View Improvement Plans






Year:

Socorro Independent School District
2011-2012

Vision
Improving Lives
Mission Statement
Socorro Independent School District exists to maximize our children's academic, artistic, athletic and social skills.
Board of Trustees
ANTONIO "TONY" AYUB, PRESIDENT
MICHAEL ANTHONY NAJERA, VICE-PRESIDENT
PAUL GUERRA, SECRETARY
CRAIG A. PATTON, TRUSTEE
GARY GANDARA, TRUSTEE
CYNTHIA ANN NAJERA, TRUSTEE
ANGELICA RODRIGUEZ, TRUSTEE
Superintendent
DR. XAVIER DE LA TORRE
Comprehensive Needs Assessment
Introduction

The Socorro Independent School District is located in the southeastern portion of El Paso County, Texas. It serves Socorro, Horizon City, and the eastern portion of the City of El Paso. The District covers 136 square miles of El Paso County. The District's northern boundary is the Texas/New Mexico line. Its southern boundary is the Rio Grande River. It is part of Texas Education Agency Region XIX.

Socorro I.S.D. is one of the fastest growing school districts in the state of Texas. The District has nineteen (19) elementary schools, six (6) PK-8 schools, eight (8) middle schools, five (5) high schools, one (1) ninth grade academy, and four (4) specialty campuses and a community education program. The Student Activities Complex includes an 11,000-seat stadium, and the adjacent Aquatic Center, also open throughout the year, has indoor and outdoor pools.

The Socorro Independent School District is proud to be recognized throughout the state of Texas as an innovative educational leader. With nearly 42,600 students, Socorro is one of the largest Year Round school districts in Texas. The district's calendar features two-week breaks in the fall and spring as well as a two-week break during December.

We expect that the Academic Excellence Indicator System (AEIS) report will demonstrate that thirty-four (34) of our forty-one (41) eligible schools will earn a Recognized Rating or Exemplary Rating by the Texas Education Agency; a nearly eighty (80%) percent success rate and one (1) less exemplary school rating than in the 2010 ratings without the benefit of the Texas Projection Measure. Equally important, the District will secure its Recognized District rating for a third (3rd) consecutive year and, by default, this rating will carry forward for the next two (2) years through 2014.

Contributing to student success, we are fortunate to have a strong and supportive community. As a District, we believe it is vital that we work together in partnership with parents, local businesses, institutions of higher education, and our corporate community. Working together, we can ensure the continued growth and success of our wonderful District.

The SISD District Improvement Plan (DIP) is prepared in accordance with requirements of Chapter 11, Subchapter F, of the Texas Education Code, specifically 11.251 and 11.252. These requirements are also contained in SISD policies BQ (Legal) and BQA (Legal).

Each school district shall have a district improvement plan that is developed, evaluated, and revised annually, in accordance with district policy, by the Superintendent with the assistance of the district-level committee. The purpose of the district improvement plan is to guide district and campus staff in the improvement of student performance for all student groups in order to attain state standards in respect to academic excellence indicators.

The district is required by the No Child Left Behind Act of 2001 to implement the following 10 Title I School wide components:
- Comprehensive Needs Assessment
- Reform Strategies
- Instruction by Highly Qualified Teachers
- High Quality Professional Development
- Strategies to Attract Highly Qualified Teachers
- Strategies to Increase Parental Involvement
- Transition Pre-K / K
- Teachers Included in Decisions Regarding Assessments
- Effective and Timely Assistance to Students Experiencing Difficulty
- Coordination and Integration of Federal, State, and Local Services and Programs

In addition to the 10 components, the following items are addressed within the framework of the Socorro ISD District Improvement Plan: a) long range goals; b) measurable performance objectives; c) strategies for improvement of student performance in support of objectives; d) staff responsible for accomplishing strategies; e) specific timelines for implementation of each strategy; f) state and federal resources used to implement strategies g) evidence of strategy implementation; h) evidence of strategy impact; i) formative; and j) summative evaluation criteria.

In developing the 2011-2012 DIP, the SISD Educator's Professional Advisory Council (EPAC), comprised of elected members representing all campuses, along with members from the community, parents, business and central office, analyzed information and met in committee to review district needs, propose performance objectives, and recommend approval.

In addition to meeting state and federal rules and regulations, the 2011-2012 DIP aligns directly with the SISD District Policies established by the Board of Trustees. Accordingly, monitoring of the strategies included in the DIP is accomplished through ongoing monitoring of the district policies and performance indicators. Furthermore, goals from each of the campus improvement plans are aligned directly with the DIP.

In its effort to prepare its students for the future, the Socorro Independent School District utilizes numerous research-based programs and activities. While maintaining fidelity to those that have proven successful, the district also investigates and implements many innovative programs at the very forefront of modern education in order to address the Board adopted district goals.

Goal I:
The Socorro Independent School District will improve student performance in all assessed areas to ensure that all students are prepared to graduate college and career ready.

Goal II:
The Socorro Independent School District will provide services and benefits to attract, retain, and guarantee growth opportunities to ensure a highly qualified staff.

Goal III:
The Socorro Independent School District will promote and support active parent and community engagement in the education process to improve student achievement.


