Veterans Memorial High School
Brownsville Independent School District
Campus Improvement Plan
School Year 2012 - 2013
Mission Statement
Work collaboratively to prepare students academically, socially and technologically as they become contributing members of our society.
Vision Statement
Veterans Memorial High School is committed to providing Excellence in Education for all students. The school provides programs and learning experiences that
promote academic achievement and career programs of study for the personal and social growth of every student. As a richly diverse community of
learners that values all its members, Veterans Memorial High School contributes to the local community by linking parents, local agencies and businesses
to the school.
Table of Contents
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
XI.
Campus Narrative ................................................................................................................................ 4
State of Texas Goals and Objectives ................................................................................................... 7
District Mission Statement .................................................................................................................. 8
District Goals ...................................................................................................................................... 9
Brownsville ISD Core Commitments ................................................................................................ 10
Brownsville ISD Strategic Action Plan ............................................................................................. 11
Brownsville ISD Strategies ............................................................................................................... 12
Site-Based Decision Making (SBDM) Committee Members ........................................................... 13
Planning and Decision-Making Procedures ...................................................................................... 14
Campus Needs Assessment Summary: TAKS/EOC and other related data ..................................... 16
Comprehensive Needs Assessment ................................................................................................... 25
a. Demographics ............................................................................................................................... 25
b. Student Achievement.................................................................................................................... 26
c. School Culture and Climate ......................................................................................................... 27
d. Staff Quality, Recruitment and Retention .................................................................................... 28
e. Curriculum, Instruction and Assessment ..................................................................................... 30
f. Family and Community Involvement .......................................................................................... 31
g. School Context and Organization................................................................................................. 32
XII. School-Wide Programs Plan .............................................................................................................. 34
XIII. Instructional Improvement Plans ....................................................................................................... 36
a. Language Arts .............................................................................................................................. 37
b. Mathematics ................................................................................................................................. 48
c. Science .......................................................................................................................................... 55
d. Social Studies ............................................................................................................................... 61
e. Health and Physical Education ..................................................................................................... 67
f. Fine Arts ....................................................................................................................................... 70
2
g. At-Risk.......................................................................................................................................... 74
Table of Contents
h. Attendance .................................................................................................................................... 81
i. Discipline Management/Safe and Drug Free Schools ................................................................. 84
j. College Preparation ...................................................................................................................... 91
k. Parents and Community ............................................................................................................... 94
l. Technology ................................................................................................................................... 98
m. Migrant Education ……………………………………………………………………………..102
XIV. Appendix A: AYP Addendum......................................................................................................... 107
XV. Appendix B: Financial Budget and Personnel Worksheets ............................................................ 119
XVI. Veterans Memorial High School Monitoring Instrument ............................................................... 122
a. Language Arts ............................................................................................................................ 123
b. Mathematics ............................................................................................................................... 126
c. Science ........................................................................................................................................ 128
d. Social Studies ............................................................................................................................. 130
e. Health and Physical Education ................................................................................................... 132
f. Fine Arts ..................................................................................................................................... 134
g. At-Risk........................................................................................................................................ 137
h. Attendance .................................................................................................................................. 140
i. Discipline Management/Safe and Drug Free Schools ............................................................... 142
j. College Preparation .................................................................................................................... 144
k. Parents and Community ............................................................................................................. 146
l. Technology ................................................................................................................................. 148
m. Migrant Education ...................................................................................................................... 150
3
Campus Narrative
Veterans Memorial High School is located in Brownsville, Texas. Veterans Memorial High School is one of seven high schools in
Brownsville ISD. The campus was constructed in 2010. The 360,000 square-foot school sits on an 80-acre site on Military Highway. The
courtyard has a series of pergolas that provide shaded seating areas for students and faculty. Veterans Memorial will be the first BISD high
school to have its own football and soccer stadium, a 5,000 seat facility with an all-weather track. It also has 1,000-seat baseball and softball
stadiums, as well as practice fields and tennis and basketball courts. It is the district’s magnet school for architecture and construction as
well as for government and public administration. All safety standards have been met and all of the building is accessible to students and
staff with disabilities.
Our school's mission is "work collaboratively to prepare students academically, socially and technologically as they become contributing
members of our society". Academic teaming is pivotal in our school's success. Veterans Memorial has highly-qualified teachers that carry
out the instructional program. In an effort to meet the diverse talents of our student’s teachers are provided access to high-quality ongoing
professional development throughout the school year. Professional development activities are geared to individual teachers’ specialties.
The student population at Veterans Memorial High School is approximately 898 and serves students in grades 9th through 10th According to
the PEIMS Data Review of our campus profile, 98% of the student population is Hispanic and 92 % are identified as Economically
Disadvantaged. Many of our students are first generation Mexican immigrants, 19 % are classified as Limited English Proficient and a
majority is English/Spanish bilingual. In addition, several of our students come from homes which participate in state and federal assistance
programs such as food stamps, welfare, the Women, Infant, Children (WIC) nutrition program, and subsidized housing and medical
assistance.
Our school provides effective instruction that will equip students with skills and expertise to be successful in their respective careers
whether they enter the workforce or go on to a college or university after graduation from the public school system. Courses are offered in
every subject area necessary for college admission, as well as a diverse range of elective and career and technology courses. The
instructional programs include academic core subjects at various levels, such as the Gifted and Talented, Pre-Advanced Placement,
Advanced Placement, and Dual Enrollment in collaboration with the University of Texas at Brownsville. Veterans Memorial High School
also has a “school within a school” magnet program for Architecture & Construction and Government & Public Administration. About 94%
of our student population is enrolled in this program. Along with the magnet program, the school also offers a strong foundation for careers
in AV Technology and Communications, Business Management and Administration, Finance, Health Science, Information Technology,
Law, Public Safety, and Corrections and Security. Students at our school also have access to three graduation plans: the Minimum,
4
Recommended, and Distinguished Achievement Graduation Plan. All students are required to meet the passing standard of the four
assessments which comprise the State of Texas Assessments of Academic Readiness (STAAR).
Veterans Memorial High School has an active parent center with a full-time parent liaison that coordinates activities. Activities such as a
Parent Orientation Day to inform parents and community members of the daily standard operation procedures to include but not limited to
the Student Code of Conduct, Student Parent School Compact, Parental Involvement Policy, Emergency operations procedures and Parent
Volunteer Guidelines and Opportunities.
Veterans Memorial High School coordinates and integrates federal, state, and local programs and services to maximize the effectiveness of
these resources. Several of the strategies being implemented are jointly funded with Special Services and Title I Funds, such as after school
tutorial programs. Professional Development activities are also paid for from Title I and Local Funds. Title I Funds are used to purchase
supplemental instructional materials, media, and library resources used to improve and enhance the overall instructional program.
Veterans Memorial High School is a small very close-knit community. Brownsville residents come from all over the city to attend the
school. Businesses, as a rule, support the school by providing merchandise for various incentives and fund raising activities when called
upon to do so.
The current staff at Veterans Memorial High School is comprised of 82 teachers, 4 campus administrators, 2 counselors, 20 professional
support personnel and 8 educational aides. The ethnicity of the Veterans Memorial High School staff is diverse with 97% Hispanic, (2 %
Caucasian, and 1% African American. The teaching staff is also 52 % male and 48 % female.
Veterans Memorial High School’s most recent campus initiatives include the following:
Veterans Memorial High School promotes numerous student clubs and organizations. Students are encouraged to participate in
extracurricular activities such as all district co-curricular activities such as Science Fair and History Fair. Students participate in campus
level competitions and winners of these competitions compete at the District, State and National level.
School Namesake:
School Colors:
School Mascot:
School Song:
Red, White and Blue
Chargers
Hail to you, Veteran’s High, you’ve become our home…
Veteran’s High, hear our song, help us to be strong…
As we see all our dreams, guide us to those dreams…
5
School Motto:
We shall strive to succeed, with our humble deeds…
You’re our home, we’re your own, Hail to Vete-ran’s High.
Home of the Brave!
Annual Campus Goals
The Veterans Memorial High School faculty and staff are committed to the following goals:
•
•
•
•
•
•
•
•
•
•
•
By the end of school year 2012-2013, TAKS/EOC ELA scores will be above 90%.
By the end of school year 2012-2013, TAKS/EOC Math scores will be above 80%
By the end of school year 2012-2013, TAKS/EOC Science Test scores will be above 80%
By the end of school year 2012-2013, TAKS/EOC Social Studies scores will be above 90%.
By the end of the school year 2012-2013, all special education test takers will meet ARD expectations in all test subject areas.
To sustain and increase yearly student attendance by 97%.
The School will maintain a safe and disciplined environment conducive to student learning.
The School will increase parental involvement to support an environment conducive to student learning.
By the end of the school year 2012-2013, all students, teachers, and support staff will have received the necessary budgetary
resources to support classroom and support staff instruction.
Students will be encouraged and challenged to meet their full physical educational potential in order to improve health and quality of
well-being
Increase the graduation rate/decrease dropout rate
6
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: Parents will be full partners with educators in the education of their children.
OBJECTIVE 2: Students will be encouraged and challenged to meet their full educational potential.
OBJECTIVE 3: Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school
diploma.
OBJECTIVE 4: A well-balanced and appropriate curriculum will be provided to all students.
OBJECTIVE 5: Qualitative and highly effective personnel will be recruited, developed, and retained.
OBJECTIVE 6: The state’s students will demonstrate exemplary performance in comparison to national and international standards.
OBJECTIVE 7: School campuses will maintain a safe and disciplined environment conducive to student learning.
OBJECTIVE 8: Educators will keep abreast of the development of creative and innovative techniques in instructional and
administration using those techniques as appropriate to improve student learning.
OBJECTIVE 9: Technology will be implemented and used to increase the effectiveness of student learning, instructional
management, staff development, and administration.
7
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, or disability in employment or provision of services, programs, or activities.
8
District Goals
Curriculum & Instruction Goal:
Provide a coherent, horizontally and vertically aligned curriculum that enables students to fulfill
local, state, national, and federal academic achievement and graduation requirements and pursue
a post-secondary education (Pre-K-16).
Personnel Goal:
Recruit and retain highly qualified staff in a timely manner to maximize academic excellence for
all students.
Facilities Goal:
Ensure that all district facilities are equitable, well-planned, and maintained so that all students
can learn in a safe and healthy environment.
Finance Goal:
Develop, maintain, and evaluate a district budget that ensures equitable distribution of funds that
supports district initiatives.
9
Brownsville ISD 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 achievement gaps in the areas of: gender, socioeconomic levels, ethnicity, and program specific populations (i.e. 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 process.
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.
10
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.
11
Brownsville ISD 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 process.
 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 students 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.
12
Site-Based Decision Making (SBDM) Committee Members
The Site-Based Decision Making (SBDM) Committee is dedicated to implementing a well-rounded instructional program that will
promote students’ success at Veterans Memorial High School as well as helping them become productive citizens in a democratic
society. The members of the SBDM Committee include elected classroom teachers from each department on campus to comprise twothirds of the committee, department chairs, supplemental staff, administration, students, and parents. Each elected representative serves a
two year term and election cycles are staggered. All members, especially new, are asked to attend district training in fall of the current
school year to learn about shared decision making and how it results in a greater commitment to implementing decisions that will
enhance the achievement of students. As a member of the SBDM Committee each participant is responsible for sharing and discussing
the SBDM Committee agenda and conveying the information to their department. Thus, attendance and participation are vital and if a
member cannot fulfill these requirements, then a new member will be elected to better represent the campus and will attend the SBDM
training on September 24, 2012.
Name
Berta Pena
Maria E. Solis
Cynthia Castro-Torres
Cutberto Rodriguez
Alfonzo Gonzalez
Ana Solis
Perla Gonzalez
Monica Zarate
Maria E. Lopez
Alberto Guerrero
Monica Avila
Sandra Sanchez
Lorena Lozano
Position
Area Asst. Superintendent
Campus Principal
Dean of Instruction
Mathematics Teacher
Mathematics Rep (odd)
English Teacher
English Rep (even)
Special Ed Teacher
Special Ed Rep (odd)
Social Studies Teacher
Social Studies Rep (even)
Science Teacher
Science Rep (odd)
Name
Joe Valdez
Dr. Juan Chavez
Eddie Noriega
Rosie Gorena
Gina Shafer
Neri Villarreal
Lourdes Collaso
Chris Patterson
Adelina Gutierrez
Eduardo Chavez
Julie Gonzalez
Terry Cuellar
Position
CTE Teacher
CTE Rep(eve n)
Counselor
Librarian
Parent
Parent
Parental Involvement
Business Representative
Business Representative
Student
Community Representative
Community Representative
13
Planning and Decision-Making Procedures
In accordance with the administrative procedures established under Education Code 11.251(b), the Site-Based Decision Making (SBDM)
Committee “shall be involved in decisions in the areas of planning, budgeting, curriculum, staffing patterns, staff development, and school
organization”. In addition, as per BQB (Legal) each school year, the principal of each campus, with the assistance of the SBDM Committee
“shall develop, review, and revise the campus improvement plan for the purpose of improving student performance for all student
populations with respect to the academic excellence indicators and any other appropriate performance measures for special needs
populations”. As a result, Veterans Memorial High School’s SBDM Committee reviews the campus improvement plan at its meetings
throughout the school year to ensure that state and local requirements are met. The members of the SBDM Committee include elected
representatives from each department on campus, department chairs, supplemental staff, administration, students, parents, and business
representatives. Each SBDM Committee member is responsible for communicating information regarding needed adjustments to the campus
improvement plan as well as disseminating information to their departments regarding the plan and campus initiatives.
Goal Setting Procedures
The SBDM Committee reviews the comprehensive needs assessment, AEIS report, AYP report and other available data to determine annual
goals and objectives. In addition, representatives from each department are responsible for reviewing AEIS and AYP indicators and other
available data specific for their subject area and collaboratively recommend goals, objectives, and activities as necessary.
Budget Decision-Making Procedures
Each department reviews their activities in the campus improvement plan and expenditures for department initiatives. The SBDM
Committee is then informed of department expenditures and program regulations to determine the monetary allotments for supplies and
materials specific to each strategy. In addition, the SBDM Committee is briefed on needed capital outlay, contracted services, and other
campus costs to decide on additional allocations.
Curriculum Decision-Making Procedures
Each SBDM committee member reviews the information and data available with their department and recommends goals, objectivities, and
activities as necessary. The SBDM Committee monitors and evaluates the effectiveness of the curriculum in order to ensure campus
objectives are met. When appropriate the SBDM Committee jointly identifies new goals based on data and collaboratively designs new
activities to be included in the campus improvement plan.
14
Organizational Decision-Making Procedures
The SBDM Committee determines the chairperson of the SBDM Committee through an electoral process. One member from each
department is elected for a two year on the SBDM Committee. The committee reviews campus specific information and data and evaluates
the campus improvement plan’s activities to make decisions about student success. Community members, business representatives, and
parents volunteer for committee participation after solicitation from the principal.
Staffing Decision-Making Procedures
The SBDM Committee reviews information and data presented and recommends activities for continued improvement.
Professional Development Decision-Making Procedures
The SBDM Committee reviews campus information and data to serve in an advisory capacity. In addition, the SBDM Committee evaluates
the plan’s activities in order to make recommendations.
Feedback Plan
The SBDM Committee includes one elected staff member from each department. This member is responsible for sharing information and
gathering input from the campus staff. The committee also includes a student, parent, community member, and business representative.
These members bring input to and from campus stakeholders. Two-thirds of the elected professional staff must be classroom teachers and the
remaining one-third must be other campus professionals. The campus improvement plan is presented annually at the beginning of the school
year to campus personnel.
15
Campus Needs Assessment Summary
TEST
GRADE LEVEL
EOC
GRADE 9
TAKS
GRADE 10
TAKS
GRADE 11
TAKS
GRADES 9-11
TAKS/EOC
Commended
GRADES 9-11
AREA
2009-2010
2010-2011
Reading
*
92%
Math
*
70%
Reading/ELA
*
95%
Math
*
79%
Science
*
85%
Social Studies
*
97%
Reading/ELA
*
*
Math
*
*
Science
*
*
Social Studies
*
*
Reading/ELA
*
93%
Math
*
74%
Science
*
85%
Social Studies
*
97%
Reading/ELA
*
23%
Math
*
16%
Science
*
13%
Social Studies
*
34%
2011-2012
2012-2013
2013-2013
GAIN/LOSS
16
TAKS/EOC
Test Taking Rate
PARTICIPATION
*
*
806
AREA
2009-2010
2010-2011
2011-2012
Reading/ELA
*
92%
Math
*
80%
Science
*
67%
Social Studies
*
91%
*
.05%
*
95%
*
.01%
Beginning
TELPAS
9th Grade
Intermediate
Listening/Speaking/
Advanced
Reading/Writing
Advanced High
Composite
*
10.28%
3%
*
13.04%
20%
*
11.81%
27%
*
8.93%
50%
Beginning
TELPAS
th
10 Grade
Intermediate
Listening/Speaking/
Advanced
Reading/Writing
Advanced High
Composite
*
9.48%
3%
*
14.22%
33%
*
13.96%
33%
*
10.78%
30%
Beginning
*
*
5%
Intermediate
*
*
26%
TEST
GRADE LEVEL
TAKS/EOC-M
GRADES 9-11
TAKS/EOC-M Test Taking Rate
(2%)
PARTICIPATION
TAKS/EOC-ALT
GRADES 9-11
All Tests
TAKS/EOC-ALT Test Taking Rate
(1%)
PARTICIPATION
TELPAS
11th Grade
2012-2013
2013-2013
GAIN/LOSS
17
Listening/Speaking/
Advanced
Reading/Writing
Advanced High
Composite
TEST
GRADE LEVEL
AREA
Beginning
TELPAS
12th Grade
Intermediate
Listening/Speaking/
Advanced
Reading/Writing
Advanced High
Composite
*
*
30%
*
*
40%
2009-2010
2010-2011
2011-2012
*
*
*
*
*
*
*
*
*
*
*
*
TELPAS AMAOs 1
Progress
3-12
*
47%
TELPAS AMAOs 2
Attainment
3-12
*
13%
Reading
*
51%
Math
*
63%
*
72%
ELA
*
*
Math
*
*
AMAOs 3
AYP
TAKS/TELPAS
AEIS ELL
(9-12)
Progress Indicator
Texas Success
Initiative
Higher Education
Readiness
Component
2012-2013
2013-2013
GAIN/LOSS
18
TEST
GRADE LEVEL
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
Class of 2010
Class of 2011
Class of 2012
Class of 2013
Class of 2014
*
*
*
*
*
*
*
*
*
*
*
Class of 2010
Class of 2011
Class of 2012
Class of 2013
Class of 2014
ELA
*
*
*
Math
*
*
*
Both Subjects
*
*
*
AP
English Language
Percentage
3 or Above
*
*
*
AP
English Literature
Percentage
3 or Above
*
*
*
AP
Calculus
Percentage
3 or Above
AP
Statistics
Percentage
3 or Above
*
*
*
AP
Biology
Percentage
3 or Above
*
*
*
SAT/ACT
AREA
Percentage
Participation
At or Above
Criterion
Average SAT
Average ACT
College-Ready
GAIN/LOSS
*
AB:
*
AB:
*
AB: *
AB:
AB:
AB:
BC:
*
BC:
*
BC:*
BC:
BC:
BC:
19
AP
Chemistry
Percentage
3 or Above
*
*
*
TEST
GRADE LEVEL
AREA
2009-2010
2010-2011
2011-2012
AP
Physics
Percentage
3 or Above
*
*
*
AP
World History
Percentage
3 or Above
*
*
0%
AP
European History
Percentage
3 or Above
*
*
*
AP
US History
Percentage
3 or Above
*
*
*
AP
Economics
Percentage
3 or Above
*
*
*
AP
Government
Percentage
3 or Above
*
*
*
*
*
34%
3 + High School
AP
Spanish Language 3+ Middle School
AP
Spanish Literature
Percentage
3 or Above
*
*
*
AP
French Language
Percentage
3 or Above
*
*
*
AP
French Literature
Percentage
3 or Above
*
*
*
2012-2013
2013-2014
GAIN/LOSS
20
AP
Art History
Percentage
3 or Above
*
*
*
TEST
GRADE LEVEL
AREA
2009-2010
2010-2011
2011-2012
AP
Art 2D Portfolio
Percentage
3 or Above
*
*
*
AP
Music Theory
Percentage
3 or Above
*
*
*
AP
Music Aural
Percentage
3 or Above
*
*
*
AP
Music NonAural
Percentage
3 or Above
*
*
*
Student Data
Subgroup
2009-2010
2010-2011
2011-2012
All Students
*
*
899
Hispanic
*
*
875
White
*
*
21
Asian
*
*
1
LEP
*
*
84
At-Risk
*
*
484
Eco. Disadv.
*
*
832
Special Ed.
*
*
95
Migrant
*
*
15
Attendance
Rate
2012-2013
2013-2014
GAIN/LOSS
2012-2013
2013-2014
GAIN/LOSS
21
Student Data
Completion
Rate I
4 YR / 5 YR
Cohort Class
Graduation
Rate
4 YR / 5 YR
Cohort Class
Subgroup
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
Class of 2010
Class of 2011
Class of 2012
Class of 2013
Class of 2014
All Students
*
*
*
Hispanic
*
*
*
White
*
*
*
Asian
*
*
*
LEP
*
*
*
At-Risk
*
*
*
Eco. Disadv.
*
*
*
Special Ed.
*
*
*
Migrant
*
*
*
Class of 2010
Class of 2011
Class of 2012
Class of 2013
Class of 2014
All Students
*
*
*
Hispanic
*
*
*
White
*
*
*
Asian
*
*
*
LEP
*
*
*
At-Risk
*
*
*
Eco. Disadv.
*
*
*
Special Ed.
*
*
*
Migrant
*
*
*
GAIN/LOSS
22
Student Data
Dropout
Rate
RHSP/DAP
Graduates
Subgroup
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
Class of 2013
Class of 2014
Class of 2013
Class of 2014
Class of 2010
Class of 2011
Class of 2012
All Students
Hispanic
*
*
*
White
*
*
*
Asian
*
*
*
LEP
*
*
*
At-Risk
*
*
*
Eco. Disadv.
*
*
*
Special Ed.
*
*
*
Migrant
*
*
*
Class of 2010
Class of 2011
Class of 2012
All Students
Hispanic
*
*
*
*
*
*
White
*
*
*
Asian
*
*
*
LEP
*
*
*
At-Risk
*
*
*
Eco. Disadv.
*
*
*
Special Ed.
*
*
*
Migrant
*
*
*
GAIN/LOSS
23
Student Data
Campus
Demographics
Disaggregated by
Subgroup
(9-12)
Students with
Disciplinary
Placements
Staff Data
Total Staff
Subgroup
2009-2010
2010-2011
2011-2012
Economically
Disadvantaged
*
*
832
Limited English
Proficient (LEP)
*
*
84
At-Risk
*
*
484
All Students
*
*
278
LEP
*
*
0
Special Ed.
*
*
62
Area
2009-2010
2010-2011
2011-2012
Teachers
*
*
82
Prof. Support
*
*
20
*
*
4
*
*
8
*
*
21
*
*
20
*
*
17
*
*
22
*
*
2
Campus Admin.
Educational
Aides
Beginning
Teachers
1-5 Years
Experience
6-10 Years
Teachers by Years
Experience
of Experience
11-20 Years
Experience
Over 20 Years
Experience
2012-2013
2013-2014
GAIN/LOSS
2012-2013
2013-2014
GAIN/LOSS
4
24
Comprehensive Needs Assessment (CNA)
I.
CNA Procedures for Demographics:
Veterans Memorial High School views demographics data on a daily basis. Of the many focuses of data we monitor daily our
attendance and At-Risk student population. Once attendance is taken on a daily basis, we view our average daily attendance to see if we
met our attendance goals. Once we identify that we have not met out attendance goals, we make sure to call the parents of students
who are absent and work to make sure absences are excused. If students are consistently absent, we make sure to conference with
parents or send the Parent liaison for a home visit. When students are identified as At-Risk, administrators, counselors, and teachers
begin consistent progress monitoring to make sure students are academically successful. Allocated State Compensatory funds are
allocated to provide additional before or after school tutorials. Procedures for overseeing demographic concerns include verifying daily,
attendance, verifying before and after-school and Saturday tutorial attendance, allotting time for teacher and parent conferences, and
purchasing additional resources.
II.
Data Sources Reviewed: The following sources provided valuable data for Demographics in regards to the identification of needs:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Enrollment Report
Gradespeed Attendance Report
Students by sex, ethnicity, and grade
Summary by sex and education
Migrant Students by Grade
Special Ed Students by grade and disability
At Risk Students by Sex ethnicity and grade
Staff FTE summary
Disaggregation of PEIMS student data
School leaver code report
ELA Survey Monkey
Professional Development ELA Sessions
2012 STAAR Preliminary Average Raw Scores
2011 – 2012 Benchmark Scores
25
III.
Findings/Analysis Results: The following strengths/area of improvement were identified after all findings were analyzed by the
SBDM Committee.
Demographics Strengths
•
•
•
•
•
•
Increase in enrollment
Academics
At Risk Program
Fine Arts Dept
Athletic Dept
CTE Dept
Areas of Improvement
•
•
•
•
•
•
•
Provide effective programs for at risk students
Increase and maintain graduation rates to meet district goals
Provide credit recovery opportunities to keep students from dropping out.
Provide ongoing training for teachers in all areas of curriculum.
Grow our Dual Enrollment HS Program by hiring teachers who are qualified.
English I Reading Percentage of Level 2 Satisfactory and Level 3 Advanced for
LEP and Special Education Students. (STAAR Preliminary)
English I Writing Percentage of Level 2 Satisfactory and Level 3 Advanced for
LEP and Special Education Students. (STAAR Preliminary)
Summary of Needs: After thorough review of multiple data sources, the SBDM Committee assessed program effectiveness and determined
that through the collaboration of various campus resources and community entities the following demographics areas of improvement
would be addressed:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Programs such as A+ will be provided for at risk students to potentially catch up to their cohort. CIP (7.2, 7.6)
Counselors, AT Risk Counselor, Program Specialist will monitor graduation rates during the school year. CIP (7.4, 7.5)
Provide Recovery Credit Opportunities during the school year for our students before and/or afterschool to keep them from dropping out. CIP (7.2, 7.6)
Offer training for campus personnel including but not limited to CSCOPE, Microsoft, Outlook, Compass Odyssey. CIP (1.10, 1.11, 1.13, 2.3, 2.10, 3.7,
4.9, 10.3)
Hire teachers who are eligible to teach UTB Dual Enrollment Course. CIP (10.4)
Provide Professional development for all teachers in the area of English Language Proficiency Standards (ELPS) for Reading/Writing Instruction and
STAAR Reporting Categories
Provide professional development for all teachers who provide instruction to Special Education students on ELAR/SLAR TEKS, ELPS, CCRS, and
Provide professional development on ELA/SLA CSCOPE Curriculum and alignment to all state adopted texts.
Provide data analysis based on ELAR/SLAR student expectation and reporting Categories from the 2012 STAAR Reading/Writing assessments.
26
To best support campus efforts and meet the identified needs at the District and Campus level; activities, resources, and
implementation timelines related to Demographics are set forth in all sections of the 2012-2013 Campus Improvement Plan.
I.
CNA Procedures for Student Achievement:
Critical to the academic success of Veterans Memorial High School is the disaggregation of students’ assessment data. Data is
disaggregated consistently to identify the areas needing improvement such as meeting states students’ expectation and TEKS mastery.
Data disaggregation is done on a three week basis through the analysis of progress monitoring, student grades, percentages of
students on a RTI plan, local and district benchmarks. Administrators and teachers look as student’s scores and break down the test
objectives by class period. Once weaknesses are identified, teachers plan instruction accordingly to strengths and weaknesses of each
class period and by student.
II.
Data Sources Reviewed: The following sources provided valuable data for Student Achievement in regards to the identification of
needs:
• AEIS Report
• AYP Report
• TAKS/EOC Summary Report-Group Performance
• Eduphoria! Aware
• TELPAS and AMAO Results
III.
•
•
•
•
•
•
•
SBDM Committee.
Student Achievement Strengths
Eduphoria Aware
• Train teachers on the disaggregation of student achievement data using Aware
Disaggregation of PEIMS Student Data
• Identify students who are making progress in local and district benchmarks to
Analyze Enrollment Report
Gradespeed Failure Report
At Risk programs offered at campus
PGP in place at campus
•
show growth from previous testing scores and provide interventions for their
success.
Increase 9th grade math scores by 20% to surpass the state standard.
Veterans Memorial TAKS/EOC scores were above the district
27
28
IV.
Summary of Needs: After thorough review of multiple data sources, the SBDM Committee assessed program effectiveness and
determined that through the collaboration of various campus resources and community entities the following Student Achievement
areas of improvement would be addressed:
1. Teachers will be trained on the use of Aware to disaggregate data to provide effective instruction on an individual basis. CIP (1.10, 3.5)
2. Provide tutorials before and/or after school to increase student achievement based on their local and district benchmark scores. CIP (2.2, 7.2)
3. Math teachers will meet every two days during the week to align their curriculum across grade levels. CIP (2.1)
To best support campus efforts and meet identified needs at the District and Campus level; activities, resources, and implementation
timelines related to Student Achievement are set forth in core-area, At-Risk, and Migrant Education sections of the 2012-2013
Campus Improvement Plan.
I.
CNA Procedures for School Culture and Climate:
The campus analyzes the school culture and climate to ensure that students are being provided with a safe and disciplined
environment conducive to student learning. Administrators and teachers meet once on a six weeks basis to discuss matters related to
providing a positive school culture and climate. The SBDM representatives bring issues and concerns to the monthly meetings.
Campus long range plans, policies and procedures, and safety issues are communicated to both parents and community members to
assist the campus in providing a positive culture and climate. Parents are strongly encouraged to get involved in volunteering
opportunities that will assist their child’s education. Issues are reviewed and discussed through consistent dialogue and both
administrators and teachers created a plan to improve issues that affect School Culture and Climate.
II.
Data Sources Reviewed: The following sources provided valuable data for School Culture and Climate in regards to the identification
of needs:
• Campus Survey
• Academic Teaming
• SBDM
• Parental Involvement
29
III.
SBDM Committee.
School Culture and Climate Strengths
•
•
•
•
IV.
Teacher ratio to student ratio
Aligned curriculum
Parental support
Facilities are state of the art
•
•
•
•
Increase the opportunities offered for credit recovery programs.
After School Tutorials will be provided for specific objectives.
Conduct surveys from parents, teachers and students for campus improvement.
Increase our Parental Involvement throughout the year.
determined that through the collaboration of various campus resources and community entities the following School Culture and
Climate areas of improvement would be addressed:
1.
2.
3.
4.
Credit recovery programs such as A+ will be implemented in STAR classes and afterschool. CIP (7.2, 7.6)
Afterschool Tutorials will be specific such as core teachers will teach for homework help, End of Course and/or TAKS/EOC. CIP (2.2, 7.2)
