprehensive ELAR/SLAR instructional program.
• District’s instructional curriculum framework Curriculum
• ELAR/SLAR (English/Spanish Language Arts &
Reading) TEKS
• CCRS (College & Career Readiness Standards)
• EOC-English I, II, & III
• Response to Intervention (RtI)
• Texas Adolescent Literacy Academies (TALA)
• Language Enrichment (LE) II & Language!
1.2 Provide Language Arts Professional Development for Secondary ELA teachers in order to implement a comprehensive instructional program for English
Language Learners (ELL)
• TELPAS PLDs supporting the ELPS
• District’s instructional curriculum framework Curriculum
• Marzano’s Process for Vocabulary
Dev.
• ExC-ELL
• State Adopted Resources Milestones & EDGE, NGELPS, Language!
• Developing Metacognitive Skills (DMS)
• Sheltered Instructional Observation Protocol (SIOP) model with cohort groups of ESL, Reading Science, Social Studies & CTE teachers
• State of Texas Assessments of Academic Readiness (STAAR) Trainings
2.2 Train CTE teachers on EOC ELA, Math, & Science objectives, depth of knowledge, and rigor which are directly related to the individual teachers' CTE
coursework. CTE teachers will use planning periods to coordinate with CORE teachers to verify that they deal with common coursework and CPO's will verify
these activities take place.
2.4 Instructional Support Personnel will
A. Provide professional development for Pre K - 12 teachers in Notebooks, Technology integration, Journaling, Word Walls, Vocabulary, Graphic
Organizers, Questioning techniques, & Exit Level review strategies
B. Support ESL strategies for Science instruction
• ELPS (NGELPS resources)
• TALA- 6th grade and 7th grade • Science Linguistic Accommodations • TELPAS PLDs
• Sheltered Instruction strategies gained from SIOP training will be implemented and monitored.
• Science Benchmarks 3-5
2.7 Provide support for the integration of communication Skills into the PK-12 science program through Science journals by providing staff development to
improve science literacy in students.
• Journaling in science
• integration of language arts curriculum with science curriculum
• LUCHA ESL courses
• Implementation of journaling in science PK-12 literacy • Sheltered Instruction Strategies
• NGELPS, A+RISE resources
II. Instruction-- Collaborative Planning
1.4 Implement attendance by CTE teacher of record at each Sp. Ed. student's annual or special called ARD for the purpose of providing input into decisionmaking process regarding modifications & accommodations for testing, instructional strategies failing grades, etc. SIOP training includes SPED & CTE
teachers. Administrators will follow up implementation using walk through forms and document in Eduphoria.
III. Instruction -- Active Learning
2.1 Plan for field and laboratory investigations for 40% of Science instructional time to ensure ample opportunity for descriptive, comparative, and
experimental investigations outlined in the new TEKS. A focus on Science Academic Vocabulary. Science teachers trained in SIOP and ELPS will coplan with
ELA teachers to support the integration of academic vocabulary.
IV. Instruction -- Data Driven Instructional Decisions
1.3 Provide each CTE teacher at each campus class lists by period of ELLS and Sp. Ed. students and their Spring 2011 TAKS scores and report of objectives not
mastered by subject area and IEP documents for Sp. Ed. students.
V. Instruction -- Ongoing Monitoring of Instruction by Administrators
2.5 Monitor use of appropriate instructional strategies and individualized interactions for/with ELLS and Sp. Ed. students (SIOP, sheltered instruction,
mapping, etc.) in CTE classrooms for identified ELL and Sp. Ed. students
VI. Curriculum/Assessment – Guaranteed Viable Curriculum
2.9 Provide CTE teachers with research based reading/ELA, math, & science strategies, instructional materials, & resources for use with ELL & Sp. Ed.
students.
VII. Curriculum/Assessment -- Formative Assessment to Guide Instruction
1.6 Implement a coordinated systematic assessment plan at the district, campus, and classroom level to optimize instructional time in order to facilitate data for
planning and curriculum purposes.
1.7 Provide each campus with 2011 TAKS test results in ELA, math, and science for CTE ELLS and Sp. Ed. Students.
1.8 Provide each campus with Fall & Spring district benchmark test results in ELA, math, and science for CTE ELLS and Sp. Ed. Students.
VIII. Academic support -- Tutorials
1.9 Enhance instructional opportunities for Limited English Proficient (LEP) and immigrant students by targeting specific needs in reading through
A. Tutorials with Technology Integration based on Comprehensive Needs Assessment (CNA) results. These will be supported with funding from multiple
sources. SIOP trained staff will be selected to provide this support. And, CTE teachers will be paid to provide after-school tutorials.
Tier III identified students
•ASK ME courses •Technology Supports ESL Reading Smart, Criterion, Text Help, LUCHA ESL courses
B. Establish a STAAR Support Plan for Secondary teachers of LEP students will be followed and supported.
• LEP Students will be identified by campus/teacher indicating students by category. Number of years in the program, repeaters, TELPAS and TAKS
results will also be provided.
• Prioritize students who are categorized as Beginners with more than 2 years in the program for tutorials
C. Intervention/Tutorial guidelines to facilitate program implementation will be provided.
1.11 Provide structured tutorials, small group instruction, and individualized extended learning time for ELL and Sp. Ed. students not demonstrating mastery of
TAKS objectives/EOC objectives as indicated by Spring 2011 TAKS results and District benchmark results.