District Programs and Services

CSCOPE is utilized by the district to organize and execute curriculum. CSCOPE is a comprehensive, customizable, user-friendly curriculum management system built on the most current research-based practices in the field. CSCOPE is created by the The Texas Education Service Center Curriculum Collaborative (TESCCC) which includes a team of nineteen of the twenty Education Service Centers that represents all areas of the state of Texas. The collaborative's goal is to provide a quality curriculum support system to Texas K-12 schools. TESCCC has developed CSCOPE, a comprehensive, customized, user-friendly curriculum support system. In addition to the curriculum, CSCOPE encompasses resources for the implementation, monitors the curriculum and establishes an accountability process to ensure a quality implementation. The curriculum component of CSCOPE is based on best practice models from top researchers. Lessons are all aligned with the TEKS/TAKS and each lesson meets the highest standards of rigor and relevance. At the heart of the CSCOPE process is a guaranteed & viable curriculum. Content area experts ensure quality through a process of continual review. The key components of the CSCOPE curriculum are:
- A K-12 systemic model in the four core content areas
- Common language, structure, and process for curriculum delivery
- Innovative Technology
- Aligned written, taught, and tested curriculum
- Clarified and specified TEKS/TAKS expectations assembled in a vertical alignment format
- Customizable instructional plans that allow district resources to be integrated into the system
- Lessons in both English and Spanish

Another tool used by SISD is the Scholastic Leveled Bookrooms. These are all-in-one packages that provide everything a teacher needs to quickly help students learn essential vocabulary, enhance comprehension skills and analyze challenging sentence structure. Each bookroom comes with the exclusive Leveled Bookroom Teacher Resource Kit that delivers research-based strategies, best practices and the following:
- Teaching Cards for every title
- Guided Reading Implementation DVD
- Implementation Guide featuring:
- Running records
- Behavioral observation assessments
- Reproducible reading logs
- Reproducible genre bookmarks in English and Spanish

The K-6 Leveled Bookroom (English) and K-3 Leveled Bookroom (Spanish) provide leveled reading material for elementary and K-8 campuses. Each campus owns the titles outright which allows for unlimited usage of the leveled readers for every student and teacher within the campus.


Education Jobs Fund Program
The Education Jobs program is a Federal program that provides assistance to States and local education agencies (LEAs) in an effort to save or create education jobs for the 2011-2012 school year.

An LEA or school district must use its funds only for compensation and benefits and other expenses, such as support services, necessary to retain existing employees, to recall or rehire former employees, and to hire new employees, in order to provide early childhood, elementary, or secondary educational and related services.

The school district may use the funds to pay the salaries of teachers and other employees who provide school-level educational and related services. In addition to teachers, employees supported with program funds may include, among others, principals, assistant principals, academic coaches, in-service teacher trainers, classroom aides, counselors, librarians, secretaries, social workers, psychologists, interpreters, physical therapists, speech therapists, occupational therapists, information technology personnel, nurses, athletic coaches, security officers, custodians, maintenance workers, bus drivers, and cafeteria workers.

The statute prohibits any school district from using Ed Jobs funds for general administrative expenses. These prohibited expenses are administrative expenditures related to the operation of the superintendent's office or the LEA's board of education, including the salaries and benefits of LEA-level administrative employees.

Statute also prohibits LEAs from using Ed Jobs funds for other LEA-level support services expenditures. These prohibited activities include the payment of expenditures for fiscal services, LEA program planners and researchers, and human resource services.

For the 2011-12 school year, Socorro Independent School District made the decision that the jobs that would be funded under this program would be the master social workers, high school assistant principals, librarians, licensed vocational nurses, and school nurses.

Elementary Education
Technology can be a powerful bridge to higher reading achievement by engaging students in learning that is relevant and meaningful. iStation Reading allows educators to better meet the needs of students with diverse abilities by means of differentiated instruction and automated assessments. iStation offers research-based effective reading instruction which integrates subject-area content with strategic reading skills. The five key reading areas (phonics, Fluency, Vocabulary, Comprehension, Phonemic Awareness) are threaded carefully throughout with explicit, direct, and systematic instruction. ISIP, iStations Indicators of Progress, is an Internet delivered computer adaptive testing (CAT) system that administers student-friendly, short tests through the Internet to determine each student's overall reading ability and then adapts difficulty of questions based on performance.
iStation Highlights:

- Differentiates and delivers individualized instruction with Benchmark and Continuous Progress Monitoring assessments through ISIP.
- Helps students achieve reading progress with motivating animated lessons, readings, and additional skill practice.
- Continuously assesses student progress and identifies students who need additional support through instantly published reports.
- Utilizes automatically linked recommended teacher-directed lessons and supplemental materials to deliver targeted instruction for individuals or small groups.

Elementary and Secondary Education Instructional Coaches
The Elementary and Secondary Education Department consistently provide curriculum and instruction support for grades Pre K-5 and 6-12 in the implementation of the Texas Essential Knowledge and Skills (TEKS). The district's Instructional Coaches assist campuses in improving the quality of education for all students by providing leadership, mentorship, support and expertise for teachers and staff in instructional best practices. The departments work to increase the level of all students' performance by establishing benchmarks, aligning instructional content, and assessing data in compliance with the No Child Left Behind requirements. The mission of both the Elementary and the Secondary Education Departments is to ensure the academic success of all students in the Socorro Independent School District.

Homeless Education Program
The McKinney-Vento Homeless Education Assistance Act of 2001 guarantees the right of children and youth in homeless situations to enroll in school without delay, attend school regularly, and enjoy the same opportunities for success in school as their adequately housed peers. The district strives to meet the compliance requirements of this federal legislation by identifying and addressing potential barriers facing homeless children and youth. Students who are identified as homeless are provided with the right to attend their school of origin, provided transportation to and from the school of origin and enrolled immediately, even if they lack required enrollment documentation. Collaborative and coordinated approaches both internally among departments and externally among agencies are utilized to maximize the best approach to support the academic achievement of homeless children and youth.