Surveys need to be conducted at beginning of school year to focus on each campus improvement need based on parents, students, and teacher’s needs
(11.5)
Parental involvement will increase by 15% to include them in holiday events, parental monthly meetings, athletic events, fine arts events. CIP (11.1,
11.5, 11.6, 11.7, 11.8)
timelines related to School Culture and Climate are set forth in all sections of the 2012-2013 Campus Improvement Plan.
I.
CNA Procedures for Staff Quality, Recruitment and Retention:
The campus uses a hiring committee composed of administrators and teachers to make hiring determinations. A record of how
applicants interviewed and an evaluation instrument is used to document applicant responses and administrators’ and teachers’
feedback on the applicants. Teacher performance records are kept by the school principal. Novice teachers are provided a gradelevel mentor and an administrative mentor so that they have success in their profession.
30
II.
Data Sources Reviewed: The following sources provided valuable data for Staff Quality, Recruitment and Retention in regards to the
identification of needs:
• Teacher Certification Report
• Class size report by staff
• Paraprofessional and Other Staff Qualification
• PEIMS Verification report
• AEIS Report
• Staff FTE Summary
• Teacher Survey
• Teacher Student Report
• Special Programs Report
• Professional Development Report
III.
SBDM Committee.
Staff Quality, Recruitment and Retention Strengths
•
Teacher Highly Qualified
•
•
•
•
•
Professional Development
Low teacher-student ratios
Course completions
Eduphoria Aware allows teachers to create / maintain
Data for students PDAS - evaluation provide feedback
•
•
•
Increase the opportunities of Professional Development in core content areas such as
Pre-AP, GT hours, AP, SIOP opportunities.
Recruit highly qualified teachers by offering stipends.
Develop teacher mentor program for new teacher success in the classroom.
31
IV.
determined that through the collaboration of various campus resources and community entities the following Staff Quality,
Recruitment and Retention areas of improvement would be addressed:
1.
2.
3.
Teachers will be given the opportunity to attend Pre-AP, GT, AP and SIOP opportunities thought the year for teacher growth. CIP (1.10, 1.11, 1.13,
2.3, 2.10, 3.7, 4.9, 10.3)
Increase the number of teachers who are highly qualified at the time of hire by offering stipends for composite certification and selected trainings. CIP
(10.4)
New teachers will be assigned a teacher mentor upon their first year or hire for teacher success in the classroom. (1.8)
timelines related to Staff Quality, Recruitment and Retention are set forth in all sections of the 2012-2013 Campus Improvement
Plan.
I.
CNA Procedures for Curriculum, Instruction and Assessment:
Curriculum, Instruction, and Assessment are one of the most important aspects of the campus. Everyday decisions are made
regarding Curriculum, Instruction, and Assessment. Veterans Memorial implements district decisions curriculum (CSCOPE) and
assessments as required by the state of Texas. Veterans Memorial bases all of its instructions from the Texas Essential Knowledge
and Skill (TEKS) and prepares students for state assessments. In doing this process, Veterans Memorial and teachers plan lessons
consistently. Administrators provide teachers with instructional resource and professional development opportunities. Veterans
Memorial administrators and grade-level lead teachers guide and mentor new teachers. Planning for instruction and intervention is
done as a whole through vertical and horizontal alignment. Collaboration is encouraged so that teachers learn from one another.
32
II.
Data Sources Reviewed: The following sources provided valuable data for Curriculum, Instruction and Assessment in regards to the
• EOC
• TAKS/EOC
• TELPAS
• CSCOPE
• Project Smart
• Online lesson plans
• ELA Survey Monkey
• Professional Development ELA Sessions
III.
•
•
•
•
•
•
•
•
•
•
SBDM Committee.
Curriculum, Instruction and Assessment Strengths
CSCOPE Curriculum driven
Vertical Alignment
Collaborating among administrators and teachers
Knowledge of STAAR Reading and Writing (M.S. and H.S.)
Knowledge of ELAR/SLAR K-12
Knowledge of ELPS K-12
Knowledge of Reading/Expository K-12
Knowledge of Writing Conventions K-12
Implementation of ELAR/SLAR TEKS K-12
Implementation of ELPS K-12
•
•
•
•
•
•
•
•
•
Increase mathematics scores by 20% to surpass the state scores.
Meet with teachers to create local benchmarks
Knowledge of STAAR Reading and Writing (E.S.)
Knowledge of Depth of Knowledge (E.S., M.S., H.S.)
Knowledge of CSCOPE/Textbook Alignment (M.S. and H.S.)
Knowledge of CCRS K-12
Knowledge of Reading Literacy/Poetry K-12
Knowledge of Writing Literacy and Expository Texts K-12
Implementation of CCRS K-12
33
IV.
determined that through the collaboration of various campus resources and community entities the following Curriculum, Instruction
and Assessment areas of improvement would be addressed:
1.
2.
3.
4.
5.
6.
Increase ongoing Professional Development for the area of mathematics. We will have at least one day every six weeks to plan out the following scope
and sequence as a department to have an aligned curriculum across grade levels. CIP (2.1, 2.4, 2.10)
Meet with teachers to create local benchmarks for all student populations to include, special education and bilingual to target students strengths and
weaknesses. CIP (1.4, 1.5, 2.1, 3.1, 4.1)
Provide Professional development for all teachers in the area of English Language Proficiency Standards (ELPS) for Reading/Writing Instruction and
Provide professional development for all teachers who provide instruction to Special Education students on ELAR/SLAR TEKS, ELPS, CCRS, and
Provide professional development on ELA/SLA CSCOPE Curriculum and alignment to all state adopted texts.
Provide data analysis based on ELAR/SLAR student expectation and reporting Categories from the 2012 STAAR Reading/Writing assessments.
timelines related to Curriculum, Instruction and Assessment are set forth in all sections of the 2012-2013 Campus Improvement Plan.
34
I.
CNA Procedures for Family and Community Involvement:
Veterans Memorial is committed to involving parents and community members to be involved in students’ education. The parent
liaison compiles data on parental participation attendance and meeting agendas for the SBDM committee. With that information,
SBDM determines campus needs. In order to increase parental involvement attendance rates, parent and community member
volunteer opportunities are available throughout the school year.
II.
Data Sources Reviewed: The following sources provided valuable data for Family and Community Involvement in regards to the
• Migrant Clerk
• Compact contracts
• SBDM
• Parent Volunteer information
• Parent activity evaluations and feedback
III.
•
•
IV.
SBDM Committee.
Family and Community Involvement Strengths
Parental Meetings
Parent Feedback
•
•
Parental Center needs to be developed and involved on an ongoing basis.
Low participation in parent meetings
determined that through the collaboration of various campus resources and community entities the following Family and Community
areas of improvement would be addressed:
1. Include parents in the campus environment to assist within the campus decisions. CIP (11.2)
2. Increase the number of participation in parent meetings. CIP (11.2), (11.5)
timelines related to Family and Community Involvement are set forth in the Parent and Community section of the 2012-2013 Campus
Improvement Plan.
35
I.
II.
III.
CNA Procedures for School Context and Organization:
The School Context and Organization Committee reviewed the decision making processes, the supervision structures, the schedules
for all programs along with the forms of communication, both formal and informal that is in place at our campus.
Data Sources Reviewed: The following sources provided valuable data for School Context and Organization in regards to the
• SBDM
• Master Schedule
• ACP/Teacher Builder
• Grade Counselors / At Risk Counselors
• UIL, Athletics, After school tutorials
SBDM Committee.
School Context and Organization Strengths
•
•
•
•
Monthly meetings
Assistance in teacher monitoring
Equal disbursement of duty responsibilities
Each class has one grade level counselor
IV.
•
Hire a Communities In School person to assist with student performance.
determined that through the collaboration of various campus resources and community entities the following School Context and
Organization areas of improvement would be addressed:
1.
Campus needs to have more networks with outside agencies to help our At Risk students with a community support to empower them to stay in school.
CIP (7.7)
timelines related to School Context and Organization are set forth in all sections of the 2012-2013 Campus Improvement Plan.
36
I.
CNA Procedures for Technology:
The Technology committee met several times and looked at the STAR Chart, Fixed Assests Report along with the current hardware and
software being utilized across grade level at the campus. The technology teacher was able to input as to the level of implementation and
acquisition of the Technology TEKS as observed per grade level.
II.
Data Sources Reviewed: The following sources provided valuable data for School Context and Organization in regards to the
a. Star Chart
b. Fixed Assets Report
c. Technology Plan
d. Technology Professional Development opportunities
III. Findings/Analysis Results: The following strengths/area of improvement were identified after all findings were analyzed by the
SBDM Committee.
School Context and Organization Strengths
•
•
Upgraded network infrastructure
TST
•
•
•
Compass / Science Lab
•
•
Use of Gradespeed among administration and parents to
view students progress
IV.
More wireless access points
Additional resources are needed for technology integration such as Elmo’s, Projectors,
Smartboards
Campus need accessibility to instructional technology devices in order to improve student
achievement: Desktops, Laptops, Printers, IPADs
•
determined that through the collaboration of various campus resources and community entities the following School Context and
Organization areas of improvement would be addressed:
1.
2.
3.
Campus needs improvement in its cable network, wireless infrastructure and instructional work stations as we move closer to a 1 to 1 solution for our
students. CIP (12.10)
Only 40% of our campus teachers have ELMO’s, projectors, CPS, smart boards to increase the use of technology in the classroom. CIP (1.15, 2.6, 4.5)
Campus needs accessibility to instructional technology devices in order to improve student achievement: Desktops, Laptops, Printers, IPADs.
CIP (7.17).
timelines related to School Context and Organization are set forth in all sections of the 2012-2013 Campus Improvement Plan.
37
Veterans Memorial High School Schoolwide Program
Veterans Memorial High School uses its Title I, State Compensatory and other funds to upgrade the entire instructional program by
implementing school-wide programs as authorized under the provisions of Public Law 107-110, Section 1114.
The Site-Based Decision-Making (SBDM) Committee conducted a comprehensive needs assessment (CNA) over a period of one year to
determine the strengths and needs of students, staff, parental & community involvement, and facilities before deciding how to use available
local, state, and federal budget allocations. Based on the CNA, the committee decided to concentrate on improving the passing rate of all
students and student groups including Migrant, Bilingual, At-Risk, Dyslexia, GT, Title I, and Special Education on state assessments. The
goal is to have 90 percent of all students and all student groups passing all parts of state mandated assessments for the 2012-2013 and to
increase the commended performance level in all content areas. In addition, mathematics is an area of concern for our school. To accomplish
these objectives, the staff will use the budgeted funds to implement school-wide reform strategies that provide opportunities for all children
to meet the State’s proficient and advanced levels of academic performance, use effective methods and instructional strategies that are
established on scientifically based research that (1) strengthen the core academic program by offering professional development
opportunities in their current content area to include Pre-AP, GT, AP, SIOP, CSCOPE, and End of Course opportunities (CIP 1.10, 1.11,
2.10, 3.3, 3.5, 3.7, 4.6) ; (2) increase the amount and quality of learning time, including the funding of an after-school tutorial/ summer
school/ enrichment program, for students who are At-Risk and in need of continuity in their instructional program to be successful in the
succeeding school year (CIP 2.2, 7.2) ; (3) include strategies for meeting the educational needs of historically underserved population such as
SIOP trainings, ESL trainings; (4) include strategies to address the needs of all children in school, particularly the needs of low-achieving
students, At-Risk, or not meeting the State student academic achievement standards such as peer to peer tutoring, cooperative learning,
integrating technology strategies; (5) address how the school will determine if such needs have been met; and (6) are consistent with and are
designed to implement the State and local improvements plans.
Highly-qualified teachers will carry out the instructional program. Only teachers who are certified and who have met state testing
requirements to teach the subjects/grade levels to which they are assigned will be hired by the school. In emergency situations, the school
will consider teachers who have alternative certification. In addition to appropriate certification, teachers will be sought who are experienced
and have been successful in previous assignments. Strategies to attract high-quality teachers to high needs schools will include our school’s
participation in the District sponsored annual Teacher Fair, selection of teachers from the District’s and Region I’s efforts to recruit teachers
from out of valley and state, recruiting teachers from the district, paying stipends for attainment of a Master’s Degree, and paying stipends
for math, English as a second language, science, social studies and career and technology certifications. The school will provide access to
high-quality ongoing professional development throughout the school year for all staff including teachers, principals, and paraprofessionals.
Professional development activities will be geared to individual teachers’ specialties, along with any other identified needs as determined
through the staff, student and parent needs assessment surveys, administration classroom observations and evaluations, and/or district
38
identified needs. Professional development will be conducted both at the school and the education service center as well as district
conferences and workshops which will be intensive and sustained (CIP 1.10, 1.11, 2.10, 3.3, 3.5, 3.7, 4.6). We need to continue professional
developments in the area of mathematics to increase student performance (CIP 2.10).
Title I, Part A Funds will be used to partially finance strategies to increase parental involvement at the school including the parent workroom
and to purchase special materials used in the parent volunteer program (CIP 11.11). Parent education will be provided to parents by the
campus parent liaison as well as the District’s Parental involvement Center (CIP 11.1, 11.4, 11.5, 11.6, 11.7). Parent training on how to help
their students be successful at home, learning English, discipline management and parenting skills will be provided to those parents who
want to better meet the rigors of parenting.
Teachers will be included in decisions regarding the use and selection of academic assessments to measure student performance. Teachers
will use data obtained from state assessments as well as other instruments, including but not limited to the SELP, TELPAS, and benchmark
tests, to implement new instructional strategies, modify existing strategies and/or discontinue existing strategies to better address student
needs as determined by use of these instruments.
Students experiencing difficulty in mastering the TEKS will be provided effective, timely additional assistance. All teachers will closely
monitor all students’ performance based on daily exercises and periodic tests. Students not mastering the objectives will be provided
additional assistance in the after school tutorial program and/or enrichment courses based on his/her individual needs (CIP 2.2, 7.2).
The school will coordinate and integrate federal, state, and local programs and services to maximize the effectiveness of these resources.
Several of the strategies being implemented are jointly funded with Special Services and Title I Funds, e.g., after school tutorial programs.
Professional Development activities are also paid for from Title I, Parts A and C, and Local Funds (CIP 2.2, 7.2). Title I Funds along with
(TI) 199 (LOC) funds are used to purchase supplemental instructional materials, media, and library resources used to improve and enhance
the overall instructional program.
In addition to those described above, Migrant Funds are used to identify and recruit children of migratory workers for supplemental services
designed to reduce the educational disruptions and other problems that result from repeated moves. Our migrant clerk will hold meetings
once each semester to foster parental involvement and provide Migrant parents with important information on campus migrant program
opportunities and how to better support their children academically. (CIP 13.9)
Bilingual Funds are used to provide supplemental services to help ensure that children who are limited English proficient attain English
language proficiency and develop high levels of academic attainment.
39
The campus will also continue to provide the state mandated State Compensatory Education Program through campus as well as District
funded initiatives. After school tutorials will be offered throughout the spring and fall semesters (CIP 2.2, 7.2). Veterans Memorial follows a
3 tier approach. Our tier 3 approach will have the Assistant Principals meet weekly to discuss discipline consistency and determine proactive
changes needed to decrease the number of discipline referrals. Our tier 2 approach will focus on attendance and academics. We will conduct
parent conferences for attendance and academics. We will also implement a contract with students who are failing to meet attendance. Our
tier 1 approach will use the grade speed and phone master for attendance.
Special education funding provides supplemental services to eligible students as per Individuals with Disabilities Education Act (IDEA)
identification requirements. In order to ensure a free and appropriate public education (FAPE) in a least restrictive environment (LRE),
children who qualify for special education must receive services in accordance with a properly developed Individualized Education Program
(IEP) as per federal and state special education guidelines. In addition, all Admission, Review, and Dismissal (ARD) committees will adhere
to the policies and procedures outlined by the Texas Education Agency (TEA) in the ARD Committee Decision-Making Process for the
Texas Assessment Program Manual and A Guide to the Admission, Review and Dismissal Process.
40
Language Arts
State/BISD Goal:
BISD Annual Performance Objective:
Campus Performance Objective:
The students in the public education system will demonstrate exemplary performance
in reading and writing the English language.
A minimum of 90% of our BISD students tested will demonstrate mastery on the
TAKS/EOC Reading, Writing, and Language Arts tests. A minimum of 40% of our
BISD students tested will demonstrate Commended Performance on the TAKS/EOC
Reading, Writing and ELA tests.
A minimum of 90% of our Veterans Memorial students tested will demonstrate
mastery on the TAKS/EOC Reading, Writing, and Language Arts test. A minimum of
45% of our Veterans Memorial students will demonstrate Commended Performance on
TAKS/EOC, Reading, Writing and Language Arts.
Campus Objectives/Summative Evaluation
Test Data
Grade Level
R/ELA
Subgroup
EOC
Grade 9
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
Current
Mastery
2011-2012
R/W
92%
92%
92%
*
46%
82%
91%
82%
100%
90%
93%
Current Commended
Mastery
2011-2012
R/W
25%
25%
26%
*
4%
11%
24%
3%
59%
5%
26%
Accountability
Standard
AYP/State/
Commended
93/*/*
93/*/*
93/*/*
93/*/*
93/*/*
93/*/*
93/*/*
93/*/*
93/*/*
93/*/*
93/*/*
Projected Mastery/
Commended
2012-2013
R/W
(DIP) 90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
Actual
Mastery
2012-2013
R/W
Actual Commended
Mastery
2012-2013
R/W
Gain/Loss
(% Points)
Note: Data listed as percentages
41
Test Data
Grade Level
R/ELA
TAKS
Grade 10
TAKS
Grade 11
TAKS-M
Grade 9
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.
Migrant
CTE
Current
Mastery
2010-2012
R/W
95%
95%
95%
*
73%
92%
94%
60%
100%
100%
83%
*
*
*
*
*
*
*
*
*
*
*
91%
*
90%
*
100%
91%
86%
91%
*
0
Current Commended
Mastery
2010-2012
R/W
15%
14%
14%
*
0
6%
14%
0
38%
0
0
*
*
*
*
*
*
*
*
*
*
*
43%
*
43%
*
50%
45%
91%
43%
*
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
80/90/25
80/90/25
Projected Mastery/
Commended
2012-2013
R/W
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
Actual
Actual Commended
Mastery
Mastery
2012-2013
2012-2013
R/W
R/W
Gain/Loss
(% Points)
42
Test Data
Grade Level
R/ELA
TAKS-M
Grade 10
TAKS-M
Grade 11
TAKS/EOC-Alt
Grade 9
Subgroup
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
Current
Mastery
2011-2012
R/W
92%
*
90%
*
100%
92%
92%
92%
0
0
*
*
*
*
*
*
*
*
*
*
100%
*
100%
*
*
100%
100%
100%
*
*
Current Commended
Mastery
2011-2012
R/W
33%
*
27%
*
0
33%
33%
33#
0
0
*
*
*
*
*
*
*
*
*
*
0
*
0
*
*
0
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
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
Projected Mastery/
Commended
2012-2013
R/W
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
Actual
Actual Commended
Mastery
Mastery
2012-2013
2012-2013
R/W
R/W
Gain/Loss
(% Points)
43
Test Data
Grade Level
R/ELA
TAKS-Alt
Grade 10
TAKS-Alt
Grade 11
Subgroup
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
Current
Mastery
2010-2012
R/W
80%
*
80%
*
100%
100%
80%
80%
*
*
*
*
*
*
*
*
*
*
*
*
Current Commended
Mastery
2010-2012
R/W
0
*
0
*
0
0
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
Projected Mastery/
Commended
2012-2013
R/W
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
Actual
Actual Commended
Mastery
Mastery
2012-2013
2012-2013
R/W
R/W
Gain/Loss
(% Points)
44
Action
Step
1.1
1.2
Programs/Strategies/Activities
Provide students opportunities to read for
enjoyment in order to gain an appreciation for
literature through the use of the following;
• Sustained Silent Reading
•Open-Ended comprehension question for reading
of choice
• Incentives
•Reader’s Theatre
•Read A Thon
•Book Talk
•Reader’s Café
•Read Across America
•National Book Week
•National Library Week
•Library aides will support the English Language
teachers with the scheduling of classes, etc.
Population
9th – 12th grade
students:
LEP
MI
SE
GT
DYS
Pre AP
AP
AR
TI
Students will participate in curricular courses as 9th – 12th grade
well as extracurricular activities in order to students:
develop language usage and improve proficiency.
LEP
Suggested:
MI
SE
• Debate/Mock Trial
GT
• Journalism
DYS
• Advanced Placement
Pre AP
• Distinguished Achievement Plan
AP
• Upper Level English Courses
AR
• Dual Enrollment/Concurrent Enrollment
TI
• Reading Smart Program for our ELS
population.
Resources
Fund/$ Amount
United Streaming
Library Facilities
Scholastic
Software
Library Aides
(TI) $48,084.00
Person(s)
Responsible
-Regular Classroom
Teacher
-Sp. Ed. Teachers
-Dyslexia Teachers
-Content Area
Teachers
-Dean of Instruction
-Principals
-Librarians
-TLI Teacher
Specialist
School Newspaper
Advance Placement
Institute
CSCOPE
Dual Enrollment
Staff
Reading Smart
(BIL)$1,500.00
-Regular Classroom
Teacher
-Sp. Ed. Teachers
-Dyslexia Teachers
-Content Area
Teachers
-Principals
-Language Arts
Specialist
-TLI Teacher
Specialist
-Literacy Coaches
-Dual Enrollment
Teachers
Timeline
Formative Evaluation
-August 2012
-September
2012
-October 2012
-November
2012
-December
2012
-January 2013
-February
2013
-March 2013
-April 2013
-May 2013
-Benchmarks
August 2012
September
2012
October 2012
November
2012
December
2012
January 2013
February 2013
March 2013
April 2013
May 2013
-Number of Students
participating in
Recommended and
Distinguished
Graduation Plans
-6 weeks exams
-Review number of
students taking
AP/SAT/ACT exams
-Review number of
students taking
Language Arts AP tests
for credit
-Benchmark testing
schedules & results
45
1.3
Implement intervention through the Response to
Intervention (RtI) 3 Tier Model in order to support
student academic growth and success.
• 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
9th – 12th grade
students:
-SE
-DYS
-GT
-LEP
-MI
-Recent
Immigrants
-AR
RTI Behavior Program
Administrators
Dyslexia Aide
(TI) $20,600.00
-Classroom Teachers
-Special Education
Teachers
-Dyslexia Teachers
-Bilingual Education
Department
-Special Education
Department
-Deans of Instruction
- Curriculum
Specialists
-TLI Teacher
Specialist
August 2012
-Progress Monitoring
September
2012
-Benchmark Results
October 2012
November
2012
December
2012
January 2013
February 2013
March 2013
April 2013
May 2013
46
1.4
1.5
1.6
Implement campus benchmarks to optimize
instructional time in order to facilitate data for
planning and curriculum purposes.
Bilingual, ESL,
Local & District
Migrant, Sp Ed., Benchmarks
GT, Dyslexia, PreAP, AP
ELA teachers will meet in August to align the
curriculum for every six weeks by grade level to
include benchmarks
ELA Teachers
The ELA Department will meet every six weeks to ESL, Migrant, Sp
continue aligning the scope and sequence and
Ed., GT, Dyslexia,
improve the overall delivery of instruction.
Pre-AP, AP
1.7
Dean of Instruction will conduct teacher staff
development on instructional strategies as well
as provide teacher support. Dean will also
develop a teacher mentor system for new
teachers to be successful in the classroom.
1.8
An enrichment teacher will support students
who failed the TAKS /EOC in the area of English
Language Arts on their state assessment.
ELA Teachers, At- (SCE) $67,254.00
Risk
AT Risk Students (TI) $125,174.00
Classroom Teacher
Sp Ed Teachers
Dyslexia Teacher
Technology
Principals
Dean
Principal
Dean
ELA Department
October 2012
January 2013
Classroom
Observations
August 2012 for
3 days
•
ESL/ELA Dept Chairs
Principals
Dean
TLI Teacher Specialist
October 2012
November 2012
January 2013
March 2013
April 2013
Dean of Instruction
October 2012
TLI Teacher Specialist November 2012
January 2013
March 2013
April 2013
May 2013
English Dept
Principal
Dean of Instruction
•
August 2012
May 2013
Curriculum
(lesson plans,
framework, scope
and sequence)
Walk through
observations
•
•
Sign in logs
Six weeks grades
•
•
Sign in sheets
Classroom
Observations
•
•
Lesson Plans
Success on state
assessments
47
1.9
Provide Language Arts Professional Development for new
and existing secondary reading, English, ESL, Special
Educ., and dyslexia teachers in order to implement
comprehensive ELAR/SLAR instructional program.
• CSCOPE Curriculum-TLI Grant
• ELAR/SLAR (English/Spanish/Language Arts &
Readings)TEKS-TLI Grant
• Response to Intervention (RTI)
• New State Adopted Texts
• CCRS (College and Career Readiness Standards)
• Curriculum Alignment Document Training
• STAAR EOC – English I, II, and III
• Aware Disaggregation of data
• Pre-AP / GT
•
Writing Across the Curriculum
• Effective research-based teaching practices
9th – 12th grade
students:
-LEP
-ESL
-Migrant
-Special Ed.
-GT
-Dyslexia
Students
-At Risk
-Pre-AP
-TI
TPTR $500.00
RTI 360
Effective Writing
Instruction
TOP Rubric for
Writing
CSCOPE
District Professional
Development
(TI) $500.00
-9th – 12th grade teachers
-Special Ed. Teachers
-Dyslexia Teachers
-Principals
-TLI Specialist
-Lead Teachers/
Department Heads
-Language Arts
Specialists
-Region 1
May 2012
June 2012
August 2012
September
2012
August 13 –
October 31,
2012
•
•
•
•
•
•
Classroom
observations for
implementation
Progress reports
Walkthroughs
Reduction of
Dyslexia
referrals to
Dyslexia and
Special
Education
Professional
Development
Evaluations
Curriculum
(lesson plans,
framework,
scope and
sequence)
48
1.10
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
• Program 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 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
• Texas Assessment Conference
Identified
Dyslexia
students in
Grades 9th –
12th
Ongoing
Professional
Development from
District.
Dyslexia Teacher
(TI) $2750.00
-Principal
-TLI Specialist
-Assistant principal
-Dyslexia Teachers
-Section 504 Dyslexia
Administrator
-Dyslexia Lead Teacher
August 2012
September
2012
October 2012
November
2012
December
2012
-Professional
Development
Evaluations
-Teacher Transcripts
-Benchmarks
49
1.11
1.12
1.13
1.14
1.15
Co-Planning Periods with ESL and English
Department will be established to facilitate
collaboration of curriculum between teachers.
(Addresses AYP)
Teams of English teachers will attend ESL
Training for Teachers. Sheltered Instruction
Observation Protocol will be utilized for ELA
teachers working with students who are ELL.
(Addresses AYP)
Bilingual, ESL, Migrant,
ESL and Language
Sp Ed., GT, Dyslexia, Pre- Arts Teachers
AP, AP
ELA/ESL Teachers
(LOC)
B.I.S.D. ESL Coordinator
ESL State Assessments (TELPAS) for enrichment Bilingual, ESL, Migrant,
will be provided to all ESL students at different
Sp Ed.,
levels accordingly.
N/A
Implement the use of technology into classroom
instruction through the use of computers, smart
boards, projectors, and ELMOS.
Sp Ed.,
(LOC)
Classroom Teacher
Sp Ed Teachers
Dyslexia Teacher
Technology
Principals
Librarians
Dean of Instruction
Classroom Teacher
Sp Ed Teachers
Dyslexia Teacher
Technology
Dean
New students will be identified as possible
LEP through home language survey during
registration.
Sp Ed.,
Home Language
Survey
Sp Ed.,
LPAC committee
August 2012
September
2012
October 2012
November
2012
December
2012
January 2013
March 2013
April 2013
October 2012
November
2012
January 2013
March 2013
April 2013
March 2013
April 2013
October 2012
November
2012
January 2013
March 2013
April 2013
August 2012
September
2012
October 2012
November
2012
January 2013
March 2013
April 2013
•
•
•
•
Curriculum
(lesson plans,
framework,
scope and
sequence)
Walk through
observations
Sign in sheets
Classroom
Observations
•
Classroom
Observations
•
Progress
Monitoring
•
Bilingual
Audits
50
1.16
1.17
1.18
1.19
ESL Teachers will follow the Bilingual state
adopted materials to serve all LEP students.
Veterans Memorial will serve all identified LEP
students with Parental Approval through the
recommended district ESL program.
The LPAC committee will meet on a regular basis
to review pertinent information on LEP students.
Sp Ed.,
LPAC committee
ESL Teachers
Bilingual, ESL, Migrant, ESL Clerk
Sp Ed., GT, Dyslexia, Pre- LPAC Chair
AP, AP
ESL Teacher
(BIL) $3000.00
LPAC committee
ESL Teachers
Bilingual, ESL
ELA Dept
Principal
Dean of Instruction
Bilingual, ESL
ESL budget will be monitored by Dean of
Instruction to ensure proper distribution of funds
to meet students’ needs.
ESL Classroom
Teachers
Bilingual, ESL, Migrant, Home Language
Sp Ed., GT, Dyslexia, Pre- Survey
AP, AP
ESL teachers will be ESL certified to meet the
needs of ESL students.
1.20
The Edge
The Access
ESL Teachers
Reading Smart
Teacher Certificate
Principal
Dean of Instruction
October 2012
November
2012
January 2013
March 2013
April 2013
August 2012
September
2012
October 2012
November
2012
January 2013
March 2013
April 2013
August 2012
September
2012
October 2012
November
2012
January 2013
March 2013
April 2013
August 2012
September
2012
October 2012
November
2012
January 2013
March 2013
April 2013
August 2012
September
2012
October 2012
November
2012
January 2013
March 2013
April 2013
•
Classroom
Observation
•
•
LPAC Review
Bilingual Audits
•
Sign in logs
•
Professional
Development
Evaluations
Teacher
transcripts
Benchmarks
•
•
•
Purchase Order
Documentation
51
1.21 Librarian will order supplies throughout
the school year to ensure that they have
the necessary databases, books,
periodicals in order to maintain TEA
standards of 12 to 1.
1.22 ESL/ELA department will order supplies
throughout the school year to ensure that
they have the necessary tools to complete
their curriculum. Items such as paper,
pencils, pens, printing, etc.
1.23 The English I Reading Percentage of Level
2 Satisfactory and Level 3 Advanced for
LEP and Special Education Students will
increase to meet passing standards on
state assessments through monthly
meetings and continuous collaboration
between the CBLT, the TLI specialist,
department chairs, administrators, and
faculty.
Bilingual, ESL, Migrant, (TI)$17,000.00
Sp. Ed. GT, Dyslexia,
Pre-AP, AP, At-Risk
Bilingual, ESL, Migrant, (TI) $18,164.00
(BIL) $2300.00
Pre-AP, AP, At-Risk
(TIII) $4028.00
Pre-AP, AP, At-Risk
1.24 The English I Writing Percentage of Level Bilingual, ESL, Migrant,
2 Satisfactory and Level 3 Advanced for
LEP and Special Education Students will Pre-AP, AP, At-Risk
increase to meet passing standards on
state assessments through monthly
meetings and continuous collaboration
between the CBLT, the TLI specialist,
department chairs, administrators, and
faculty.
Librarian
Dean of Instruction
October 2012
November 2012
January 2013
March 2013
April 2013
-ESL Teacher
October 2012
November 2012
-TLI Teacher Specialist January 2013
March 2013
April 2013
-ESL Teachers
October 2012
-ELA Teachers
November 2012
January 2013
-Campus
March 2013
Administrators
April 2013
-TLI Teacher Specialist
•
Inventory Logs
•
Lesson Plans
•
•
Sign In Logs
Curriculum
(lesson plans,
framework,
scope and
sequence)
Walk through
observations
Progress
Monitoring
Sign In Logs
Curriculum
(lesson plans,
framework,
scope and
sequence)
Walk through
observations
Progress
Monitoring
•
•
-ESL Teachers
-ELA Teachers
-Campus
Administrators
-TLI Teacher Specialist
October 2012
November 2012
January 2013
March 2013
April 2013
•
•
•
•
52
9th-12th grade students:
1.25 Provide Language Arts Professional
Development for and Secondary ELA
• Bilingual
teachers in order to implement a
• Migrant
comprehensive instructional program for
• ESL
English Language Learners.
• LEP
• TELPAS
• Sp. Ed.
• ELPS
• GT
• CSCOPE Curriculum
• Dyslexia
• Sheltered Instruction
• At Risk
• STAAR End of Course –English I,
• Pre-AP
II, and III
• AP
• Writing Across the Curriculum
• Title I
• Effective research-based
teaching practices Classroom
management –(REVIEW 360)
1.26
•
Provide Professional Development
for new and existing Secondary
teachers on all modules of Texas
State Literacy Plan in order to
establish a working plan.
9th – 12th grade students:
LEP
ESL
MI
SE
GT
DYS
AR
Pre AP
TI
-9-12th grade teachers
-Lead Teachers
-Department heads
-ESL Teachers
-ELA Teachers
-TLI Teacher
Specialist
-Campus
Administrators
-Language Arts
Specialists
August 2012
•
September 2012
•
October 2012
•
January 2013
•
February 2013
•
•
TLI Grant
-9th – 12th grade
teachers
-TLI Teacher
Specialist
-Dyslexia Teachers
-Principals
-Lead Teachers/
Department Heads
-Language Arts
Specialists
Benchmark
Testing
Walk through
observations
Progress
Monitoring
Professional
Development
Evaluations
Curriculum
(lesson plans,
framework,
scope and
sequence)
Teacher
Transcripts
-Professional
Development
Evaluations
-Teacher
Transcripts
53
1.27
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.
TI
MI
LEP
SE
AR
GT
DYS
TLI Grant
-Principal
-TLI Teacher
Specialist
-Teacher-Language
Arts
July 2012
-Professional
Development
Evaluations
-Curriculum (lesson
plans, framework,
scope and sequence)
-Benchmarks
1.28
Provide Professional Development in the
area of Reading through turn-around
training by selected teachers, Teacher
Specialists, and administrators, who
attended TX TLI Summer Institute, in
order to guide planning for student
improvement.
TI
MI
LEP
SE
AR
GT
DYS
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.
9th – 12th students:
LEP
MI
SE
GT
DYS
AR
Pre AP
AP
TI
TLI Grant
-Principal
-TLI Teacher
Specialist
-Teacher-Language
Arts
August 2012
-Bilingual/ESL
Teachers
-9th-12th grade
Teachers
-Special Education
Teachers
-Dyslexia Teachers
-Principals
-TLI Teacher
Specialist
-ESL Reading Smart
August 2012
September 2012
October 2012
November 2012
December 2012
January 2013
February 2013
March 2013
April 2013
May 2013
-Professional
Development
Evaluations
-Curriculum (lesson
plans, framework,
scope and sequence)
-Benchmarks
1.29
-Benchmark testing
-Teacher Observations
-Progress Reports
54
1.30
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.
LEP
MI
SE
GT
DYS
Pre AP
AP
-Regular Classroom
Teacher
-Sp. Ed. Teachers
-Dyslexia Teachers
-Content Area
Teachers
-Title I Reading
Teacher
-Principals
-Language Arts
Specialist
-Bilingual/ESL
Specialists
-TLI Teacher
Specialist
-Literacy Coaches
-B.E.S.T. Committee
-Diagnosticians
-September 2012
-January 2013
-April 2013
-Classroom
Observations
State/District/Campus
Assessment
Schedules
55
1.31
Provide Professional Development for new
and existing teachers on designated grade
level assessments data analysis in order to
monitor/adjust instruction and report
student achievement in literacy.
• EOC 9th – 12th grades
• TELPAS
-LEP
-MI
-SE
-GT
-DYS
-AR
-Pre AP
-AP
-TI
-9th – 12th grade
teachers
-Dyslexia Teachers
-Principals
-TLI Teacher
Specialist
-Lead
Teachers/Department
Heads
-Language Arts
Specialists
May 7 – August 3,
2013
-Benchmark testing
-Teacher Observations
-Progress Reports
-Professional
Development
Evaluations
-Curriculum (lesson
plans, framework,
scope and sequence)
-TELPAS
-Teacher Transcripts
** Add or delete Action Steps as needed.
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.
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