IX. Academic support – Computer-Assisted Instruction
2.8 Instructional Support Personnel will include & provide campus principal, assistant principals, counselors & deans/instructional facilitators on
A. standards based science curriculum, instruction, and assessment including:
•Technology integration (all levels) & LUCHA science courses, & ASK ME Courses
•TELPAS Test Nav & Tutorials
•Hand-held Technology (all levels) LUCHA Science Courses & ASK ME Courses
B. support systems for students to excel & improve science achievement through:
•Tutoring (Extended Day/Week) • Science Labs • Tech Labs (COWs) • Science software (EduSmart) • Utilize the Text Help & Criterion software
to improve communication between campus administration & teachers regarding Science curriculum & instruction and improve student achievement.
X. Academic support -- TAKS Remediation
1.10 Implement coordination and collaboration meetings once every six weeks between Sp. Ed. teachers and CTE teachers of record to plan instructional
strategies and support systems for Sp. Ed. students in classroom instruction.
XI. Student Support -- Adult Advocate / Mentor / Advisor
1.12 Implement six weeks parent-student CTE teacher conference for ELL and Sp. Ed. students with failing grades in the CTE class. Said conference to include
reflections on the connection between the CTE class and the EOC subject-specific objectives, graduation plans, post-secondary goals, and CTE course
sequences.
XII. Student Support -- Targeted Professional Development (PD) with Support
2.6 Train CTE teachers on the use of ELL, math and Science instructional materials and resources which are research-based and proven effective in providing
support to ELL and Sp. Ed. students.
XIII. Student Support -- Data Driven / Timely / Targeted Support
2.10 Administer Kudor Career Interest Inventory to all 8th grade students and ensure the submission of a 'Declaration of Intent' so that PBMAS data accurately
reflects V2 & V3 ELL & Sp. Ed. students successful mastery of TAKS ELA, Math , & Science
XIV. Personalized Environment -- Individualized Instruction
2.3 Implement regular and consistent use of 'Sound Amplification System' to increase ELL and Sp. Ed. students chances for success in CTE course work
especially as the CTE coursework is correlated to ELA, math, & science EOC/TAKS objectives as needed.
XV. Culture/Climate-- Academic Focus
1.5 Hold Cluster Vertical & Horizontal Alignment Meetings to share
• Teaching practices and strategies in order to facilitate students’ transition from 5th - 12th grade.
• Parental Cluster meetings to share tips for supporting students’ reading instruction.
• Parent educational fact sheets/FAQs/campus newsletter in Eng/Span
XVI. Culture/Climate -- Adult Advocate / Mentor / Advisor
2.11 Collaborate with middle & elementary schools to coordinate guest speakers(non-traditional), career fair, campus visits, etc. to promote student awareness
of nontraditional career pathways and career pathways integral relationships with ELA, math, and science content course work, STARR/EOC commended
scores, depth of knowledge of content area as it relates to careers and professions, equity of access, etc.
XVII. Culture/Climate -- Monitoring of Implementation (PD)
2.12 Require each high school campus to submit and implement a PBMAS Improvement Plan targeting increasing ELL and Sp. Ed. students' success rates on
TAKS/EOC ELA, math and science and modeled on the District Plan and include a plan for Open House & Parent Teacher nights wherein CTE teachers
present dual enrollment and articulated credit opportunities to parents and students.
2011 – 2013 PBMAS INTEGRATED INTERVENTIONS CONTINUOUS IMPROVEMENT PLAN (CIP)
FOR BILINGUAL/ESL (BE/ESL) Indicator BE/ESL #11 LEP Graduation Rate
To increase student completion rates and prevent students from dropping out of school, the district will focus on the following system components.
More detail on the resources and evidence of implementation and impact are found in the Integrated PBMAS Continuous Improvement Plan (CIP)
submitted to TEA on January 6, 2012 via the ISAM system. Updates were provided to TEA on April 26, 2011.
I. Curriculum Assessment – Data-Driven Decision – Making
3.1 Continue to Incorporate PBMAS data gathered in campus comprehensive needs assessment & campus improvement plans.
3.2 Conduct annual Peer Review campus visits to monitor for implementation of CIP activities addressing ELLs graduation cohorts and rates.
II. Student Support – Effective Intervention Strategies
3.3 Provide high quality professional development for faculty and staff on effective intervention and prevention instructional strategies. (i.e. training on
Sheltered Instruction Strategies) Training will enhance the ability to understand and use curricula, assessment and effective instructional strategies for LEP
students. Administrators' SIOP annual overview in August will reinforce the use of the checklist for walk through. This will support implementation of
these effective strategies.
3.4 Campus Deans of Instruction will conduct regular research-based professional development trainings in order to train and retain highly qualified
personnel that will positively impact At-Risk student achievement. For Example: conflict resolution (DECIDE) and team building for extended day tutorial
staff.
3.5 Maintain Acceleration Intervention Logs for all At Risk students. This includes ELL students. It will be used to track interventions and have progress
checkpoints to monitor effectiveness.
III.Personalized Environment – Individualized High School Graduation and Postsecondary Plans for Students
3.6 Each high school campus will implement a 9th grade initiative that will work with a 25:1 At-Risk student ratio in a teaming and school-within-a school
approach.
3.7 Create a HS student survey to provide feedback on the availability and services to support them in graduating with their cohort from the guidance
counselors and school support services that include: Schedule modifications, Personal Graduation Plan, Career Counseling, Job Readiness Training, &
Parenting Education
3.8 Create a mentoring program for students At-risk of dropping out in order to decrease the dropout rate.
Program geared to mentor at risk youth.
One example: Border Patrol's Real Mission
IV. Parent Community – Targeted Professional Development (PD) with Support
3.9 High School campuses will conduct monthly parent meetings to explain graduation requirements for all grade levels in order to increase the
district/campus graduation rates and strengthen the Family-student-teacher support triangle
3.10 Develop and provide COIN (Coordinated Occupation Information Network) training sessions for parents at cluster meetings.

District Improvement Plan

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