Human Resources
The Human Resources Department supports the District's goals and objectives by providing quality and timely service to all stakeholders assuring respect and confidentiality. The Department actively assists administrators in recruiting, hiring, and retaining the necessary highly-qualified personnel for their campuses and/or departments; assists district administrators in implementing district policy and procedures through timely training; assists in the development of employees' potential through educational opportunities provided by local and Title II funds; and assures a safe workplace that is free of any form of harassment or discrimination.

Migrant Education Program
Socorro Independent School District employs a migrant recruiter who helps identify and serve the migrant families in our district. The migrant recruiter meets with migrant families using an instrument called a Certificate of Eligibility (C.O.E.) to determine whether the school -aged children qualify to participate in the migrant program. As qualified students are enrolled, Title I Instructional Specialists monitor the students' progress and ensure that students are afforded resources to assist with any academic deficiencies they may be facing. Temporary Instructional Aides are hired to assist those students who are challenged and not meeting academic standards. Campus administrators are given monthly updates of the academic progress of the migrant students attending their schools. These reports indicate to the administration how well the migrant students are progressing. Additional academic reinforcement is given through intercession TAKS camps provided by the Department of State and Federal Programs to address core area deficiencies the migrant students may present. The districts goal is to ensure we help these mobile students remain academically viable.

Schaeffer House
Schaeffer House is a transitional living center (halfway house) under the direction of the Texas Youth Commission that houses juveniles who are being rehabilitated and transitioning back into society. Because Schaeffer House is within the boundaries of the Socorro Independent School District (SISD), it is incumbent upon SISD to provide GED instruction to all students housed at Schaeffer House who are 17 and 18 years old. GED students receive 3 hours of instruction from a GED instructor five days per week. The primary instructional goal is to engage the students in meaningful learning experiences (to include obtaining their GED) that will help connect the classroom curriculum to the real world. The curriculum is technology driven. The GED classroom has 8 computers without internet connection. The operating system is Windows XP and the following software is loaded on each computer: Microsoft Office and Steck-Vaughn GED Test Preparation. The vehicle used to incorporate the GED curriculum into technology education is MediaWiKi. MediaWiKi allows all users to contribute to the web site within a common guideline. The users are the GED instructor and the Schaeffer youth enrolled in GED instruction. The GED instructor is responsible for managing the application to include creating the users on the application. The internet connection, server and maintenance of the computers will be performed by the SISD Information Technology support staff.

S.O.C.R.A.T.E.S. Mobile Unit
There are many programs in place to work with at risk students in our district. One of them, S.O.C.R.A.T.E.S., is a program designed to address the needs of these students. It is a mobile unit, equipped with ten (10) laptops each containing an assortment of computer programs, that are designed to help students in critical areas of the curriculum. Software includes reading, vocabulary, and math. Working hand in hand with campus at risk aides, visits a periodically scheduled at campuses throughout the district. Through this communication process, teachers pinpoint the academic areas where students are struggling in the classroom. Lessons are then planned according to the request of the teacher that is based on actual needs. Providing this opportunity for students to work in small groups, and with the uniqueness of being inside a recreational vehicle, adds to student participation and success. Most of the programs used in the mobile unit keep a constant record of students work and achievement, to help make sure that student needs are being met, and that student performance is increasing.

Goal 1
Student Findings and Strengths

Towards the end of the 2010-2011 school year, the district improvement plan was more precise due to the fact that the Educators' Professional Advisory Committee (EPAC) consolidated a number of smaller strategies into stronger, more focused ones. A number of strengths were noted by EPAC. Strategies directly addressed special student populations such as Gifted and Talented, Schaeffer House, and Migrant. The district made great efforts to assess elementary students' reading proficiency skills. Campuses that implemented the Olweus Bullying Program received positive feedback. The Department of Police Services successfully provided progressive campus specific presentations, with 100% of campuses receiving Emergency Operations Procedures presentations. Positive feedback from teachers was also received regarding the Connecting with Kids Program. During the school year, a majority of secondary teachers were made aware of at-risk criteria and its 13 indicators. The Academic Reinforcement Mentoring Initiative (ARMI), a specific class period at middle and high schools implemented to address the needs of at-risk students, was overseen by a team of observers to ensure the delivery of direct instruction to at-risk students.

Advanced Academics - AVID (Advancement Via Individual Determination)
Students are interviewed and selected for AVID program- SD- lists of student applications, selected and not qualified
Procedures for student participating, transfer and exiting the Avid program. SD- lists of students, copies of documentation
Rigorous curriculum offered to all AVID students. SD: student schedules, test data (TAKS, EXPLORA, PLAN, SAT, ACT, PSAT)
Information about mentor programs and internships made available district wide to AVID students SD- names of students attending various campus/internships
Students participated in university field trips SD - list of students, TR forms
Students research career paths and universities- SD lesson plans, projects/products/presentations
Interventions made at campuses to serve AVID students in advanced studies programs- SD student schedules, AVID alerts, phone call logs, tutoring forms