Funding codes must include
actual dollar amounts
Include Professional
Development and or Special
Education CAP Strategies in
the activities
56
Mathematics
State/BISD Goal:
in the understanding of mathematics.
A minimum of 90% of our BISD students tested will demonstrate minimum passing
standards with 30% of these students obtaining a commended performance level on the
TAKS/EOC Mathematics Exam.
mastery on the TAKS/EOC Mathematics test and 40% will obtain a commended
performance level.
Test Data
Grade Level
Math
Subgroup
EOC
Grade 9
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
Current
Mastery
2011-2012
Current Commended
Mastery
2011-2012
70%
*
70%
*
44%
44%
70%
35%
97%
79%
72%
19%
*
19%
*
7%
3%
18%
3%
54%
16%
20%
Accountability
Standard
AYP/State/
Commended
92/*/*
92/*/*
92/*/*
92/*/*
92/*/*
92/*/*
92/*/*
92/*/*
92/*/*
92/*/*
92/*/*
Projected Mastery/
Commended
2012-2013
Actual
Mastery
2012-2013
Actual Commended
Mastery
2012-2013
Gain/Loss
(% Points)
(DIP) 90/30
90/30
90/30
90/30
90/30
90/30
90/30
90/30
90/30
90/30
90/30
57
Test Data
Grade Level
Math
TAKS
Grade 10
TAKS
Grade 11
TAKS/EOC-M
Grade 9
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.
Migrant
CTE
Current
Mastery
2011-2012
Current Commended
Mastery
2011-2012
79%
*
78%
*
75%
68%
79%
71%
96%
100%
79%
*
*
*
*
*
*
*
*
*
*
*
78%
79%
77%
*
67%
78%
78%
82%
*
76%
12%
*
11%
*
0
3%
11%
0
32%
0
11%
*
*
*
*
*
*
*
*
*
*
*
0
*
0
*
0
0
0
0
*
0
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
Projected Mastery/
Commended
2012-2013
Actual
Mastery
2012-2013
Actual Commended
Mastery
2012-2013
Gain/Loss
(% Points)
90/30
90/30
90/30
90/30
90/30
90/30
90/30
90/30
90/30
90/30
90/30
90/30
90/30
90/30
90/30
90/30
90/30
90/30
90/30
90/30
90/30
90/30
90/30
90/30
90/30
90/30
90/30
90/30
90/30
90/30
90/30
90/30
58
Test Data
Grade Level
Math
TAKS-M
Grade 10
TAKS-M
Grade 11
TAKS/EOC-Alt
Grade 9
Subgroup
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
Current
Mastery
2011-2012
Current Commended
Mastery
2011-2012
80%
*
78%
*
100%
80%
80%
80%
*
*
*
*
*
*
*
*
*
*
*
*
100%
*
100%
*
*
100%
100%
100%
*
*
10%
*
11%
*
0
10%
10%
10%
*
*
*
*
*
*
*
*
*
*
*
*
17%
*
17%
*
*
0
0
17%
*
*
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
Projected Mastery/
Commended
2012-2013
Actual
Mastery
2012-2013
Actual Commended
Mastery
2012-2013
Gain/Loss
(% Points)
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
59
Test Data
Grade Level
Math
TAKS-Alt
Grade 10
TAKS-Alt
Grade 11
Subgroup
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
Current
Mastery
2011-2012
Current Commended
Mastery
2011-2012
100%
*
100%
*
100%
100%
100%
100%
*
*
*
*
*
*
*
*
*
*
*
*
0
*
0
*
0
0
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
Projected Mastery/
Commended
2012-2013
Actual
Mastery
2012-2013
Actual Commended
Mastery
2012-2013
Gain/Loss
(% Points)
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
90/40
60
Action
Step
2.1
Population
Math Teachers
Resources
Fund/$ Amount
(LOC)
Math teachers will meet in August to align the
include benchmarks and will meet twice a week to
align curriculum across the grade levels.
2.2
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.
2.3
The Math Department will meet every six weeks to
continue improving specifications, format, item
analysis and objectives of TAKS/EOC so that they
can provide focused instruction to improve student
performance on TAKS/EOC and disaggregate data
on EOC and or TAKS Profile monitoring
instrument.
Timeline
August 2012 for
3 days
•
•
ESL
Migrant
Sped. Educ.
GT
Dyslexia
Pre-AP
AP
At-Risk
All Math Teachers
Measuring UP
TAKS Coach
Compass Odyssey
Test Smart
Professor’s Tutor
Holt
CSCOPE
Math Teachers
Special Education
Dean of Instruction
(TPTR)
Math Teachers, Special November 2012
Education, Dean of
January 2013
Instruction
TPTR Grant funds will be used for teachers to
attend professional training, (such as CPS, TINSPIRE, Pre AP Institutes) to increase teacher
knowledge of system.
2.4
Person(s)
Responsible
Principal, Dean of
Instruction, Math
Department
October 2012
November 2012
January 2013
March 2013
April 2013
•
•
•
•
•
•
Math Teachers,
(LOC) –
Special Education,
Bilingual/ESL/PreAP/AP/GT math
teachers
Math Dept Chair
Dean of Instruction
October 2012
November 2012
January 2013
March 2013
April 2013
•
•
•
•
Curriculum
(lesson plans,
framework, scope
and sequence)
Walk through
observations
Curriculum from
prior six weeks
Classroom
assessments
Pre and post
benchmark and
tests.
Agendas
Classroom
observation
Implementation in
lesson plans
Student
assessments
Classroom
Observations
Walkthroughs
Lesson Plans
61
Action
Step
2.5
2.6
2.7
Population
ESL
Math teachers will use TI-NSPIRE calculators,
Migrant
student presentation link adapters and TI presenters Spec. Educ.
to prepare students for the EOC.
GT
Dyslexia
Pre-AP
AP
At-Risk
Teachers will use CPS program (classroom
ESL,
performance system) to engage student participation Migrant
in the classroom. CPS will be used to administer
Spec. Educ.
exams and quizzes compatible with the Exam View GT
program that is currently implemented.
Dyslexia
Pre-AP
AP
At-Risk
Math Teachers
All math teachers will attend in-services in order to Special Educ.
increase the content and pedagogical level of
Bilingual/ESL/Preteacher to include the development on the
AP/AP/GT
specifications, format, item analysis and categories
of the STAAR so that teachers can provide focused
instruction to improve students’‟ performance on
STAAR.
2.8
Implement the use of technology into classroom
instruction to promote critical thinking skills.
ESL, Migrant, Sp.
Ed., GT, Dyslexia,
Pre-AP, AP, At
Risk
Resources
Fund/$ Amount
(LOC)Math Teachers
TI Presenters
Person(s)
Responsible
Math Teachers
Special Education
Principals
Dean
Exam View Program
TAKS/EOC Material
EOC Material
Math Department
Teachers
Special Educ. Admin
District Professional
Development
(TI) $500.00
(TI) $2750.00
Math Teachers
Principal
Deans of Instruction
Special Education
Teachers
Timeline
October 2012
November 2012
January 2013
March 2013
April 2013
October 2012
November 2012
January 2013
March 2013
April 2013
1st – 6th six
weeks
•
•
Walkthroughs
Lesson Plans
•
Student
Participation
Classroom
Observations
Walkthroughs
Lesson Plans
•
•
•
•
•
•
•
Computers, Laptops,
Printers, Federal
Funds/Technology
Funds
Administration
Math Dept.
Special Education
October 2012
November 2012
January 2013
March 2013
April 2013
•
•
•
Student
Assessments
Classroom
observation,
Walkthroughs
Lesson Plans
Student
participation
Walk-throughs
Lesson Plans
62
2.9
Teachers will implement on line resources/materials
such as Study Island and Odyssey Compass to
improve student performance in the classroom and
on state assessments.
ESL, Migrant, Sp. ((TI))
Ed., GT, Dyslexia, Technology Funds
Pre-AP, AP, AtRisk
Administration
Math Dept.
August 2012
May 2013
Professional development opportunities will be
offered for math teachers for growth in the areas of
Pre AP/ GT/ AP/ SIOP. Teachers will also receive
stipends for selected trainings.
Math department will order supplies and
printing services throughout the school year to
ensure that they have the necessary tools to
complete their curriculum. Items will be
distributed among their department.
A Math Enrichment teacher will support
students who failed the TAKS /EOC in the area of
mathematics on their state assessment.
Bilingual, ESL,
Migrant, Sp. Ed.,
GT, Dyslexia, PreAP, AP, At-Risk
Bilingual, ESL,
Migrant, Sp. Ed.
Math Teachers
(TPTR)
Math Dept.
Principals,
Dean
August 2012
May 2013
(TI) $18,164.00
Math Teacher
Math Dept
Principals, Dean
October 2012
November 2012
January 2013
March 2013
April 2013
August 2012
May 2013
•
•
•
2.10
2.11
2.12
AT Risk Students (SCE) 68,160.00
Math Dept
Principal
Dean of Instruction
•