At-Risk Management System and Reinforcement Mentoring Initiative Program
Students in grades 6-12 have been provided with a dedicated interventions period called the Academic Reinforcement Mentoring Initiative (ARMI). Interventions for identified at-risk students are documented by the teacher using the At-Risk Management System (ARMS), an internally developed SISD database. One of the strengths this year includes close monitoring of teachers entering their interventions. Administration is provided with 3 week reports of the teachers interventions for their respective students. These reports give administration the opportunity to further communicate as to why interventions are not being conducted. The system was developed to provide administrators and teachers in Grades PreK-12 with access to information identifying their at-risk students with historical data on each student, including attendance, testing performance, grades, and class schedules. The system also provides recommended strategies for teachers through a dropdown menu of research-based interventions linked to and tailored to specific at-risk codes. Interventions are identified by State and Federal Programs staff working with district specialists in reading, as well as other content areas, and special populations. Campus At-Risk Coordinators, usually assistant principals, ensure that direct instruction occurs during the ARMI period and that interventions are documented. Because the system archives all intervention data, district staff is able to analyze effective interventions for particular needs. Additionally, reports within the ARMS data base can be easily generated by school administrators and Department staff. The Department of State and Federal Programs staff met with at-risk campus coordinators on a regular basis to share data and information about strategies used at other campuses with similar needs that have proven effective. The at-risk coordinator served as the primary liaison between the Department of State and Federal Programs and the campus. The coordinator shared information and data from ARMS at faculty meetings and monitored interventions and documentation in ARMS. The campus at-risk coordinator conducted walk-throughs of ARMI lessons. A team of five staff from the Department of State and Federal Programs also conducted regular walkthroughs using ARMS reports to identify which schools/classrooms to visit. The Department of State and Federal Programs also conducted anonymous surveys of administrators, teachers, and students once a year to gather feedback about the systems to identify adjustments that needed to be made. In addition, students are receiving mentoring through a pilot program, Connecting with Kids. Representatives of the department conduct weekly observations throughout the district. Representatives meet with administration and report their findings. The State Compensatory Education strengths include teachers working with an assigned At-Risk Instructional Aides who works with small groups and assist one on one with struggling students. Evidence to support the strengths includes TAKS scores and classroom assessments support the struggling students. The State Compensatory Education strengths include some campuses that have Communities in Schools representatives who work to assist struggling students one on one with community services. Evidence to support the strengths includes TAKS scores and classroom assessments support the struggling students. The district also utilizes an alternative high school or school of choice (Options High School) with capacity to serve 150-200 at-risk and recovered dropout students. Admission based on recommendations from counselors at district high schools and interviews with students and their families.

Career and Technical Education
The Department of Career and Technical Education has supported Rigor, Relevance and Relationships by: a) using industry recognized curriculum leading to industry recognized certifications. (listing of the Curriculum and Certifications); b) providing many opportunities for students to obtain Articulated and Dual Credit through CTE courses. (Listing of the Articulated and Dual Credited courses and the number of students who qualify); c) providing opportunities for students to shadow and intern at local business and industries. (Listing of Partners); d) ensuring that while in eighth grade, all students develop a 4-6 year plan for the courses that they will take in high school and the first two years in college. (Plans are housed on the CCRP website); and e) providing students opportunities to participate in Career and Technical Student Organizations that promotes the development of leadership skills.
opportunities to participate in Career and Technical Student Organizations that promotes the development of leadership skills.

Elementary Education
Programs utilized by teachers as part of this department's activities include CSCOPE, ELPs, Sheltered Instruction Observation Protocol (SIOP) based on student proficiency level; differentiated instruction; intervention resources for all tiers and four core curriculum areas. CSCOPE is used as the vehicle for Tier 1 activities.
TPRI, I-Station were used for extra intervention. Smaller group of kids go to Tier 2 and then Tier 3. Differentiated resources for all three levels are used.

Gifted and Talented
Students are nominated and tested for possible GT identification- SD- lists of students nominated, selected and not qualified. Instruments for assessment are available in Eng. and Span. SD: lists of students tested. Procedures are in place for student furlough, re-assessment, transfer and exiting the GT program. SD- lists of students, copies of documentation.
Differentiated Instruction offered to all identified GT students in the core subject areas either through pull-out programs or inclusion- SD: campus plans
Projects, Performances and Presentations completed by GT students- SD-GT dist. showcase and campus showcases.
Information about mentor programs and internships made available district wide SD- names of students attending various campus/internships.
Students participated in outside competitions such as Team Quest, DI, HiQ, UIL- SD- list of students completing, TR forms
Schedule modifications made at campuses to serve GT students in various advanced studies programs- SD student schedules

Guidance and Counseling
The Department of Guidance and Counseling has assisted in providing opportunities for students to graduate college and career ready. This has been accomplished through providing seven Collegiate Forums (Preparing for College Forum, State Collegiate Forum, National Collegiate Forum, Military Collegiate Forum, 9th -11th Grade Alumnae/i Collegiate Forum and Senior Alumnae/i Collegiate Forum) for high school students and their families. The forums provide information on admissions process, financial aid process and other preparation for college. Supporting Documentation: Sign in sheets, agendas, PowerPoints and handouts. The Department of Guidance and Counseling also provides Students Guides to all SISD students in grades 8-12. The Student Guides provide grade level and developmentally appropriate planning tools and information for college readiness for students and parents. Guides as disseminated to students at the beginning of the school year by the school counselors. Supporting Data: The actual Guides for each level. Signed documentation of receipt by each SISD student 8-12. Guidance lessons are provided to all students PK-12 in the areas of academic success, career success and personal/social success. Students are taught skills at developmentally appropriate levels following seven counseling standards: Self Confidence Development; Motivation to Achieve; Decision Making, Goal Setting, Planning; Interpersonal Effectiveness/Appreciation of Diversity; Problem Solving Skills/Conflict Resolution; Communication Skills and Responsible Behavior. Supporting Data: Lesson plans, PowerPoints, handouts and sign in sheets. Guidance and Counseling Department do Individual Planning with students in grades PK-12 on goal setting, test interpretation and planning for the future. Supporting Data: Counselor logs. Guidance and Counseling Department have Financial Aid Nights and College Fairs to provide students and parents with information and resources for college planning and preparation. Supporting Data: Sign in sheets. The Department of Guidance and Counseling plans and implements Education Go Get it Week. During this week, students at all levels Pk-8 are immersed in a college going culture. The hear from quest speakers, research colleges and universities, wear college shirts, take field trips to local colleges and universities and many more activities. Supporting Data: Sign in sheets and copies of activities.

Homeless Education Program
Increase SISD homeless student achievement in core content areas through:
- Identification and immediate enrollment continued to improve with use of Student Residency Questionnaire for all SISD students
- School supplies and/or requested articles of clothing were distributes within 3-5 days of request
- Dental and vision screening referrals provided to students in need of additional support and as identified by campus nurse
- Monitored academic success through use of ARMS

Migrant Education Program
Persistent and continuous oversight of the academic standing of all migrant education students assures student progress. Oversight continues to be addressed through the academic tutelage of Teacher Instructional Aides (TIAs) assigned to respective migrant education students, scheduled reviews of progress reports, report cards, TAKS preparation camps and parent conferences in the event students are not adequately progressing.

Olweus Bullying Prevention Program
The Olweus Bullying Prevention Program has been implemented at a number of SISD schools and has proven successful in its endeavor to lower and/or eliminate the incidence of bullying. These campuses have been assigned mentors who help to assist Bullying Prevention Campus Committees who, in turn, carry out anti-bullying activities.

Parental Involvement
The District Parental Involvement Program continues to provide families excellent opportunities for involvement while also providing workshops and training that help improve student performance and better communication at home with their child(ren).

Police Services
Officer Presentations:
-Student Code of Conduct, Criminal, Safety
-Gang Resistance Education And Training (GREAT)
-Attendance/Truancy Programs

Schaeffer House
GED instruction is provided at the Texas Youth Commission (TYC) transitional living center called Schaeffer House. The curriculum for the GED program is technology based. It has been of great assistance in allowing an increased number of students to acquire their GED diploma. The curriculum greatly improves the students' computer proficiency. Beyond GED instruction, students use the technology to access undergraduate education opportunities as well as FAFSA (Free Application for Federal Student Aid.) Workforce development is initiated through the implementation of a software called Career Cruising. This software gives further insight as to where the student can pursue career opportunities based on outcomes from instruments used within this software. Thereafter, placement services are provided to assure students are employed in appropriate positions.

Secondary Education
Completion Rates without GED State Accountability Indicator and Graduation Rates- Federal Accountability Indicato4r have improved district-wide for all students and subgroups. The data that will be examined will include PEIMS Data- Preliminary Report for 2011

S.O.C.R.A.T.E.S. Mobile Unit
When working with students, the focus has been to further develop the students' vocabulary base, regardless of the content area of focus. This has helped students perform better on all state tests, as shown on the increased test scores. We have also implemented a policy of allowing the teachers to request focus on an area where students are having difficulty understanding. Additionally, efforts in the mobile unit continue to address reading comprehension through the use of superb computer diagnostic programs from MERIT software. These programs are geared to grade-appropriateness in reading ability, and provide a great data base from where to keep track of student progress.

When working with migrant students, efforts are based on past test performances, to discover areas of concern. In some cases, campus administration has voiced concerns to be addressed. At a K-8 campus, the focus this year was in 7th grade Writing. Efforts concentrated on vocabulary skills to help students with the revision portion of the TAKS test.
A main goal for the coming year is to continue to work with the At-Risk aides assigned to the campuses where the mobile unit visits. Working with instructional aides provides a better opportunity to address the needs of the students. These aides are in constant communication with the teachers of record, as to student academic weaknesses.

Special Education
TAKS results indicate that the students with disabilities are performing above the state average in Social Studies (75.6%) and Writing (74.4%). Further, for students with disabilities enrolled in Career and Technical Education, the district is performing at the state average in Social Studies (70.9%).

Goal 1
Student Findings and Needs

To ensure instructional effectiveness, the Educators' Professional Advisory Committee noted that it is important to combine numerous district plan strategies so that they broaden support for ALL students. Some strategies were too specific in last year's plan, depicting limited services to certain students. EPAC noted that more district stakeholders should be included in the decision-making process at both the district and campus levels to ensure the proper delivery of services to students. With regard to student academic improvement, the district should adopt one of the assessments on the Commissioner's State-Approved list and should adopt a district-wide math assessment for early grades. 100% of campuses should be trained in the Olweus Bullying Prevention Program. It is important to continue Police Services presentations regarding safe and drug-free schools and communities with a better tracking system to provide feedback on the current program. Additionally, the district needs to ensure the continuation of Emergency Operations Procedures presentations. More staff development is needed for teachers in facilitating Connecting with Kids and character education efforts. Finally, ALL teachers should be trained in the criteria implemented in the identification of students at-risk of dropping out of school. Additional instruments for monitoring district and campus at-risk percentage rates should be implemented.

Advanced Academics - AVID (Achievement Via Individual Determination)
Release time to allow for training opportunities both within and outside of district- such as Region 19, neighboring districts and state and national conferences.