Ed., At-Risk, etc.
(LOC) Local
(TI) Title I
(TII) Title II
(TIV) Title IV
(TIX) Title IX
(HOM) McKinney Homeless Education


Teacher sign in
and ERO Credit
•
•
Lesson Plans
Inventory Logs
•
•
Lesson Plans
Success on state
assessments
(AR) At-Risk
(DYS) Dyslexia
Student
participation
Classroom
observation
Lesson Plans
the activities
63
Science
State/BISD Goal:
in the understanding of science.
A minimum of 90% of students taking the TAKS/EOC science exam will demonstrate
mastery. A minimum of 25% of students taking the TAKS/EOC science exam will
achieve commended performance.
A minimum of 90% of our Veterans Memorial students taking TAKS/EOC science
exam will demonstrate mastery. A minimum of 30% of students taking TAKS/EOC
science exams will achieve commended performance.
Current
Mastery
2011-2012
Current Commended
Mastery
2011-2012
Test Data
Grade Level
Science
Subgroup
EOC
Grade 9
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
TAKS
Grade 10
All Students
85%
14%
Hispanic
White
Asian
LEP
*
85%
*
50%
*
13%
*
0
Accountability
Standard
State
Projected Mastery/
Commended
2012-2013
*
(DIP) 90/25
90/25
90/25
90/25
90/25
90/25
90/25
90/25
90/25
90/25
90/25
*
*
*
*
*
*
*
*
*
*
*
Actual
Mastery
2012-2013
Actual Commended
Mastery
2012-2013
Gain/Loss
(% Points)
(DIP) 90/25
*
*
*
*
90/25
90/25
90/25
90/25
64
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
77*
84%
40%
100%
50%
85%
3%
13%
0
50%
0
13%
*
*
*
*
*
*
90/25
90/25
90/25
90/25
90/25
90/25
Test Data
Grade Level
Science
TAKS
Grade 11
TAKS-M
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.
Current
Mastery
2011-2012
Current Commended
Mastery
2011-2012
Accountability
Standard
State
Projected Mastery/
Commended
2012-2013
*
*
*
*
*
*
*
*
*
*
*
67%
*
64%
*
100%
67%
67%
67%
*
*
*
*
*
*
*
*
*
*
*
17%
*
9%
*
0
17%
17%
17%
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90/25
90/25
90/25
90/25
90/25
90/25
90/25
90/25
90/25
90/25
90/25
90/25
90/25
90/25
90/25
90/25
90/25
90/25
90/25
Actual
Mastery
2012-2013
Actual Commended
Mastery
2012-2013
Gain/Loss
(% Points)
65
TAKS-M
Grade 11
Migrant
CTE
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
90
90
90
90
90
90
90
90
90
90
90
90
90/25
90/25
90/25
90/25
90/25
90/25
90/25
90/25
90/25
90/25
90/25
90/25
Test Data
Grade Level
Science
TAKS-Alt
Grade 10
TAKS-Alt
Grade 11
Subgroup
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
Current
Mastery
2011-2012
Current Commended
Mastery
2011-2012
Accountability
Standard
State
Projected Mastery/
Commended
2012-2013
67%
*
63%
*
100%
67%
67%
67%
*
*
*
*
*
*
*
*
67%
67%
*
*
17%
*
9%
*
0
17%
17%
17%
*
*
*
*
*
*
*
*
17%
17%
*
*
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90/25
90/25
90/25
90/25
90/25
90/25
90/25
90/25
90/25
90/25
90/25
90/25
90/25
90/25
90/25
90/25
90/25
90/25
90/25
90/25
Actual
Mastery
2012-2013
Actual Commended
Mastery
2012-2013
Gain/Loss
(% Points)
66
Action
Step
3.1
Population
Science Teachers
Resources
Fund/$ Amount
(LOC)
Science teachers will meet in August to align the
include benchmarks.
Person(s)
Responsible
Principal, Dean,
Science Dept.
Timeline
August 2012 for
3 days
•
•
Science Teachers, (LOC)
The Science Department will meet every six weeks Special Education,
to continue improving specifications, format, item
Bilingual/ESL
analysis and objectives of TAKS and EOC
categories so that they can provide focused
instruction to improve student performance on
TAKS and EOC and disaggregate data on EOC and
or TAKS Profile monitoring instrument.
Science Dept. Chair
Dean of Instruction
3.3
Utilize data from district and campus benchmarks
and state assessments to target instruction for
subgroups and individual to plan future professional
development to improve the delivery of science
instruction and increase student achievement.
GT, SPED,
Science Teachers
Bilingual, and At- Benchmarks
Risk
Science Teachers
Science Teachers
Special Education
Teachers
Dean
October 2012
January 2013
•
•
3.4
Students will conduct field and laboratory
investigations the state required 40% of their
instructional time to ensure ample opportunity for
descriptive, comparative, and experimental
investigations outlined in the new TEKS.
GT, SPED,
Bilingual and AtRisk
Science Teachers
CSCOPE
Curriculum, FOSS
materials, Lab-Aids
Kits
Science Teachers,
Principals, Dean
August 2012 –
May 2013
•
•
Walkthroughs
Lesson plans
3.5
Provide Professional Development for teachers to
Science Teachers
improve the delivery of science instruction, analyze
and disaggregate data AWARE to increase student
achievement in the classroom and testing.
Campus Needs
Assessment Survey
(TI) $500.00
Science Teachers,
Principals, Dean
August 2012 –
May 2013
•
Session
Evaluations
Classroom
observations
Lesson plans
3.2
October 2012
November 2012
January 2013
March 2013
April 2013
Curriculum
(lesson plans,
framework, scope
and sequence
Walk through
observations
•
•
•
•
•
•
Student
assessments
Classroom
Observations
Walkthroughs
Lesson Plans
Lesson Plans
Benchmarks
67
68
Action
Step
Students are required to complete an original
3.6
research based inquiry project and Pre-AP/GT will
be required to participate in the Science Fair
competition. *Note – Project to be done at home
3.7
3.8
3.9
3.10
3.11
Provide professional development to support ESL
strategies for science instruction, Pre AP/ GT/ AP
trainings to improve student achievement for these
students.
The Science Department will meet every six weeks
to continue improving specifications, format, item
analysis and objectives of TAKS/EOC so that they
can provide focused instruction to improve student
performance on TAKS/EOC.
Purchase a site license for Compass Learning
software to address students’ weaknesses in
Science.
Population
Resources
Fund/$ Amount
Science Teachers
Posters
Bilingual, ESL,
Migrant,
Sp. Ed., GT
Pre-AP, AP, AtRisk
Bilingual/LEP/ESL (TPTR)
Students
Science Teachers, Science teachers
Special Education,
Bilingual/ESL/PreAP/AP/GT
Science Teachers
Bilingual, ESL,
(LOC)
Migrant
Sp. Ed.
GT
Pre-AP, AP
At-Risk
Science teachers will participate in on going
Bilingual, ESL,
Science Teachers
education by participating in CAST, RGVSA
Migrant, Sp. Ed.
(TI) $2750.00
Conferences, Texas Assessment Conference, district GT, Dyslexia, Preand Region all in-services to improve science
AP, AP, At-Risk
curriculum awareness
Bilingual, ESL,
(TI) $18,164.00
Science department will order supplies and
Migrant,
Sp.
Ed.
Science Teacher
printing services throughout the school year to
GT, Dyslexia, Preensure that they have the necessary tools to
AP, AP, At-Risk
Person(s)
Responsible
Science Teachers,
Principals, Dean
Timeline
October 2012
January 2013
•
Student
Participation
Science Specialist,
Principals,
Dean
August 2012May 2013
•
Science Dept. Chair,
Dean of Instruction
October 2012
November 2012
January 2013
March 2013
April 2013
Session
Evaluations
Classroom
observations
Lesson plans
Student
assessments
Classroom
Observations
Walkthroughs
Lesson Plans
•
•
•
•
•
•
Dean of Instruction
Science Department
Chair
August 2012May 2013
• Lesson plans
• Tutorial
• lesson plans
Science Dept.
Principals, Deans
October 2012
November 2012
January 2013
March 2013
April 2013
October 2012
November 2012
January 2013
March 2013
April 2013
•
•
•
Science Dept
Principals, Dean
•
•
Lesson plans
Tutorial
Lesson plans
Lesson Plans
Inventory Logs
69
(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
70
Social Studies
State/BISD Goal:
in the area of social studies.
A minimum of 90% of BISD students tested will demonstrate minimum passing
Standards with 45% of the students tested will obtain Commended Performance on the
Social Studies TAKS/EOC Assessment.
Veterans Memorial students will demonstrate a minimum of passing standards by
50% or higher on obtaining Commended Performance on the Social Studies
TAKS/EOC assessment.
Test Data
Grade Level
Social Studies
Subgroup
EOC
Grade 9
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
Current
Mastery
2011-2012
Current Commended
Mastery
2011-2012
Accountability
Standard
State
Projected Mastery/
Commended
2012-2013
*
(DIP) 90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
*
*
*
*
*
*
*
*
*
*
Actual
Mastery
2012-2013
Actual Commended
Mastery
2012-2013
Gain/Loss
(% Points)
71
TAKS
Grade 10
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
GT
Migrant
CTE
97%
*
97%
*
81%
95%
97%
80%
100%
100%
96%
37%
*
36%
*
0
18%
34%
0%
78%
50%
35%
*
*
*
*
*
*
*
*
*
*
*
(DIP) 90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
Test Data
Grade Level
Social Studies
TAKS
Grade 11
TAKS-M
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
Current
Mastery
2011-2012
Current Commended
Mastery
2011-2012
Accountability
Standard
State
Projected Mastery/
Commended
2012-2013
*
*
*
*
*
*
*
*
*
*
*
91%
*
90%
*
100%
91%
91%
91%
*
*
*
*
*
*
*
*
*
*
*
*
*
0
*
0
*
0
0
0
0
*
*
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
Actual
Mastery
2012-2013
Actual Commended
Mastery
2012-2013
Gain/Loss
(% Points)
72
TAKS-M
Grade 11
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
90
90
90
90
90
90
90
90
90
90
90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
Test Data
Grade Level
Social Studies
TAKS-Alt
Grade 10
TAKS-Alt
Grade 11
Subgroup
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
Current
Mastery
2011-2012
Current Commended
Mastery
2011-2012
Accountability
Standard
State
Projected Mastery/
Commended
2012-2013
100%
*
100%
*
100%
100%
100%
100%
*
*
*
*
*
*
*
*
*
*
*
*
0
*
0
*
0
0
0
0
*
*
*
*
*
*
*
*
*
*
*
*
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90
90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
90/45
Actual
Mastery
2012-2013
Actual Commended
Mastery
2012-2013
Gain/Loss
(% Points)
73
Action
Population
Step
Social Studies teachers will meet in August to align Social Studies
4.1
the curriculum for every six weeks by grade level to Teachers
include benchmarks.
Resources
Fund/$ Amount
(LOC)-
Person(s)
Timeline
Responsible
Principal, Dean, Social August 2012 for
Studies Department
3 days
•
•
4.2
4.3
4.4
Social Studies students will participate in
Constitution Week and Kids Voting to develop
appreciation of the origins of our freedoms and
responsibilities, as well as learn about the election
process at the local, state, and federal levels.
Social Studies students will participate in National
History Day, a nation-wide academic competition
where students choose historical topics, conduct
research, and create projects to present in
competition against other students. Students will
have the opportunity to advance through several
levels of competition- campus to national level.
Teachers may employ a grading system as students
progress through the development of their project.
Veterans Day and Memorial Day will be
commemorated by honoring veterans who have
served and/or died for their country. Social Studies
teachers will create student awareness about the
contributions and sacrifices of citizens of the United
States who have served in the military.
Migrant
Bilingual/ESL
Sp. Ed.
At-Risk
GT
Pre-AP
AP
Dyslexia
Government
documents,
district computer
ballots, Social Studies
teachers
Migrant
Bilingual/ESL
Sp. Ed.
At-Risk
GT
Pre-AP
AP
Dyslexia
Curriculum and
Instruction
History Fair
All teachers
Migrant
Bilingual/ESL
Sp. Ed.
At-Risk
GT
Pre-AP
AP
Dyslexia
Campus
Materials
Social Studies
Teachers
November 2012
•
•
•
All Social Studies
Teachers
Dean
Principals
All Social Studies
Teachers
1st – 3rd Six wks
Campus Event
December, 2012
District Event
Jan., 2013
Regional Event
Feb., 2013
State Event
May 2013
November 2012
May 2012
•
•
•
•
•
•
Curriculum
(lesson plans,
framework, scope
and sequence)
Walk through
observations
Curriculum
(lesson plans,
framework, scope
and sequence)
Walk through
observations
Student
Participation
Project
Evaluations
Rubric
Campus History
Day Evaluations
Classroom
activities
Staff recognition
in auditorium
Classroom
activities
74
Action
Step
Teachers will be trained in the area of PowerPoint,
4.5
smart board, CPS, and web links that will assist,
create, and develop an ambience for interactive
learning and increase participation for students in
order to focus on appropriate instruction and
strategies pertaining to the Reporting Categories to
ensure students success.
Resources
Fund/$ Amount
All Social Studies Computer Tech
Teachers
Related Tech
Person(s)
Responsible
Social Studies
Teachers
TST
Dean
Principals
Utilize data from district and campus benchmarks
and state assessments to target instruction for
subgroups and individual to plan future professional
development to improve the delivery of Social
Studies instruction and disaggregate data on EOC
and or TAKS/EOC Profile monitoring instrument.
and increase student achievement.
Teachers will utilize ABC-Clio History, Ignite
Program, and United Streaming to assist, create, and
develop an ambience for interactive learning and
increased participation for students.
GT
SPED
Bilingual
At-Risk
Social Studies
Teachers
Social Studies
Teachers
Sp. Ed. Department
Teachers
Dean
October 2012
January 2013
Dean
All History Teachers
August 2010
May 2012
4.8
Teachers will participate in staff development
that implements interdisciplinary studies with
other subjects.
Bilingual, ESL,
Migrant
Sp. Ed., GT
Pre AP, AP, At
Risk
Social Studies
Teachers, Dean,
Principals
4.9
Social Studies teachers will enhance their
curriculum by participating in regular inservices at
the campus, district, Region 1, and/or conference
level to include SIOP/Pre AP/GT and AP trainings.
Bilingual, ESL,
Migrant, Sp. Ed.
GT, Dyslexia,
Pre-AP, AP, AtRisk
(255)- 1248.00
October 2010
November
2010
January 2012
March 2012
April 2012
4.6
4.7
Population
Bilingual
Migrant
Sp. Ed.
GT
Pre-Ap/AP
At-Risk
Social Studies
Teachers
Benchmarks
Dean
Resource companies
Internet
Service
CSCOPE, SIOP,
Dictionaries for
Secondary Students,
ESL Students,
(TI) $500.00
(TI) 2750.00
Curriculum and
Instruction
Campus Funding
Social Studies
Teachers
Dean
Principal
Timeline
Early Fall
Semester – 2012
Early Spring –
2013
August 2012May 2013
•
•
•
•
Tests
Benchmark Tests
Walkthroughs
Lesson plans
•
•
Lesson Plans
Benchmarks
•
•
•
Lesson Plans
Benchmarks
Walkthroughs
•
•
•
•
Tests
Benchmark tests
Walkthroughs
Classroom
observation
•
•
•
Lesson plans
Tutorial
Lesson plans
75
4.10
Social Studies department will order supplies
and printing services throughout the school year
to ensure that they have the necessary tools to
Bilingual, ESL,
(TI) $18,164.00
Social Studies Dept
Migrant, Sp. Ed. Social Studies Teacher Principals, Dean
October 2012
November 2012
January 2013
March 2013
April 2013
•
•
Lesson Plans
Inventory Logs
(AR) At-Risk
(DYS) Dyslexia

Ed., At-Risk, etc.
(LOC) Local
(TI) Title I
(TII) Title II
(TIV) Title IV
(TIX) Title IX


the activities
76
Health and Physical Education
State/BISD Goal:
Action
Step
5.1
5.2
5.3
Attend CPR, First Aid and CPI Training to
ensure student safety on campus.
The students in the public education system will be provided with educational
opportunities that address safety, health, nutrition, substance abuse, and violence
prevention.
Improve in the overall wellness of the students, staff as well as community members
by promoting awareness of healthy lifestyles.
Veterans Memorial will improve in the overall wellness of the students, staff as
well as community members by promoting healthy lifestyles and awareness.
Population
PE / Health
Teachers
Resources
Fund/$ Amount
Athletic Department
Funds $3000.00
Person(s)
Responsible
PE / Health
Teachers
P.E. Teachers
Meet once a week to discuss PE/Health issues
and address ways we can improve the overall
learning and behavior issues of our athletic
students.
PE / Health
Teachers
P.E. Teachers
Teach Character Education in our Health classes
to support school wide expected behavior.
LEP, At Risk,
Econ, Dis,
Special Ed., GT,
Pre-AP, Regular
Health Teachers
Health Teachers
Timeline
Evaluation
August 2012 Formative: Teacher
– December evaluation
2012
Summative: Certification
October 2012
November
2012
January 2013
March 2013
April 2013
October 2012
November
2012
January 2013
March 2013
April 2013
Formative: # of office
referrals decrease
Summative: Overall # of
students in ITS, ISS, per
semester
Formative: # of office
referrals decrease
Summative: Overall # of
students in ITS, ISS, per
semester
77
Action
Step
5.4
5.5
5.6
5.7
Resources
Fund/$ Amount
Cost-Local funding
for supplies
Population
Assess student fitness annually in grades 9-12
to improve the health and well being of all
students and be in compliance with the
requirements of Senate Bill 530 effective
09/01/2007.
LEP, At Risk,
Econ, Dis,
Special Ed., GT,
Pre-AP, Regular
Teachers are required to have a minimum of 8
daily grades and 4 test grades each six weeks.
Bilingual, ESL,
Migrant
Sp. Ed., GT
Dyslexia, Pre
AP, AP, At Risk
PE/ Health
Teachers
Monitor and emphasize the integrated math,
reading, and writing academic concepts
inherent in the Health and Physical Education
curriculum programs in order to enhance
students’ skills and prepare them for testing.
Bil, GT, Pre-AP,
AP, Special
Education,
Migrant, At
Risk
Resource Guides
TAKS/EOC
Objectives
TEKS Objectives
Content area
Scope & Sequence
Monitor and emphasize the integrated math,
reading, and writing academic concepts
inherent in the Health and Physical Education
curriculum programs in order to enhance
students’ skills and prepare them for testing.
Bil, GT, Pre-AP,
AP, Special
Education,
Migrant, At
Risk
Resource Guides
TAKS/EOC
Objectives
TEKS Objectives
Content area Scope
& Sequence
Person(s)
Responsible
P.E. Teachers
Physical Education
Department,
Principals, Dean
Timeline
October 2012
November
2012
January 2013
March 2013
October 2012
November
2012
January 2013
March 2013
April 2013
Physical Ed.
Teachers, Health
Ed. Teachers
Physical Ed.
Teachers
Math, Reading &
Writing
Department
August 2012thru June 2013
Physical Ed.
Teachers, Health
Ed. Teachers
Physical Ed.
Teachers
Math, Reading &
Writing
Department
August 2012thru June 2013
Evaluation
Formative: Classroom
Observation
Summative: TEA
required report for
Fitness Assessment
Results & Student
Follow-up
Formative: Six Weeks
Grades, Classroom
Observation, Grade
Book
Summative: Decrease in
failure rate of course
Formative:
Curriculum
Frameworks, Staff
Development
Agendas, Lesson Plans
Summative: Formal
class room
observations
Formative:
Curriculum
Frameworks, Staff
Development
Agendas, Lesson Plans
Summative: Formal
class room
observations
78
5.8
5.9
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
and
revisions
effective
08/01/2004
08/01/2007.
Implement informational sessions to faculty,
staff, and parents on specific guidelines on
reporting child abuse.
Bil, GT, Pre-AP,
AP, Special
Education,
Migrant, At
Risk,
Administrators,
Parents
Teachers,
Counselor
Campus,
Administrators,
Dean
(AR) At-Risk
(DYS) Dyslexia

Ed., At-Risk, etc.
Wellness Policy
Reference Manual
Square Meals.org
(Texas Dept. of
Agriculture)
Food & Nutrition
Services
Administrator,
CATCH Team
August 2012
thru June 2013
Counselors
August 2012- Formative:
thru June 2013 Presentations
(LOC) Local
(TI) Title I
(TII) Title II
(TIV) Title IV
(TIX) Title IX
Formative:
Observations,
Agendas, Parent
Meetings
Summative: Follow
Policy
Summative: Set
procedure for teachers


the activities
79
Fine Arts
State/BISD Goal:
Action
Step
6.1
6.2
6.3
6.4
in instrumental music, choral music, visual arts, theatre arts, and dance.
A minimum of 90% of our fine arts students will meet performance standards in all
fine arts areas with 92% meeting commended performance.
Population
VMHS band will perform at all football games to
prepare for UIL competitions and promote
community awareness and support of the Fine
Arts programs.
Band Students
VMHS band will compete in UIL Region, Area
and State Marching Competition to access their
proficiency
and
ensure
commended
performances
Band Students
Resources
Fund/$ Amount
Transportation
and meals
Local funds
Person(s)
Responsible
High school band
directors
Meals, entry fees,
materials,
transportation
Local funds
High school band
directors
Timeline
August –
November
2012
October –
November
2012
VMHS band will compete in Pre/Post UIL
Marching competition to prepare and improve
their performance skills.
Band Students
Meals, entry fees,
transportation
Local funds
High school band
directors
October –
November
2012
VMHS band will compete in TMEA All-Region,
Area and State Band Competition so that
individual students can develop confidence
and
performance
skills
and
ensure
commended performances
Band Students
Meals, Entry fees,
transportation,
lodging
Local funds
High school band
directors
November
2012 February
2013
Evaluation
Formative: Lesson Plans
Summative: Audience
reaction, Student
reaction
Summative:
Performance Rating
Summative:
Performance Rating
Summative:
Performance Rating
80
Action
Step
6.5
6.6
6.7
6.8
6.9
6.10
6.11
6.12
Population
Resources
Fund/$ Amount
Transportation
Local funds
Person(s)
Responsible
High school band
directors
Timeline
Evaluation
December
2012
Will perform in the Brownsville Christmas
Parade to promote community awareness and
support of the program.
Band Students
VMHS Estudiantina will compete in the
Estudiantina Championship/Evaluation to
provide Estudiantina students with a reason
for academic success and to improve their
skills.
Estudiantina
Students
Adjudicators,
awards
Local funds
VMHS students will perform in Charro Days
parades to promote community awareness of
the programs.
Band
Students/Colo
r guard/Dance
Transportation
Local funds
Estudiantina and Colorguards will perform for
Fiesta Folklorica to promote community
awareness of the programs.
Estudiantina &
colorguard
groups
Transportation
Local funds
High school
estudiantina & band
directors
February
2013
Estudiantina groups will perform for the
Charro Days parades to promote community
awareness of the programs.
High school
Estudiantina
groups
Transportation
Local funds
High school
Estudiantina
directors
February
2013
Students will compete in Solo and Ensemble
Band Competition so that individual students
can develop confidence and performance
skills.
Color guard will compete in Color Guard
competitions to develop the performance
skills of the groups and promote community
awareness.
VMHS students will perform in various
pre/post UIL concert/contest to prepare and
improve their performance skills and ensure
Band students
High school
bands
Band Students
Entry fees,
transportation
Local funds
Transportation,
meals
Local funds
Meals, entry fees,
transportation
Local funds
Supervisor of
Instrumental
Music & high
school
estudiantina
instructors
High school band
directors
December
2012
February
2013
High school band
directors
February –
May 2013
High school band
directors
February –
May 2013
Band Directors
Summative: Audience
reaction, Student
reaction
Summative:
Performance Rating
Summative: Audience
reaction, Student
reaction
Summative: Audience
reaction, Student
reaction
Summative: Audience
reaction, Student
reaction
Summative:
Performance Ratings
Summative:
Performance Ratings
March – May Formative: Lesson Plans
2013
Summative:
Performance Ratings
81
6.13
6.14
6.15
6.16
6.17
6.18
6.19
6.20
6.21
Students compete in UIL Concert and Sight
Reading Competition to access and improve
their performance skills and ensure
Students will participate in the All-City Choir
Clinic & Concert in order to experience a level
of literature that is specifically composed for
large groups to be accompanied by orchestra
Students will attend summer choir camps to
build a foundation for the choir program
Middle and
high school
bands
Art students will compete in community
and/or valley art competitions to promote
professional growth
Art students who qualified will compete in
state VASE competition to promote success in
visual arts programs at the state level and
ensure commended performances
Students will participate in BISD district art
competition/
exhibition
to
promote
professional growth
Theatre arts students will participate in “An
Evening of Theatre” to promote the
importance of theatre arts in the schools
Meals, entry fees
Local funds
Band Directors
April 2013
Choir students
Clinicians
Local funds
Supervisor of
Choral Music
April 2013
Art Students
Transportation
Local funds
Choir Director
Art Students
Cost - None
Art Teacher
Art Students
Art Students
Theatre Arts
students
Theatre arts students will participate in One
Act Play (OAP) high school clinics to ensure
success at their OAP competition
Theatre Arts
students
Theatre arts students will participate in One
Act Play (OAP) zone, district, area, and state
competitions to promote professional growth
Theatre Arts
students
Summative:
Performance Ratings
Summative:
Performance Ratings
August 2012 Formative: Lesson Plans
&
Summative: Audience
June 2013
reaction, Student
reaction
September
2012 May
Summative:
2013
Performance Ratings
April 2013
Entry fees,
meals,
transportation,
lodging
Local funds
Supplies
Local funds
Supervisor of
Visual Arts & high
school visual arts
instructors
Transportation,
meals
Local funds
Theatre Arts
Teacher
October
2012
Transportation
Local funds
Theatre Arts
Teacher
Feb. 2013
Summative:
Performance Ratings
Transportation
Cost - $1,000
Local funds
Theatre Arts
Teacher
March 2013
Summative:
Performance Ratings
Art Teacher
Summative:
Performance Ratings
Summative:
Performance Ratings
Summative:
82
6.22
6.23
6.24
6.25
and ensure commended performances
Supplies needed for Theater Arts students to
participate in a minimum of 2 fall shows and 1
spring show to promote community
awareness of the Dramatic Arts in
performance and technical aspects.
Dance students and high school theatre and
choir students will perform in “Santa and
Friends” for all elementary campuses to
promote community awareness and cultural
experiences for all BISD students
Dance students will perform for the district
Employee Awards Banquet to provide
community awareness of fine arts programs
Teachers are required to have a minimum of 8
daily grades and 4 test grades each six weeks.
Theater Arts
students
Fine Arts
dance, theatre,
choir, band,
and art
students
High school
dance students
Bilingual, ESL,
Migrant
Sp. Ed., GT
Dyslexia, Pre
AP, AP, At Risk
(AR) At-Risk
(DYS) Dyslexia