At-Risk Mentoring Initiative (ARMI)
With regards to what the district does for At-Risk students, it is important to state that more district-wide standardization is necessary during ARMI period instruction. While many campuses excel at maximizing instruction during the ARMI period, not all campuses have enforced this at the same level. Additionally, it is important to ensure that proper at-risk coding is done in a more timely fashion. There is a margin of error in the at-risk coding stored within SISD databases that should be minimized.

Career and Technical Education
There is a need to increase the number of partners to address all of the career pathways that SISD offers. Additionally, the district needs to increase the number of Dual Credit course offerings available to our students. Increase the number of students who participate in leadership activities.

Elementary Education
Progress Monitoring for Reading has increased and been more consistent thanks to the edition of iStation. At the beginning of the school year, TPRI/Tejas Lee was undergoing technical difficulties and iStation was able to provide the monitoring pieces necessary for improved instruction. Curriculum Mapping using CSCOPE, CSCOPE assessments tracked through Eduphoria, and CSCOPE Exemplar lessons were major contributions to improved student performance. Increased rigor, differentiation, RtI and performance based instruction will be the focus for the 2011-12 school year.

Gifted and Talented
Flexible scheduling is necessary to allow students to complete classes at their own pace. It would be beneficial to have another professional staff member in the department to assist with student testing, differentiated instruction planning - as it is challenging for one person to be able to achieve this.

Guidance and Counseling
To better assist students in the preparation for college and career readiness, the Department of Guidance and Counseling has goals in place to increase the number of students receiving scholarships and the amount of award money. Better communication with students and parents is one intervention. Another intervention is a district server to notify students of scholarship opportunities: supporting data - district Scholarship Reports. Another weakness is the Dating Violence program in the district. Intervention is making use of the Dating Violence program provided through the district attorney's office. Feeling of safety and security on and off campus will assist in the increase of academic achievement: supporting data - sign in sheets from each campus after completion of the program.

Homeless Education Program
Identification and enrollment procedures in the Homeless Education Program will be modified in 2011-2012 for students living with friends or family with no proof of home ownership/rental agreement. A revised Alternative Proof of Residency form will include McKinney-Vento questions to determine potential homeless eligibility will be used in addition to the Student Residency Questionnaire.

Migrant Education Program
Evident by the challenges these students encounter, there continues to be a technology gap for the migrant education students. The lack of computers and a lack of funds to provide inter-net connectivity in their homes, limits the availability of on-line resources that could serve as a supplement to enhance the academic progress of these students. The fact that these conditions exist makes it difficult and discourages these students to pursue higher order challenges that are the norm for the non-migrant education student. Many of the students reflect language deficiencies. This limits their ability to successfully complete grade level exams, state assessments, and other instruments that determine student progress.

Olweus Bullying Prevention Program
The campuses who have received the training need to be implementing this program with fidelity. Those campuses that have not yet been trained on the Olweus Bullying Prevention Program should be trained this summer so that all campuses have a program in place by the start of the 2011-2012 school year.

Parental Involvement Program
There is a need to afford more opportunities for parents to become involved in their children's education. This can be accomplished by consistently offering workshops, trainings and conferences at times convenient for parents to attend. Evaluation forms, sign-in sheets and surveys should be analyzed for data. By increasing parental involvement at all our campuses, student achievement will more often than not see very positive effects.

Police Services
The Department needs to develop student surveys to document the effectiveness of the officers' presentations on safe and drug-free communities at the campuses. Due to the fact that there is a need to increase the district's student attendance rate, the Department will be developing new strategies in an attempt to address this issue.

Schaeffer House
The majority of the students who come to Schaeffer House have release dates that do not extend beyond 2-3 months. There are occasions when students stay longer, however, the trend has been to shorten stays and re-matriculate students back into society. These circumstances do not allow students to fully take advantage of the instruction and therefore they do not complete the full course of study. This leads to students not acquiring their GED diplomas and limiting accessibility to additional opportunities provided by the program. Additionally, students come into the program with limited academic skills, based on Pre GED assessment. Some students score so poorly that the question is raised as to the likelihood of the student qualifying as a SPED or 504 student. Pursuant to this matter, the administration will begin discussion with the SPED department to develop a protocol that would provide instruments to determine the viability of academic achievement.

Secondary Education
A need this year is for instructional preparation for STAAR and End of Course Exams. Additionally, the Department will be preparing students for postsecondary opportunities and education.

Special Education
The state assessment results indicate that the students with disabilities are performing below the state average in Mathematics (47.2%), Reading/ELA (59.8%) and Science (41.4%). Further, for students with disabilities enrolled in Career and Technical Education, the district is performing below the state average in Mathematics (23.8), Reading/ELA (57.8%) and Science (31.2%). There is a definite need to provide very targeted interventions for these students in an effort to achieve at minimum state average.

S.O.C.R.A.T.E.S. Mobile Unit
At present, the biggest need is for the Mobile Unit Coordinator to attend as many workshops as possible on the new STAAR test which will debut this coming school year. This is necessary for the development of lessons that will be implemented during the year which will assist students in their academic performance.