Ed., At-Risk, etc.
Local Funds$5000.00
Theater Arts
Teacher
August 2012May 2013
Supplies & meals
Local funds
Dance Teacher
December
2012
Local funds
Dance Teacher
May 2013
Fine Arts
Teachers
Fine Arts
Department,
Principals, Dean
(LOC) Local
(TI) Title I
(TII) Title II
(TIV) Title IV
(TIX) Title IX


Performance Ratings
Formative:
Lesson Plans
Summative:
Performances/audience
reactions
Summative: Audience
Reaction, Student
reaction
Summative: Audience
Reaction, Student
reaction
October 2012 Formative: Six Weeks
November
Grades, Classroom
2012
Observation, Grade
January 2013 Book
Summative: Decrease in
March 2013
April 2013
failure rate of course
the activities
83
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 will support
reducing the dropout rate to less than 1% in Middle School, increase the High School
Completion Rate to 95%, and increase the Graduation Rate to 75%.
Our campus will have a dropout rate of 1.0% or less.
Test Data
Grade Level
EOC
Grade 9
TAKS
Grade 10
TAKS
Grade 11
Subject Area
Subgroup
Reading
Math
Science
Social Studies
Reading/ELA
Math
Science
Social Studies
Reading/ELA
Math
Science
Social Studies
All Students/At-Risk
Current
Mastery
2011-2012
92/49
68/49
82/62
79/62
82/62
96/62
*
*
*
*
Accountability
Standard
AYP/State/
Commended
93/*/*
92/*/*
*
*
80/90/25
75/90/25
90
90
80/90/25
75/90/25
90
90
Actual
Mastery
2012-2013
Gain/Loss
(% Points)
84
Test Data
Grade Level
Attendance
Rate
Dropout
Rate
Completion Rate
Cohort Class
4 YR
5 YR
Graduation Rate
Cohort Class
4 YR
5 YR
Subject Area
9-12 Grades
9-12 Grades
Class of 2008
Class of 2009
Class of 2008
Class of 2009
Subgroup
All Students
At-Risk
All Students
At-Risk
All Students
At-Risk
All Students
At-Risk
All Students
At-Risk
All Students
At-Risk
Current
Mastery
2011-2012
*
*
*
*
*
*
*
*
*
*
*
*
Accountability
Standard
AYP/State/
Commended
Actual
Mastery
2012-2013
Gain/Loss
(% Points)
95.0
Not Applicable
95.0
95.0
90.0
90.0
85
Action
Step
7.1
7.2
Population
CTE pathway course sequencing will be
aligned with the Achieve Texas standards to
provide for school to work related
coursework that allows students to complete
graduation with a career pathway focus.
Bil, GT, Pre-AP,
AP, Special
Education,
Migrant, At
Risk, CTE
students
All at risk
students
Before and after school tutorials will be offered
daily to decrease the # of students not meeting
AYP criteria, and/or graduation criteria.
Courses will be offered by teachers and the use
of the A+, software to decrease student dropout
rates. Additional custodial supplies will be
purchased for before and after school tutorials.
Resources
Fund/$ Amount
Course Listing
Guide
Person(s)
Responsible
Principal/
CPO,CATE
Lead Teacher,
Dean of Instruction
(SCE) $46,920.00
including fringe
benefits
(TI) – $2500.00
Computers,
software.
(TI) – $1500.00
AT Risk counselor,
Program Specialist,
PEIMS Supervisor,
Dean
Timeline
October 2012
November
2012
January 2013
March 2013
April 2013
October 2012
November
2012
January 2013
March 2013
April 2013
•
•
•
•
•
•
•
7.3
Saturday Academies will be provided for
students who did not meet expectations on
previous TAKS/EOC in the areas of ELA,
Mathematics, Science and Social Studies.
All at risk
students
(SCE) $7680.00
including fringe
benefits
Principal, Dean of
Instruction
Teachers
November
2012
January 2013
March 2013
April 2013
•
•
•
•
•
Master schedule
Survey # of
students enrolled
in CATE Pathway
School dropout rate
decreases
Six weeks dropout
report
Module completion
report Curriculum
from prior six
weeks
Classroom
assessments
Pre and post
benchmark tests.
School dropout rate
decreases
Six weeks dropout
report
Module completion
report Curriculum
from prior six
weeks
Classroom
assessments
Pre and post
benchmark tests.
86
Program Specialist will make presentations
to faculty, staff, parents and students about
programs that help students stay in school
and complete in 4 years and monitor dropout
intervention programs for students classified
as At-Risk.
All Students,
Faculty, Staff
and Parents
One At-Risk counselor will service students
who are at risk of dropping out by providing
guidance and information about available
programs and resources designed to assist
them.
At-Risk
Students
(SCE) $81.548.00
7.6
STAR lab teachers will assist students to
regain credit who are at risk of dropping out
through A+ Plus and / or Compass Odyssey
programs.
At-Risk
Students
(SCE) $136,320.00
Principal,
PEIMS Supervisor
7.7
A Community In Schools (CIS) Case worker
will work with At-Risk students by providing
guidance and available information about
programs and resources to decrease student
dropout rate.
At Risk
Students
Additional FTE
PEIMS Supervisor
7.8
A Probation Officer will collaborate with
Administration, faculty and staff in providing
support services to students currently on
probation to improve behavior and to
maximize classroom performance.
Students on
probation
Dropout Grant
Counselors, AtRisk Counselors,
Assistant
Principals, BISD
Police, Principal
7.4
7.5
(SCE)- 51,976
Program Specialist,
Dean of Instruction
PEIMS Supervisor,
Principal, At Risk
Counselor
October 2012
November
2012
January 2013
March 2013
April 2013
•
•
October
2012
November
2012
January
2013
March 2013
April 2013
August 2012
- 2013
•
•
October
2012
November
2012
January
2013
March 2013
April 2013
August 2012
– May 2013
•
•
•
Master schedule
School dropout
rate
Number of
graduates under
the Recommended
Program
Six weeks dropout
report
Counselor Logs
School Dropout
rate
Six weeks drop out
report
•
Completion of
modules
• Six weeks drop out
report
• Decrease in
student drop out
• CIS Logs
• School Dropout rate
• Six weeks drop out
report
•
Monthly Contact
Logs
87
7.9
Create a Mentoring program in which
successful graduates become mentors for AtRisk students in order to decrease the
dropout rate.
At Risk
Students
Teacher
monitoring forms
At-Risk
Counselors,
Counselors,
PEIMS Supervisor,
Dean
7.10
We will create an At-Risk Committee that will
meet monthly to review At-Risk student
progress and possible interventions.
AT Risk
Students
Sign in sheets of
meetings
At-Risk Counselor,
Counselors, Dean,
Assistant
Principals,
Principal
7.11
High School principals will ensure that
campus counselors provide guidance services
for parent students that include schedule
modifications, Graduation plans, career
counseling, job readiness training, parenting
education.
Principals will ensure that campus nurses
provide prenatal screening and medical
support to pregnant students.
7.12
7.13
7.14
A social worker will ensure that parent
students at the high schools are provided with
specialized services that include, case
management, obtaining assistance from
government services agencies, childcare
information, service coordinator.
Principals will ensure that Compensatory
Education Home Instruction (CEHI) academic
services are provided to the student at home
or in the hospital when pregnancy prevents
the student from attending school during the
All pregnant
students
All pregnant
students
All pregnant
students
All pregnant
students
Flyers, brochures
Pregnancy Related
Services
Nurses
(TI) 58,735.00
Flyers, brochures,
pregnancy related
services
Pregnancy Related
Services
At- Risk
Counselors,
Counselors,
Principals and
Assistant
Principals
School Nurses,
Principal and
Assistant
Principals
Social worker,
Principal and
Assistant
Principals
CEHI Teacher,
Principal and
Assistant
Principals,
Campus teachers,
October
2012
November
2012
January
2013
March 2013
April 2013
October
2012
November
2012
January
2013
March 2013
April 2013
Aug 2012 –
May 2013
1 time a
month
•
•
Sign In Sheets
Contracts
•
Student Reports
Logs
•
•
PRS Contact Log
Nurses Log
Aug 2012 –
May 2013
1 time a
month
Aug 2012 –
May 2013
1 time a
month
•
•
PRS Contact Log
Nurses Log
•
PRS Contact Log
including dates and
times
Aug 2012 –
May 2013
4 hrs weekly
(1-6 weeks)
(6-10)
•
CEHI Contact log
including date and
time.
Homebound/CEHI
attendance logs
•
88
prenatal or postpartum period.
7.15
7.16
7.17
7.18
7.19
7.20
7.21
Students will participate in a book club.
Titles will deal with issues related with At
Risk youth
“Charged UP” Meet with students to discuss
and evaluate progress
The campus will insure accessibility to
instructional technology devices in order to
improve student achievement:
Desktops, Laptops, Printers, IPADs. .
The campus will insure accessibility to
instructional technology in order to improve
student achievement by having the operating
site license for the computer.
Implement LUCHA program with a teacher to
target literary development and math success
through the use of native language support
and sheltered instruction strategies. Conduct
transcript analysis and implement online
modules. Conduct parent/student information
sessions on graduation requirements and
career pathway options.
Increase coordination between campus ESL
clerk, migrant clerk, special education clerk
and home visitors to determine the
whereabouts of non-returning students and to
ensure appropriate documentation is in place
to recover and document non-returning
students.
Parent liaisons will conduct home visits and
monitor withdrawal leaver codes to ensure
At Risk
Students
At Risk
Students
Flyers, brochures
Sign in log
All teachers
with a focus
on LEP, Mig.
AT Risk,
students
(TI)$25,000.00
(TI) 53,060.00
All teachers
(TI)$1275.00
Recent
Immigrant
and LEP
students
(TIII) – 52,436.00
LUCHA transcript
PEIMS administer,
ARD coordinator
weeks with
Dr.
Verification
Weekly
At Risk Team
Monthly
All Teachers
Administration
December
2012- May
2013
Dropout
Specialist
All Teachers
Administration
ESL Teacher,
Dean, Counselor
December
2012 – May
2013
August 2012
– May 2013
•
Sign In Sheets
•
•
Sign In sheets
Agenda
Formative:
• Lesson Plans
• Walk Through
• Lesson Plans
• Survey Results
Summative:
Performance Ratings
• Use of computers
•
•
At-Risk
Students
At Risk
Students
Campus
Monitoring Form
PEIMS Supervisor,
Campus Staff, High
School Registrars,
Record Clerks
(TI) – $50,549.00
(TI) - $1500.00
Administration,
Parent Liaison
August 2012
–September
2012
•
•
October 2012
November
•
•
Program
effectiveness based
on assessment
results and parent
and student
surveys
Transcript analysis
ESchoolsPLUS
Student Roster
with ESL, Migrant
indicators
ESchoolsPLUS
Home Visit Log
89
accuracy and will deliberate a focused effort
to recover non-returning students.
7.22
7.23
Classify AT-Risk students by criteria in order
to provide appropriate intervention strategies
The Homeless Department will ensure
support services for students identified as
homeless. Teachers, parent liaison will
coordinate with counselors to help students in
need.
High School
At Risk
Students
Homeless
High School
Students.
(AR) At-Risk
(DYS) Dyslexia

Ed., At-Risk, etc.
Cognos Report,
PEIMS Report
Homeless
documentation
Computer Services
Counselor
(LOC) Local
(TI) Title I
(TII) Title II
(TIV) Title IV
(TIX) Title IX


2012
January 2013
March 2013
April 2013
Aug 22, 2012
– October 28,
2012
August 2012
– June 2013
•
Dropout monitor
form
•
F. ESchoolsPLUS
A+ Learners.
•
•
Monthly
ESchoolsPLUS
At Risk reports will
be generated and
Homeless Dept will
work with the AtRisj Campus
contact to ensure
support services
provided to
students classified
as homeless.
the activities
90
91
Attendance
State/BISD Goal:
Veterans Memorial HS Campus Goal:
The students will be encouraged and challenged to meet their full educational
potential.
Increase the student attendance rates for all district schools 98.5% for elementary
schools, 96% for middle schools, and 95% for high schools.
Increase our attendance rate to 97%.
Student Data
Subgroup
2009-2010
Accountability
Standard
State
Projected Mastery
Attendance
Rate
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
*
*
*
*
*
*
*
*
*
*
97.0
97.0
97.0
97.0
97.0
97.0
97.0
97.0
97.0
97.0
95.0
95.0
95.0
95.0
95.0
95.0
95.0
95.0
95.0
95.0
2010-2012
Gain/Loss
(% Points)
92
Action
Step
8.1
8.2
8.3
8.4
8.5
8.6
Person(s)
Responsible
Classroom teacher,
PEIMS Supervisor
Daily
•
Weekly Review
of campus
attendance rates
Bil, GT, Pre-AP,
Gradespeed, PEIMS
AP, Special
Administrator
Education,
Migrant, At
Risk,
Bil, GT, Pre-AP,
Prizes, pizza,
AP, Special
Ice cream, fruit
Education,
drinks, certificates,
Migrant, At Risk, trophies
Grade Level
Principals
August 2012 –May
2013
•
Grade level
attendance
report
Assistant Principal,
Art teacher, English
Teachers,
Counselors
At Risk
Home visitor
October 2012
November 2012
January 2013
March 2013
April 2013
October 2012
November 2012
January 2013
March 2013
April 2013
August 2012 –May
2013
Population
Teachers will take attendance each period as
prescribed by district policy.
All Teachers
Student attendance will be monitored on a daily
basis and made known to appropriate grade
level principal to increase student attendance
rates and improve student instructional levels.
Schedule various activities and awards to honor
and reward perfect attendance, student essays
and poster contests to promote and motivate
student attendance and increase educational
potential of students.
Initiate a process where counselors work closely At Risk
with attendance monitor and home visitor to
contact parents in order to identify and recover
potential dropouts.
Refer parents whose children are truant to the
truancy court and follow-up each case.
Facilitate the parent’s ability to monitor
attendance via Phone Master availability by
consistently checking phone master data and
phone master e-mail by campus personnel and
grade speed.
Budget, allocation for Attendance clerk,
counseling personnel home visitor,
counselors
Bil, GT, Pre-AP,
AP, Special
Education,
Migrant, At Risk,
Resources
Fund/$ Amount
Gradespeed
Budget for home
visitor
Phone Master
Grade Speed
Attendance Clerks,
PEIMS Supervisor
Data Entry Clerk
(LOC) Local
(TI) Title I


Timeline
August 2012 –May
2013
•
Scheduled
activities
•
Meeting
Agendas
•
Absentee
Reports
•
Absentee
Reports
93
(AR) At-Risk
(DYS) Dyslexia

Ed., At-Risk, etc.
(TIC)
(TII)
(TIII)
(TIV)
(IEP)
(CSR)
(BIL)
(TIX)
(CTE)
(HOM)
Title I-C: Migrant
Title II
Title III: Federal Bilingual
Title IV
Innovative Education
Class Size Reduction
State Bilingual
Title IX
Career and Technical Education
McKinney Homeless Education
the activities
94
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%.
Our campus will maintain a safe and disciplined environment conducive to student
learning and decrease student referral to BAC by 3%.
Student Data
Grade Level
Subgroup
2010-2012
# of students
Students with
Disciplinary
Placements
Grade 9
ISS
All Students
Hispanic
White
Asian
LEP
At-Risk
Eco. Disadv.
Special Ed.
Migrant
CTE
Projected Mastery
2012-2013
Gain/Loss
(% Points)
95
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
2010-2012
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
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Projected Mastery
2012-2013
Gain/Loss
(% Points)
96
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
2010-2012
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
*
*
*
*
*
*
*
*
*
*
Projected Mastery
2010-2012
Gain/Loss
(% Points)
97
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
2010-2012
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
*
*
*
*
*
*
*
*
*
*
Projected Mastery
2012-2013
Gain/Loss
(% Points)
98
Student Data
Grade Level
Students with
Disciplinary
Placements
Grade 11
DAEP/JJAEP
Students with
Disciplinary
Placements
Grade 12
DAEP/JJAEP
Subgroup
2010-2012
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
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Projected Mastery
2012-2013
Gain/Loss
(% Points)
99
Action
Step
9.1
Assistant principals will meet regularly weekly to
discuss discipline consistency and to determine
proactive changes needed to effectively decrease
the number of discipline referrals and maintain
an effective school wide Discipline Management
Plan.
9.2
Distribute Student Code of Conduct to students,
parents, staff to ensure all students are afforded
due process and their rights.
9.3
9.4
9.5
9.6
Resources
Fund/$ Amount
Meeting logs
Person(s)
Responsible
Administration
Bil, GT, Pre-AP,
District handbook
AP, Special
Education,
Migrant, At Risk,
CTE students
In-service students on the contents of the student Bil, GT, Pre-AP,
Student handbook
handbook through school-wide teacher
AP, Special
presentations and grade level assemblies.
Education,
Migrant, At Risk,
CTE students
Provide teacher training on conflict resolution
All teachers
Presenter, time,
and violence prevention and classroom
facilities
management techniques.
In-service students on bully prevention, violence, Bil, GT, Pre-AP,
Counselors
conflict resolution, and recent drug use trends,
AP, Special
and dating violence to recognize and address the Education,
issue, as a preventive measure.
Migrant, At Risk,
CTE students
Administration,
Registrar’s Clerk,
Teachers
Ensure that our Emergency Operations Plan
covers lock down drills, shelter in place, reverse
evacuation, drop and cover in order to prevent,
protect against, respond to, recover from, and
mitigate the effects of incidents 3times a year.
Population
Bil, GT, Pre-AP,
AP, Special
Education,
Migrant, At Risk,
CTE students
Administrators,
Staff and Faculty,
Counselors, All
students and
parents
Campus
Administration,
faculty and staff,
counselors, BISD
Timeline
October 2012
November
2012
January 2013
March 2013
April 2013
August 2012
•
•
Student Code of
Conduct
Principal, Assistant
Principals, Teachers
August 2012
•
Written
Procedures
Presentation
Counselors
August 2012
•
Counselors,
Administration
October 2012
November
2012
January 2013
March 2013
April 2013
August 2012June 2013
•
•
Campus
Administration,
faculty and staff,
counselors, BISD
•
•
•
•
School wide
discipline
Discipline
referrals
Training
Session
Agendas
Discipline Reports
Counselor Referrals
After action
reviews
Sign In sheets
100
Action
Population
Step
9.7
Promote student participation in extra-curricular Bil, GT, Pre-AP,
activities such as UIL, athletics. Fine arts to
AP, Special
increase student involvement.
Education,
Migrant, At Risk,
CTE students
9.8
Security Officers are placed and assigned to
Administrators,
prevent the number of criminal offenses on
Campus
school grounds and to prevent victimization of
Staff & Faculty,
students and staff.
Counselors
Students and
Parents
9.9
9.10
Resources
Fund/$ Amount
Announcements
Person(s)
Timeline
Responsible
Sponsors,
As scheduled
Administration,
Counselors, Teachers
Administrators,
August 2012Principals, Assistant June 2013
Principals,
Counselors, Parental
Involvement, BISD
Police and Security
Services.
Guidance and counseling will participate in Red Bil, GT, Pre-AP,
Administrators,
Administrators,
October 2012
Ribbon Week activities to promote an awareness AP, Special
Principals, Assistant Principals, Assistant
of anti – alcohol, tobacco, and drug awareness
Education,
Principals,
Principals,
and violence prevention.
Migrant, At Risk, Counselors, Teachers Counselors, Teachers
CTE students
The district will provide training for
All Students
Webinar
Principals, Assistant August 2012administrators and new teachers:
Principals,
June 2013
(a) to effectively utilize RtI modules (Review
Counselors
360) to handle classroom discipline so that
out of school suspensions and discretionary
removals are used as a last resort;
(b) assure students' rights and due process are
afforded in order to have a safe and
disciplined environment conducive to
student learning.
•
Announcements
•
•
Referrals
Expulsions
•
Student
participation
Student
competition
Administrators,
Principals, Assistant
Principals, BISD
Police and Security
Services.
•
•
•
Agenda
Sign-in sheets
(AR) At-Risk
(LOC) Local
(TI) Title I
(TII) Title II


the activities
101
(DYS) Dyslexia

Ed., At-Risk, etc.
(TIII)
(TIV)
(IEP)
(CSR)
(BIL)
(TIX)
(CTE)
(HOM)
Title IV
State Bilingual
Title IX
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%.
Veterans Memorial HS Campus Goal : Veterans MHS students will take the SAT/ACT will increase by 10% and the percent of
Action
Population
Step
All students
10.1 PSAT/SAT/THEA/ACT District/campus prep
courses will be offered throughout the school year to
prepare students for these tests such as the PSAT.
Resources
Fund/$ Amount
PSAT materials
SAT materials
Person(s)
Responsible
Principal, Dean,
Testing Coordinator
Timeline
1st – 5th Six
weeks, 2012 2013
Evaluation
Formative: Student
participation in prep
classes
Summative: National
Merit Finalists from
campus
102
10.2
10.3
10.4
10.5
10.6
Integrate aligned curriculum for Pre-AP/AP
All high school
courses in the core areas of English, math,
students
science, social studies, and Spanish Language and
Literature to improve students passing rates on
AP exams.
Pre-AP/AP
materials, released
exams from the
College Board,
Teachers, Principal,
Dean, Testing
Coordinator
Campus teachers,
GT Funds, AP/IB
state funds, PreAP/AP local funds,
federal funds.
Teachers teacher Pre- July 2012 –
AP classes
June 2013
All Pre-AP/AP secondary teachers will receive
Pre-AP/AP Institute training and will maintain
on-going training in GT, Pre-AP, AP to enhance
teaching skills and better prepare students to
pass AP exams.
Secondary
GT/Pre-AP/AP
teachers
Hire teachers that are qualified to teach upper
level courses. All AP teachers will have their
courses approved by the College Board via the
College Board Audit process. Dual enrollment
teachers will provide opportunities for our high
school students to receive college credit.
AP teachers
Dual Enrollment
Students enrolled in a Pre-AP/AP course must be
in place for students to remain in the course, so
teachers can teach the aligned curriculum and
student passing rates will increase on AP exams.
All high school
Pre-AP/AP teachers, Pre-AP Teachers
Pre-AP students
Pre-AP/AP
enrolled in a Pre- curriculum,
campus Pre-AP/AP
AP
funds
Dual Enrollment Registration will be held for all
interested students.
Campus AP teachers
Dual Enrollment
teachers
Qualified
N/A
students all grade
levels
AP Teachers
Dual Enrollment
Counselors
Aug. 2012 –
July 2013
Aug. 2012 –
March 2013
August 2012December
2012
August 2012 –
June 2013
Formative: Curriculum
documents
Summative: Student
Scores
Formative: Sign In
sheets
Summative: Certificate
of completion
Formative: Syllabus
acceptance letter for
the College Board
Acceptance letter from
college
Summative: Student AP
scores
Student final grade
Formative: Time sheets
for teachers, AP
contracts
Summative: Student AP
Scores
Formative: Registration
forms
Summative: Compass
Test
103
10.7
10.8
Guidance and counseling will provide a
“University Day” where BISD students will meet
representatives from different universities
throughout the state and country to make
informative decisions about what college to
attend.
All students
Guidance and counseling will have a “College
All students
Parent Night” where students can learn about
any topic related to attending college, so students
can make informed decisions regarding college
attendance.
Action
Population
Step
10.9 Guidance and counseling will sponsor a
All District high
“Scholarship Night at BISD” to inform students of school students
available national, state, and local scholarship
opportunities.
10.10
Guidance and counseling will sponsor a College
and Financial Aid Night to provide student
information on admissions, financial aid and
scholarship information to increase the number
of students qualifying for financial aid.
Juniors and
Seniors
Guidance and
Counseling funds
Counselors
Guidance and
Counseling funds
Counselors
Resources
Fund/$ Amount
N/A
Person(s)
Responsible
Counselors
Guidance and
Counseling funds
University Financial
Aid Officers
Counselors
September,
2012
September
2012
Timeline
November
2012
January 2013
Formative: Sign In
Sheets
Summative: BISD
Guidance and
Counseling Program
Evaluation form
Formative: Sign In
Sheets
Summative: BISD
Guidance and
Counseling Program
Evaluation form
Evaluation
Formative: Sign In
Sheets
Summative: BISD
Guidance and
Counseling Program
Evaluation form
Formative: Sign In
Sheets
Summative: BISD
Guidance and
Counseling Program
Evaluation form
104
(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
Parents and Community
State/BISD Goal:
Action
Step
11.1
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.
Parents and community will be full partners in education at Veterans Memorial High
School.
Population
Host a “Parent Orientation Day” to informed Parents
parents and community members of the daily And Community
Resources
Fund/$ Amount
Title I, Part A funds
Person(s)
Responsible
Parental
Involvement
Timeline
August 2012
October 2012
Evaluation
Formative:
• Fliers
105
11.2
standard operation procedures:
• Student Code of Conduct
• Student-Parent-School Compact
• Parental Involvement Policy
• Emergency Operation Procedures
• Parent Volunteer Guidelines and
Opportunities
• State testing results
Coordinator, Parent
Trainer, Principals,
and
Parent Liaisons
Complete and disseminate a Parental
Parents
Involvement Policy to delineate how parents
and Community
will actively be involved at the district/campus
level and to increase participation.
Action
Step
11.3 Complete and disseminate the Code of Conduct
Handbook and School-Parent-Student Compact to
ensure student achievement.
Population
School,
Parents, and
Students
Title I, Part A funds
Resources
Fund/$ Amount
Code of Conduct
Handbook, School –
Parent – Student
Compact
March 2013
•
•
Agendas
Sign-In Sheets
Summative: Evaluations
Parental Involvement Sept. 2012-Dec. Formative: Campus
Coordinator, Parent 2012
Parental Involvement
Policy
and Parent Liaisons
Summative: Composite
of End of the Year
Survey
Person(s)
Timeline
Evaluation
Responsible
Parental Involvement Sept. 2012- Oct. Formative:
• Code of Conduct
Coordinator, Parent 2012
Handbooks
Trainer, Principals
• School-Parent-Student
and Parent Liaisons
Compact
Summative:
• Composite of End
of the Year Survey
11.4
Conduct an annual Title I Meeting to inform parents
and community members of its purpose and how
funds are distributed.
Parents,
Community,
Staff, and
Faculty
Parent Meeting Logs
Fliers
Agendas
Parental Involvement August 2012Coordinator, Parent Oct. 2012
and Parent Liaisons
Formative:
• Fliers
• Agendas
• Sign-In Sheets
• Handouts
106
11.5
Action
Step
11.6
11.7
The Parental Involvement program provides
Parents
different activities for parents to foster better
And
communication skills and healthy relationships
Community
between their children, school and the environment
they live in so that in turn it assists students
achieve a higher academic success. Types of
Parental Involvement are:
• Bi-weekly parent meeting and Trainings
• Guest Speakers
• BISD Events
• Health Education through CATCH and FIT
• School Programs
• BISD resources
• Parent surveys
• Family Literacy
Enrichment Activities
Population
To increase the participation of Parental School and
Involvement, the program requires that Fliers, Parents
Invitations, Calendar of Activities be sent to
parents and community members to informed
them of all upcoming campus and district
events.
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
Parents,
Teachers,
Students, and
Community
Members
Parent Meeting Logs
Agendas
Surveys
Parental
Involvement
Coordinator,
Parent Trainer,
Principals, and
Parent Liaisons
August 2012May 2013
Resources
Person(s)
Timeline
Fund/$ Amount
Responsible
Fliers, Marque, Emails Parental
August 2012Involvement
May 2013
Coordinator, Parent
and Parent Liaisons
SBDM Committee
Members
Parental
May 2013
Coordinator, Parent
and Parent Liaisons
Summative: Composite
of meeting minutes
Formative:
• Fliers
• Calendar of Activities
• Agendas
• Sign-in sheets
• Handouts
Summative:
Evaluations
Evaluation
Formative:
• Fliers
• Invitations
Summative: Composite of
End of Year Survey
Formative:
• Fliers
• Agendas
• Sign-in-Sheets
• Handouts
107
11.8
11.9
• SBDM
• SHAC
• LPAC
• DPAC
F.I.T./CATCH Program
Conduct an annual Title I Survey of Campus
Administration and Staff to evaluate the support
services provided by the Parental Involvement
Department.
Recognize parent volunteers with an
appreciation certificate for supporting a variety
of district/campus activities in order to increase
parent participation.
meeting minutes
BISD Employees
Parents and
Community
Surveys and
scantrons
(LOC)
Action
Resources
Population
Step
Fund/$ Amount
(LOC)
11.10 Every year the Parental Involvement Parent
Parent Liaisons
Trainers and Parent Liaisons attend the out of
district NCLB Conference where we acquire the
necessary updated information and training to
better conduct all required parent meetings.
11.11 Parent Liaison will order supplies throughout the Parent Liaison
(TI) 1900.00
Volunteer Parents
school year to ensure that they have the
necessary equipment to have a successful parent
center.
Parental
April 2013
Involvement
Coordinator and
Parent Trainer,
Principals and
Parent Liaisons
Parental
May 2013
Coordinator, Parent
and Parent Liaisons
Person(s)
Timeline
Responsible
Parental Involvement August 2012Coordinator, Parent May 2013
Parent Liaisons
Parent Trainer,
Principals, Parent
Liaisons
Formative: Survey
Results
Survey Results
Formative:
• Contact Log
• Sign-in Sheet
• Volunteer Listing
Summative:
• End of Year Survey
Results
Certificate of Appreciation
Evaluation
Formative: Handouts
Summative: Evaluation
October 2012
Formative: Handouts
November 2012
January 2013
Summative: Evaluation
March 2013
April 2013
**Add or delete Action Steps as needed.

108
(MI)
(LEP)
(SE)
(AR)
(GT)
(DYS)

Title I-C Migrant
Limited English Proficient
Special Education
At-Risk
Gifted and Talented
Dyslexia
Ed., At-Risk, etc.
(LOC)
(TI)
(TIA)
(TIC)
(TII)
(TIII)
(TIV)
(IEP)
(CSR)
(BIL)
(TIX)
(CTE)
(HOM)
Local
Title I
Title I: Parents and Community
Title I-C: Migrant
Title II
Title IV
State Bilingual
Title IX

the activities
109
Technology
State/BISD Goal:
Action
Step
12.1
12.2
12.3
Funds will be allocated in order to provide
materials and equipment for CTE course
offerings.
Add career specific courses to curriculum to
meet the demand of student needs.
Increase the number of students enrolled in
CTE courses and CTSO’s by 15% each year.
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.
All Career and Technical Education (CTE) students will have the opportunity to take
courses that will provide a variety of career choices.
Population
CTE Students
CTE Students
CTE Students
Resources
Fund/$ Amount
CTE Funds
CTE Funds
CTE Funds
Person(s)
Responsible
CTE Administrator,
CTE Lead Teacher
CTE Administrator,
CTE Lead Teacher
CPO, Counselors
Dean of Instruction,
Principal
CTE Teachers,
CTE Lead Teacher
CPO, Counselors
Timeline
October 2012
November
2012
January 2013
March 2013
April 2013
October 2012
November
2012
January 2013
March 2013
April 2013
October 2012
November
2012
January 2013
March 2013
April 2013
Evaluation
Formative:
• CTE Teacher Input
• Teacher Observation
• Student Success
Summative:
• CTE Budget Report
• Bi-Tech PRs
Formative:
• Student Tallies
• Class Rosters
Summative:
• Student Schedules
• Master Schedule
Formative:
• Student Tallies
• CTSO Membership
Rosters
Summative:
• Master Schedule
• CTSD Membership
Rosters
110
Action
Step
12.4
12.5
12.6
12.7
Fund the replacement of all computers in the
CTE computer labs to increase student
participation.
Population
CTE Students
Administer interest inventory survey to CTE CTE Students
students.
Provide all students with age appropriate CTE
information and guidance for a better
understanding of career choices.
Resources
Fund/$ Amount
CTE Funds
CTE Funds
Bilingual, ESL,
CTE Funds
Mig, Sp. Ed., GT
Dyslexia, Pre AP,
AP, At Risk
Middle school and high school classroom
Bilingual, ESL,
CTE Funds
demonstrations/presentations of common career Mig,
choices.
Sp. Ed., GT
Dyslexia, Pre AP,
AP, At Risk
Person(s)
Responsible
CTE Administrator,
CTE Lead Teacher
Career Placement
Officer
CTE Advisory
Committees, CTE
Teachers, CTE Lead
Teacher, CPO,
Counselors,
CTE Teachers
CPO
Timeline
August 2012 –
May 2013
September
2012 – May
2013
October 2012
November
2012
January 2013
March 2013
April 2013
May 2012
August 2012 –
June 2013
Evaluation
Formative: Three-year
Rotation Schedule
Summative:
• CTE Budget Report
• Bi-Tech PRs
Formative:
• Kuder Navigator
• Completion of Surveys
• Student Input
Summative: Kuder
Navigator Report
Formative:
• Flyers
• Brochures
• Sign-In Sheets
Summative: Post Grad
career choices
Formative:
• PowerPoint
Presentations
• Schedule of
Presentations
• Sign-In Sheets
Summative:
• 100% of students have
a career choice
• Declaration of Intent
111
Action
Resources
Population
Step
Fund/$ Amount
12.8 Ensure the learning needs of students in CTE
Bilingual, ESL,
CTE Funds
programs are met, including CTE students with
Mig,
disabilities, students with limited English
Sp. Ed., GT
proficiency (LEP), and other students who are at Dyslexia, Pre AP,
risk of failing or dropping out of school
AP, At Risk
Person(s)
Responsible
CTE Administrator,
CTE Lead Teacher
CPO, CTE Teachers
Integration of core subjects (i.e., reading, writing, Bilingual, ESL,
CTE Funds
mathematics, social studies, and science) into
Mig,
CTE courses
Sp. Ed., GT
Dyslexia, Pre AP,
AP, At Risk
Principal, Dean ,
Assistant Principals,
CTE Lead Teacher
CTE Teachers
Improvement in the cable network, wireless
infrastructure and instructional work stations as
we move closer to a 1 to 1 solution for our
students.
Principal, Dean ,
Assistant Principals,
12.9
12.10
Bilingual, ESL,
Mig,
Sp. Ed., GT
Dyslexia, Pre
AP, AP, At Risk
Local funds
(AR) At-Risk
(DYS) Dyslexia
(LOC) Local
(TI) Title I
(TII) Title II
(TIV) Title IV


Timeline
October 2012
November
2012
January 2013
March 2013
April 2013
May 2012
October 2012
November
2012
January 2013
March 2013
April 2013
May 2012
October 2012
November
2012
January 2013
March 2013
April 2013
May 2012
Evaluation
Formative:
• ARD
• CTE Program
Evaluations
Summative: Ongoing
Formative:
• Walk-Throughs
• CTE Lead Teacher
Observations
• Lesson Plans
Summative:
• Walk-Through Forms
• PDAS
• CTE Program
Evaluation
Formative:
• Observations
Summative:
Cable installation
the activities
112

Ed., At-Risk, etc.
(IEP)
(CSR)
(BIL)
(TIX)
(CTE)
(HOM)
State Bilingual
Title IX
113
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 activitie
support services as required by the Title I, Part C Migrant Education Program (MEP).
100% of our migrant students will participate in the supplemental activities and
support.
Test Data
Grade Level
EOC
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
All Students/Migrant
Current
Mastery
2010-2012
88%
78%
100%
100%
67%
74%
*
*
*
*
Accountability
Standard
AYP/State/
Commended
80/90/25
75/90/25
80/90/25
75/90/25
90
90
80/90/25
75/90/25
90
90
Actual
Mastery
2012-2013
Gain/Loss
(% Points)
114
Test Data
Grade Level
Attendance
Rate
Dropout
Rate
Completion Rate
Cohort Class
4 YR
5 YR
Graduation Rate
Cohort Class
4 YR
5 YR
Subject Area
9-12 Grades
9-12 Grades
Class of 2008
Class of 2009
Class of 2008
Class of 2009
Subgroup
All Students
Migrant
All Students
Migrant
All Students
Migrant
All Students
Migrant
All Students
Migrant
All Students
Migrant
Current
Mastery
2010-2012
*
*
*
*
*
*
*
*
*
*
*
*
Accountability
Standard
AYP/State/
Commended
Actual
Mastery
2012-2013
Gain/Loss
(% Points)
95.0
Not Applicable
95.0
95.0
90.0
90.0
115
Action
Step
13.1 Migrant clerks will attend the annual intensive
Identification and Recruitment (ID & R) training
in order to secure the most current information
needed to appropriately assist with the campus
identification and requirement initiative.
13.2
13.3
13.4
13.5
Population
Migrant
Campus Clerk
Resources
Person(s)
Fund/$ Amount
Responsible
Region One ESC
Migrant Campus
Migrant Staff
Clerk
Region One State Migrant Service
Trained ID & R
Coordinator (MSC)
Specialist
Migrant Campus clerk will attend the required
New Generation System (NGS) state required
training in order to secure the needed skills to
accurately and appropriately in put the data for
migrant students into the state data base.
Migrant Campus Region One ESC NGS
Clerk
State Trainer
Migrant Campus
Clerk
Migrant Service
Coordinator (MSC)
Migrant Campus clerk will assist with the ID & R
Residency Verification initiative in order to
ensure that all migrant students at our campus
are picked up in a timely manner.
Migrant
Students
Migrant Campus
Clerk
Migrant Clerk will distribute migrant information Teachers,
and currently enrolled listing to all teachers and Administrators
administrators in order to facilitate pertinent
information in a timely manner.
PFS student will be provided with calculators, on PFS Migrant
a need basis in order to ensure that students
Students
have the necessary tools to complete their
assignments.
NGS Currently
Enrolled Report
NGS Currently
Enrolled Report
(TIC) 20,425.00
NGS PFS Report
Local Funds
Title I, Part C Funds
Campus Migrant
Clerk
Campus Migrant
Clerk
Timeline
August 2012
September
2012
Evaluation
Formative: ID & R
Training
Summative:
• Texas Education
Agency (TEA)
• ID & R Certificates
Formative: NGS Annual
Training
Summative:
• Texas Education
Agency (TEA)
• NGS Certificates
September 1, Formative:
2012
Thru • NGS Residency
• Verification Reports
November 1,
• NGS Mass Enrollment
2012
Report
Summative: Student
Names on NGS
Currently Enrolled
Report
September 23 – Formative: Last day of
June 3
each month
September
2012 –
February 2013
Summative: Migrant
Clerk Evaluation.
Formative: Migrant
Student Needs
Summative:
• Documentation Log
• NGS Number and
Signature
• Student Report Cards
116
Action
Population
Step
13.6 PFS students will be provided with clothing
All PFS Migrant
(sweaters, jeans, and socks, shoes) as needed in Students
order to assist them with the necessities that will
ensure their school attendance.
13.7
13.8
13.9
All PFS students will be monitored closely in
regards to grades, attendance and behavior to
ensure academic success and have timely
attention and appropriate interventions.
All PFS Migrant
Students
Migrant students will be provided with the basic All Migrant
school supplies throughout the school year to
Students
ensure that they have the necessary tools to
complete their school assignments. Items will be
distributed to migrant students on an as needed
basis.
Campus Migrant Clerk will hold meeting once
Migrant
each semester to foster parental involvement and
provide Migrant parents with important
information on campus migrant program
opportunities and how to better support their
children academically.
Resources
Fund/$ Amount
Local Funds
Title I, Part C Funds
Person(s)
Responsible
Campus Migrant
Clerk
PFS Report, Progress Campus Migrant
Report, Grade Speed, Clerk, Teacher
Attendance Referrals Counselor
Timeline
Evaluation
Formative: Migrant
September
Student Needs Survey
2012 –
Results
February 2013
Summative:
• Documentation Log
• NGS Number and
Signature Student
Report Cards
February 19,
2013
Formative:
• Parent Permission Form
• Appropriate School
form
Summative:
• Leadership Conference
• Evaluation Form
Formative: Migrant
Student Needs
NGS Enrollments
Listing, Local Funds,
(TIC) $2420.00
Campus Migrant
Clerk
August 23 –
June 4
NGS Report,
Administration,
Parent Liaison,
Computer, Printer,
Phone, Misc, Office
supplies
(TIC) $100.00
Campus Migrant
Clerk
October 14,
2012 and
February 17,
2013
Summative:
• Documentation log
• NGS Number and
Signature
Formative:
• Fliers
• Parent reminder calls
• Distribution log
Summative:
• Meeting Evaluation
• Sign in Form
117
Action
Step
13.10 Migrant students will be provided with a
backpack on an as needed basis in order to
ensure that students carry all required student
assignments and materials.
Population
All Migrant
Students
Resources
Fund/$ Amount
NGS Currently
Enrolled Report
Person(s)
Responsible
Campus Migrant
Clerk
(AR) At-Risk
(DYS) Dyslexia