Goal 2
Staff Development Findings and Strengths

During its reflection of endeavors in the professional development of district personnel, EPAC noted that the Olweus Bullying Prevention Program has proven successful where it has been implemented. The training of mentors and Bullying Prevention Campus Committees has proceeded very well. With regards to the efforts of teacher training by the Department of Career and Technical Education, the department is currently broadening its base for teachers by adding additional content area training. CTE is even training non-CTE teachers to make them aware of how the department's content relates to their courses. Turning towards the efforts of the Department of Bilingual/ESL, both the Sheltered Instruction Observation Protocol (SIOP) and English Language Proficiency Standards (ELPS) training endeavors have proven an asset for improved teaching and learning. Gifted and Talented training sessions for teachers have improved accessibility for teachers since different venues for trainings have been offered such as online training, campuses sessions, etc. As for the mission of the Department of Curriculum and Instruction, training sessions for Destination Math and Destination Reading have been implemented with success. I-Station training has proven a beneficial project across the district.

At-Risk Management System and Reinforcement Mentoring Initiative Program
The Department of State and Federal Programs has provided staff development opportunities for 6-12 grade teachers regarding ARMI, giving teachers both strategy ideas and materials to use during the B501 ARMI period. Campus administrators were also trained in the identification of at-risk students using 13 at-risk indicators as well as how to implement at-risk initiatives at their respective schools.

Career and Technical Education
Provide training and resources available to our teachers:
1. Teachers are provided opportunities to attend local and out of town training to assist in teaching students current skills demanded by employers. (Trip Requests)
2. Teachers are provided state of the art equipment and software which promotes top notch skills development. (Purchase Orders)
3. Teachers are provided assistance in challenging additional certifications and coursework that will ultimately provide our students with advanced certifications. (Trip Requests)
4. Teachers provide students with the link of secondary to post-secondary and work pathway (Lesson Plans and Post-secondary and jobsite visits.

Elementary Education
Staff development opportunities were provided to Local Campus Coaches, Curriculum Coaches, Instructional Technologists, Librarians. CSCOPE was the premise of the majority of the trainings as it is our curriculum. RtI and Progress Monitoring were embedded in the trainings referencing and training specifically on:
- iStation
- CSCOPE
- Ignite
- TAKScopes
- Guided reading
- Balanced Literacy
- 5E instructional model of teaching
- Performance based instruction
- STAAR readiness
- TEKS and content area specific trainings
- Progress Monitoring
- Other resources, materials and instructional practices in the area of curriculum and instruction.

Gifted and Talented
30 hour training opportunities in the 5 core areas of gifted education provided to district teachers SD- sign in sheet, flyers of trainings available, staff development website
6 hour GT update opportunities for teachers provided- SD- sign in sheet, flyers of trainings available, staff development website
6 hour Admin/counselor training opportunities for admin/counselors provided- SD- sign in sheet, flyers of trainings available, staff development website
Trainings in innovative lessons, technology, strategies for GT campus coordinators SD sign in sheets, staff development website
Monthly GT coordinator meetings- SD - sign in sheets, agendas
Information provided to teachers regarding other training opportunities- flyers, agendas, e-mails, website

Guidance and Counseling
The Department of Guidance and Counseling has assisted in providing opportunities for counselors to be prepared to provide academic, career and personal/social information, strategies and interventions to students so that they are able to become college and career ready and successful members of society. The Department of Guidance and Counseling has provided training in Appreciation of Differences for Counselors. The training provides a module to assist counselors in training faculty and staff on the topic. Supporting Data: Agenda and sign in sheets. Training in Military and Transitioning Families has also been provided. This also assists counselors in working with transitioning families and students. Supporting Data: Agenda and sign in sheets. A minority of counselors have been trained in Grief and Trauma. This assists students with trauma and grief in their life, especially with respect to the violence in Juarez. Supporting Data: Agenda, PowerPoints and sign in sheets. Counselors have also received training from the Texas Higher Education Coordinating Board on financial aid information for students and parents. Supporting Data: Sign in sheets, handouts.

Homeless Education Program
Counselors, CIS Coordinators, Social Workers, nurses, at-risk coordinators, PEIMS clerks, and registrars received updates on issues and compliance related to McKinney-Vento Homeless Education Assistance Act. Presentation material and sign-in sheets document these Professional Development opportunities.

Migrant Education Program
The Teacher Instructional Aides (TIAs) were assigned migrant education students who were not doing well academically. Each TIA worked with the teachers of their assigned students to address any issues the students may have had with the subject matter. This included making up work, test preparation, subject matter tutoring and social service assistance whenever needed. Lines of communication were also maintained on a monthly basis with the respective school administration to assure the need to focus on migrant education students who had been identified as Priority For Service (PFS). These students were afforded additional resources to assure academic success. In addition, the administration was kept abreast of the students who were not progressing. This was determined through review of the most recent progress reports, report cards and TAKS scores.

Olweus Bullying Prevention Program
District level personnel, campus administrators, and campus staff members have participated in staff development training provided through the program.

Parental Involvement
More administrators now understand the role of the Parent Liaisons on their campuses. Parent Liaisons are working closely with school staff, counselors and administrators to meet the needs of the campus.

Police Services
Meeting State mandate of conducting Security Audits of each campus once every three years.
Conducting Campus EOP Training to ensure Teachers and Staff are trained and have the information to train students at the campus level. The collection of campus EOPs and Emergency exercise data.

Schaeffer House
The GED position is a part-time, .05 full time equivalent (FTE.) The position is occupied by an individual who has a strong private sector background in information technology. This person is providing additional instruction through one on one assistance as well as implementing innovative ways to use technology as an instructional vehicle.