Ed., At-Risk, etc.
(LOC) Local
(TI) Title I
(TII) Title II
(TIV) Title IV
(TIX) Title IX


Timeline
Evaluation
September 23 – Formative: Last day of
June 3
each month
Summative: Migrant
Clerk Evaluation.
the activities
118
Appendix A: 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)
119
Basic Skills Area: Language Arts
in Reading and Writing the English Language.
TAKS Reading, Writing, and Language Arts tests.
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
Population
PK-12
Special
Education
Students
•
•
•
•
•
•
•
•
•
•
•
Resources/
Source
SIOP
TEKS
Reading First
Modified
Reading
materials
Modified
Writing
materials
Accelerated
Reader
Study Island
TAKS/EOC
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
*AYP Stage 1 Requirement
120
Basic Skills Area: Language Arts
in Reading and Writing the English Language.
TAKS/EOC Reading, Writing, and Language Arts tests.
State/BISD Goal:
Action
Steps
Activity
2
Activity
Special Education
participate in TEKSappropriate modified/
accommodated
tutorials to improve
overall Reading and
Writing skills.
Population
PK-12
Special
Education
Students
•
•
•
•
•
•
•
Resources/
Source
SIOP
TEKS
Reading First
TEKSappropriate
modified/
accommodated
Reading
materials
TEKSappropriate
modified/
accommodated
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
121
Basic Skills Area: Math
BISD Annual Performance Objective: A minimum of 90% of our BISD students tested will demonstrate mastery on the
TAKS/EOC mathematics exam.
State/BISD Goal:
Action
Steps
Activities
Activity
3
Implement an
integrated challenging,
standards-based,
inquiry-centered math
curriculum with
necessary TEKSappropriate modified /
accommodated for
Special Education
students as
demonstrated through:
• CSCOPE (K-12)
Population
Resources/
Person(s)
Responsible
Timeline
Evaluation
Source
• Unique Learning
Systems (Life
Skills)
PK-12
Special
Education
Students
• Categorical
• Administrator for
Curriculum &
funds
Instruction
• TEKS
•
C & I Math
• Framework
Specialists
• TEKS- appropriate
modified /
•
•
•
•
accommodated
materials
State adopted
textbook
resources
Graphing
calculators
AEIS-IT
Manipulatives
and
Instructional
Materials
•
•
•
•
Department
Principals
Facilitators/Deans
Special Education
Teachers
PK-12 teachers
August 1, 2012
May 31, 2013
• Benchmark
testing
• Teacher
observations
• Progress grades
• Analysis of
student work
• 5 “E” model
Assessment
122
Basic Skills Area: Math
BISD Annual Performance Objective: A minimum of 90% of our BISD students tested will demonstrate mastery on the
TAKS/EOC mathematics exam.
State/BISD Goal:
Action
Steps
Activity
4
Activity
Special Education
participate in TEKSappropriate modified /
accommodated
tutorials to improve
overall mathematics
skills.
Population
PK-12
Special
Education
Students
•
•
•
•
•
•
•
•
Resources/
Source
Categorical
funds
TEKS
Frameworks
TEKSappropriate
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
123
Basic Skills Areas: Language Arts and Math
State/BISD Goal:
Action
Steps
Activity
5
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 students
tested on TAKS/EOC,
TAKS-A, TAKS/EOCM, and TAKS/EOCALT.
Principals,
ARD
Chairpersons,
Diagnosticians,
Supervisors,
Assessment
Dept.
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 DecisionMaking Process for the Texas Assessment Program Manual.
Resources/
Source
• District
TAKS/EOC data
• State
TAKS/EOC data
• AYP data
• AEIS-IT
•
•
•
•
Person(s)
Responsible
Assessment
Department
Special Services
Department
Principals
ARD Chairpersons
Timeline
August 1, 2012
May 31, 2013
Evaluation
• Analysis of
Student Data
124
State/BISD Goal:
Action
Steps
Activity
6
Activity
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.
Population
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
October 5, 2012
And
October 13,
Evaluation
• 100% of
campuses in
attendance
monitored by sign
in sheets
2012
125
State/BISD Goal:
Action
Steps
Activity
7
Activity
Population
BISD Personnel
(Assessment
Department in
conjunction with
Special Services) will
monitor the percentage
of students that are
projected to take
TAKS/EOC, TAKS-A,
TAKS/EOC-M, and
TAKS/EOC-Alt per
campus.
Assessment
and Special
Education
departments.
Resources/
Source
• Reports from
IEPplus
• ARD
documentation
• ARDC DecisionMaking Manual
Person(s)
Responsible
• Assessment
Department
Department
Timeline
August 23, 2012
–
June 02, 2013
Evaluation
• Reports
126
State/BISD Goal:
Action
Steps
Activity
8
Activity
BISD Personnel
(Assessment
Department in
conjunction with
Special Services) will
meet with campus
personnel with
disproportionate
percentage of students
that are projected to
take TAKS/EOC,
TAKS-A, TAKS/EOCM, and TAKS/EOCAlt.
Population
Resources/
Source
Assessment and • Reports from
Special
IEPplus
Education
• ARD
departments,
documentation
Principals,
• ARDC DecisionARD
Making Manual
Chairpersons,
Diagnosticians,
Supervisors
•
•
•
•
Person(s)
Responsible
Assessment
Department
Special Services
Department
Campus Principal
ARD Chairperson
Timeline
August 23, 2012
–
June 02, 2013
Evaluation
• Reports
127
State/BISD Goal:
Action
Steps
Activity
9
Activity
Special Education
Supervisor, ARD
Chair, and Special
Education Teacher,
Facilitator/Dean of
Instruction will review
and analyze student
specific data to analyze
TAKS/EOC objectives
and expectations to
optimize instructional
planning.
Population
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
Evaluation
August 23, 2012
–
June 02, 2013
• Campus Special
Education
Department
meetings sign
in sheets
128
State/BISD Goal:
Action
Steps
Activity
10
Activity
Special Education
Supervisors in
conjunction with
Curriculum Specialists
will maximize contact
with Special Education
teachers to support the
implementation of
research-based teaching
strategies.
Population
Special
Education
Supervisors
and
Curriculum
Specialists
•
•
•
•
•
•
•
Resources/
Source
CSCOPE
TEKS
Frameworks
TEKSappropriate
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
129
State/BISD Goal:
Action
Steps
Activity
11
Activity
Special Education
Supervisor, Curriculum
Specialists,
Facilitator/Dean of
Instruction will provide
professional
development and
support in the following
areas:
• CSCOPE
Population
Special
Education
Teachers
•
•
•
•
•
Resources/
Source
Confidential
Student Reports
Eduphoria
Professional
Development
Dept.
Region One ESC
TEKS
•
•
•
•
Person(s)
Responsible
Special Education
Supervisors
Curriculum
Specialists
Special Education
Teachers
Facilitators/Dean
Timeline
Evaluation
August 23, 2012
–
June 02, 2013
• Campus Special
Education
Department
meetings sign in
sheets
• Evidence of
Implementation
of CSCOPE
• English Language Arts
and Reading Standards
(ELARS)
• Mathematics
Standards
• District Writing Plan
• Technology Resources
130
Appendix B: Financial Budget and Personnel Worksheets
Fund
Function 11
Instruction
Function 12
Library
Function 13
Prof Dev
Function 23
Admin
Function 31
Guidance
Function
33
Health
Function 36
Co-Curr
Function 51
Maintenance
Function 61
Parental Inv
Total
199
Local
3,164,78
59,377
19,000
942,550
41,050
32,206
133,616
372,601
0
4,765,187
162
State Comp
36,430
0
59,145
44,732
72,630
0
0
0
0
212,937
163
State Bil
23,520
0
0
0
0
0
0
0
0
23,520
164
State Voc
535,711
0
57,661
0
57,336
0
43,800
0
0
694,508
165
Athletics
0
0
0
0
0
0
383,706
0
0
383,706
166
State Sp Ed
399,836
0
0
63,292
0
0
0
0
0
463,128
(TI)
ESEA Title I
139,243
27,023
2,500
0
0
21,471
0
2,000
37,881
230,118
3,135
0
0
0
0
0
0
0
14,597
17,732
0
0
0
0
0
0
0
0
0
0
224
Idea B
31,028
0
0
0
0
0
0
0
0
31,028
244
Voc Ed
Basic
196,552
0
2,000
0
0
0
0
0
0
198,552
212
ESEA Title I
Part C
216
School Imp
Program
131
Appendix B: Financial Budget and Personnel Worksheets
Fund
Function 11
Instruction
Function 12
Library
Function 13
Staff Dev
Function 23
Admin
Function 31
Guidance
Function 33
Health
Function 36
Co-Curr
Function 51
Maintenance
Function 61
Parental Inv
Total
255
TPTR
0
0
4,992
0
0
0
0
0
0
4,992
262
EETT
0
0
0
0
00
0
0
0
0
0
71,051
0
0
0
0
0
0
0
0
71,051
0
0
0
0
0
0
0
0
0
0
411
Tech
0
0
0
0
0
0
0
0
0
0
428
HS Allot
0
0
0
0
0
0
0
0
0
0
Totals
4,901,293
86,400
145,298
1,050,574
171,016
53,677
561,122
374,601
52,478
7,096,459
263
ESEA Title
III
286
TTIPS
Grant
% of Total
Budget
Total
Capital
Outlay
Total Cert.
FTE’s
Total Class.
FTE’s
132
2012-2013 Special Programs Personnel for Veterans Memorial High School
Position
Reading Teacher
Parent Liaison
Library Aide
Dyslexia Aide
Migrant Clerk
Career Technology Teacher
Career Technology Teacher
Hall Monitor
Career and Technology
Special Education
Local
Dean of Instruction
Counselor At-Risk
Dropout Prevention Specialist
Program
(TI)A
(TI)A
(TI)A
(TI)A
(TI)A
164 (80%), 199 (20%)
164 (50%), 199 (50%)
199 (60%), (TI) (40%)
164
166
199
162
162
162
FTE
1.000
2.000
2.000
1.000
1.000
1.0
2.0
3.0
13.00
9.0
78.00
1.000
1.000
1.000
133
Veterans Memorial High School Monitoring Instrument
As part of the school improvement process, instruction is modified as needed to address the targeted objectives of each subject area.
Campus administration encourages all teachers to develop their lesson plans to reflect the posted daily objectives and to follow a
systematic schedule developed by teacher teams and the district adopted CSCOPE curriculum. District and campus benchmarks, state
mandated assessment scores, TELPAS scores and other data is disaggregated to ensure that instruction is tailored to meet student
strengths and weaknesses. Re-teaching is approached by presenting the content using alternative instructional methods and strategies.
In addition, all teachers are expected to incorporate the 5 E Model and Sheltered Instructional strategies in their daily lessons in order to
emphasize language and content objectives. Furthermore, an educational intervention program for newly arrived immigrants provides
language development and support activities prior to entering traditional courses. Instructional timelines that demonstrate expected
mastery pace have been established, and the campus plan activities are periodically reviewed and updated by department members, using
the attached form. Planning and training activities are continuously monitored by the Principal, Dean of Instruction, and Primary
Appraisers to ensure teacher collaboration and implementation of campus initiatives. A classroom observation (Walk Through) schedule
has been developed to monitor instruction and ensure implementation of curriculum requirements and effectiveness.
134
Language Arts
State/BISD Goal:
Activity
Action
Step
1.1
1.2
1.3
1.4
1.5
Action
Step
Implementation
in reading and writing the English language.
TAKS/EOC Reading, Writing, and Language Arts tests. A minimum of 40% of our
BISD students tested will demonstrate Commended Performance on the TAKS/EOC
Reading, Writing and ELA tests.
mastery on the TAKS/EOC Reading, Writing, and Language Arts test. A minimum of
45% of our Veterans Memorial students will demonstrate Commended Performance on
TAKS/EOC, Reading, Writing and Language Arts.
Formative Progress Evaluation Measure
Fall 2012
Spring 2013
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
IP
IP
IP
IP
IP
Identify Action Step Implementation: Pending (P); In Progress (IP); Completed (C)
135
Note: In April 2013, indicate the anticipated date of completion for the action step by inserting completion date.
Formative Progress Evaluation Measure: Met or Did Not Meet
Activity
Action
Step
1.6
Action
Step
Implementation
Fall 2012
Spring 2013
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
P
Did not meet
1.7
1.8
1.9
IP
P
P
Did not meet
1.10
1.11
IP
C
Met
1.12
1.13
1.14
1.15
IP
IP
IP
IP
136
1.16
1.17
1.18
1.19
1.20
1.21
1.22
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
IP
IP
IP
IP
IP
IP
IP
137
Mathematics
State/BISD Goal:
Activity
Action
Step
2.1
Action
Step
Implementation
A minimum of 90% of our BISD students tested will demonstrate minimum passing
standards with 30% of these students obtaining a commended performance level on the
TAKS/EOC Mathematics Exam.
mastery on the TAKS/EOC Mathematics test and 40% will obtain a commended
performance level.
Fall 2012
Spring 2013
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
C
Did not meet
2.2
2.3
2.4
2.5
IP
IP
IP
IP
138
Activity
Action
Step
2.6
2.7
2.8
2.9
2.10
2.11
2.12
Action
Step
Implementation
Fall 2012
Spring 2013
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
P
IP
IP
IP
IP
IP
IP
139
Science
State/BISD Goal:
Activity
Action
Step
3.1
Action
Step
Implementation
in the understanding of science.
A minimum of 90% of students taking the TAKS/EOC science exam will demonstrate
mastery. A minimum of 25% of students taking the TAKS/EOC science exam will
achieve commended performance.
A minimum of 90% of our Veterans Memorial students taking TAKS/EOC science
exam will demonstrate mastery. A minimum of 30% of students taking TAKS/EOC
science exams will achieve commended performance.
Fall 2012
Spring 2013
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
C
Did not meet
3.2
3.3
3.4
3.5
IP
P
P
IP
140
Activity
Action
Step
3.6
3.7
3.8
3.9
3.10
3.11
3.12
Action
Step
Implementation
Fall 2012
Spring 2013
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
IP
IP
IP
IP
IP
IP
IP
141
Social Studies
State/BISD Goal:
Activity
Action
Step
4.1
Action
Step
Implementation
in the area of social studies.
A minimum of 90% of BISD students tested will demonstrate minimum passing
Standards with 45% of the students tested will obtain Commended Performance on the
Social Studies TAKS/EOC Assessment.
Veterans Memorial students will demonstrate a minimum of passing standards by
50% or higher on obtaining Commended Performance on the Social Studies
TAKS/EOC assessment.
Fall 2012
Spring 2013
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
C
Did not meet
4.2
C
Meet
4.3
4.4
4.5
IP
IP
IP
142
Activity
Action
Step
4.6
4.7
4.8
4.9
4.10
4.11
Action
Step
Implementation
Fall 2012
Spring 2013
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
IP
P
IP
IP
IP
IP
143
Health and Physical Education
State/BISD Goal:
Activity
Action
Step
5.1
5.2
5.3
5.4
5.5
Action
Step
Implementation
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.
Veterans Memorial will improve in the overall wellness of the students, staff as
well as community members by promoting healthy lifestyles and awareness.
Fall 2012
Spring 2013
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
IP
IP
IP
IP
C
Did not meet
144
Activity
Action
Step
5.6
5.7
5.8
5.9
Action
Step
Implementation
Fall 2012
Spring 2013
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
IP
IP
IP
IP
145
Fine Arts
State/BISD Goal:
Activity
Action
Step
6.1
Action
Step
Implementation
in instrumental music, choral music, visual arts, theatre arts, and dance.
Fall 2012
Spring 2013
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
C
Meet
6.2
6.3
6.4
6.5
IP
IP
IP
IP
146
Activity
Action
Step
6.6
6.7
6.8
6.9
6.10
6.11
6.12
6.13
6.14
Action
Step
Implementation
Fall 2012
Spring 2013
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
IP
P
IP
P
P
P
P
P
C
Meet
6.15
P
147
6.16
6.17
6.18
6.19
6.20
6.21
6.22
6.23
6.24
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd
4th
2nd:
4th:
2nd:
4th:
2nd:
4th:
P
P
P
IP
P
P
P
IP
C
Did not meet
6.25
P
148
At-Risk
State/BISD Goal:
Activity
Action
Step
7.1
7.2
7.3
7.4
7.5
Action
Step
Implementation
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 will support
reducing the dropout rate to less than 1% in Middle School, increase the High School
Completion Rate to 95%, and increase the Graduation Rate to 75%.
Our campus will have a dropout rate of 1.0% or less.
Fall 2012
Spring 2013
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
IP
IP
IP
IP
C
Did not meet
149
Activity
Action
Step
7.6
7.7
7.8
7.9
7.10
7.11
7.12
7.13
7.14
7.15
7.16
Action
Step
Implementation
Fall 2012
Spring 2013
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
IP
IP
IP
IP
IP
IP
IP
IP
IP
IP
IP
150
7.17
7.18
2nd:
4th:
2nd:
4th:
2nd:
4th:
IP
IP
7.19
C
7.20
IP
151
Attendance
State/BISD Goal:
Activity
Action
Step
8.1
8.2
8.3
8.4
8.5
Action
Step
Implementation
The students will be encouraged and challenged to meet their full educational
potential.
Increase the student attendance rates for all district schools 98.5% for elementary
schools, 96% for middle schools, and 95% for high schools.
Increase our attendance rate to 97%.
Fall 2012
Spring 2013
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
IP
IP
IP
IP
IP
152
Activity
Action
Step
Action
Step
Implementation
Fall 2012
2nd:
8.6
Spring 2013
4th:
IP
153
Discipline Management/Safe and Drug Free Schools
State/BISD Goal:
Activity
Action
Step
9.1
9.2
Action
Step
Implementation
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%.
Our campus will maintain a safe and disciplined environment conducive to student
learning and decrease student referral to BAC by 3%.
Fall 2012
Spring 2013
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
IP
C
Met
9.3
C
Met
9.4
C
Met
9.5
IP
154
Activity
Action
Step
9.6
9.7
9.8
9.9
Action
Step
Implementation
Fall 2012
Spring 2013
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
IP
IP
IP
C
Met
155
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
Campus Performance Objective: Veterans MHS students will take the SAT/ACT will increase by 10% and the percent of
Activity
Action
Step
10.1
10.2
10.3
10.4
10.5
Action
Step
Implementation
Fall 2012
Spring 2013
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
IP
IP
IP
IP
IP
156
Activity
Action
Step
10.6
10.7
Action
Step
Implementation
Fall 2012
Spring 2013
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
IP
C
Met
10.8
10.9
10.10
P
P
P
157
Parents and Community
State/BISD Goal:
Activity
Action
Step
11.1
11.2
11.3
Action
Step
Implementation
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.
Parents and community will be full partners in education at Veterans Memorial High
School.
Fall 2012
Spring 2013
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
IP
IP
C
Met
11.4
11.5
P
P
158
Activity
Action
Step
11.6
11.7
11.8
11.9
11.10
Action
Step
Implementation
Fall 2012
Spring 2013
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
IP
IP
IP
IP
IP
159
Technology
State/BISD Goal: 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.
BISD Annual Performance Objective: All schools will be at Advanced Tech level in all four key areas of the Star Chart.
Campus Performance Objective: All Career and Technical Education (CTE) students will have the opportunity to take
courses that will provide a variety of career choices.
Activity
Action
Step
12.1
12.2
12.3
12.4
12.5
Action
Step
Implementation
Fall 2012
Spring 2013
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
IP
IP
IP
IP
IP
160
Activity
Action
Step
12.6
12.7
12.8
12.9
12.10
Action
Step
Implementation
Fall 2012
Spring 2013
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
IP
IP
IP
IP
IP
161
Migrant Education
State/BISD Goal:
Activity
Action
Step
13.1
Action
Step
Implementation
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 activitie
support services as required by the Title I, Part C Migrant Education Program (MEP).
100% of our migrant students will participate in the supplemental activities and
support.
Fall 2012
Formative and Summative Progress
Evaluation Measure
Spring 2013
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
C
Did not meet
13.2
C
Did not meet
13.3
13.4
13.5
IP
IP
IP
162
Activity
Action
Step
13.6
13.7
13.8
13.9
13.10
Action
Step
Implementation
Fall 2012
Formative and Summative Progress
Evaluation Measure
Spring 2013
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
2nd:
4th:
IP
IP
IP
IP
IP
163

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