Secondary Education
Teachers have professional development opportunities in differentiation, rigor, relevance and RTI which will be offered via the Passport to Excellence initiative
Data: Staff-Net Website Registration
Training Session sign-ins

Special Education
Training has been provided by outside speakers this year in the area of co-teaching to build the capacity of our co-teaching teams. The information has been shared on a campus-to-campus basis by Instructional Specialists as well.

S.O.C.R.A.T.E.S. Mobile Unit
Services are offered to teachers whose students are struggling on core content areas. We work with ten students at a time in the SOCRATES Mobile Unit or if the campus lab is available, with the students in the labs. Teachers usually notify the Mobile Unit Coordinator about what areas they would like to focus in on. Software installed on the laptops on the mobile unit and other useful websites is used to help address needs. Students enjoy the different atmosphere provided by the mobile unit and discipline is never an issue because they know they could lose the privilege of its use.

TIPS: Teacher Instructional and Professional Support
TIPS provides a comprehensive instructional and support program for new teachers, mentor teachers, school leaders, substitute teachers, at-risk aides, and university interns based on their unique needs through mentoring and professional development. TIPS provides:
- Focused staff development based on data.
- Focused mentoring and coaching for individual teachers, grade level teams, and campus leadership based on observations and data.
- Resources that are aligned with district and campus goals.
- Focused lesson studies with administrators and teachers that targets specific SEs to support teaching and learning based on observations and student data.
- Focused instructional rounds with campus leadership teams to determine and examine strengths and challenges that informs the focus for district professional developments.

Goal 2
Staff Development Findings and Needs

Turning its attention to what needs to be accomplished for the 2011-2012 school year, EPAC stated that the Olweus Bullying Prevention Program (OBPP) needs to be implemented at 18 additional campuses. Plans are now in place for this to occur, as the Department of State and Federal Programs has initiated further Trainer of Trainer sessions. For Guidance and Counseling tasks, EPAC noted that a unified character education program, i.e. programs that work in congruence such as OBPP and Connecting with Kids, needs to be further developed. More professional development is necessary in this regard across the district. Relating to Teacher Instructional and Professional Support (TIPS), EPAC members related that clarification is needed to notify teachers that TIPS services are offered to all teachers, although the program previously concentrated on new teachers. Additional communication efforts should be taken so that teachers across the district are made aware of the opportunity for support by TIPS. As shared by the Department of Human Services, a new strategy should be added to ensure that the district follows the guidelines of the Make it Count program, which addresses attendance challenges and policies. Branching further, the district should ensure standard re-training for teachers at campuses each year regarding attendance procedures and guidelines (i.e. if a student brings a doctor's note after 10:30am he/she is counted present). In turn, parents should be made aware of the guidelines. With regards to specific training offered to teachers, EPAC stated that departments that utilize a tiered professional development training system should ensure follow-up trainings to ensure continued use of program practices. As a final note to the Needs of Goal 2, EPAC noted that the district should ensure that materials used for professional development are scientifically research based.

Advanced Academics - AVID (Achievement Via Individual Determination)
AVID Summer Institute training/ Path training opportunities for teachers teaching in AVID program. SD- sign in sheet, flyers of trainings available, staff development website
AVID Summer Institute training/ Path training opportunities for administrators and counselors who are part of the site AVID team. SD- sign in sheet, flyers of trainings available, staff development website
Monthly AVIS coordinator meetings- SD - sign in sheets, agendas
Information provided to teachers regarding other training opportunities- flyers, agendas, e-mails, website
Advanced Academics - AVID (Achievement Via Individual Determination)
Release time to allow for training opportunities both within and outside of district- such as Region 19, neighboring districts and state and national conferences.

At-Risk Management System and Reinforcement Mentoring Initiative Program
While a majority of teachers were trained on how to identify at-risk students and how to intervene on their behalf using a plethora of teaching methods, not all teachers attended. There is a veritable need to make sure that all teachers are educated in this respect to make them more effective in the endeavor to help this population of students.

Career and Technical Education
Teacher completion of industry certifications to support student success

Gifted and Talented
Release time to allow for training opportunities both within and outside of district- such as Region 19, neighboring districts and state and national conferences.
It would be beneficial to have another professional in the department to assist with staff development, as multiple opportunities are provided throughout the year, and it is challenging for one person to be able to achieve this.

Guidance and Counseling
To assist counselors in the delivery of academic, career and personal/social information and resources to students, the Department of Guidance and Counseling has needs in the following areas. One area is Grief and Trauma training for all counselors through the Grief Recovery Institute. Another are is training for counselors who have not been trained in Trauma and Loss through The National Institute for Trauma and Loss in Children. This would be approximately one half of current district counselors. Supporting Data: Agenda and sign in sheets.

Elementary Education
Attendance sheets are needed for all meetings. Our instructional dialogue has served as the basis for Summer Acadamies; enhanced calendar with Staff Development, Flex Days and altered intersessions; and increased focus on the CSCOPE, RtI, and Differentiation for the 2011-12 school year.

Homeless Education Program
Dissemination of information to teachers about the SISD Homeless Education Program and tips on identification of homeless children and youth needs to occur. Links to McKinney-Vento presentation information will be established on the SISD website.

Migrant Education Program
Because these students require additional assistance, guidance and monitoring, there is a need to employ additional Teacher Instructional Aides (TIAs). More students would benefit from additional TIAs. This would allow for more one-on-one time to address student shortcomings and give the student a valuable resource that could serve in a larger capacity.

Olweus Bullying Prevention Program
Additional district level personnel, campus administrators, and campus staff members need to be trained at the remaining campuses where the program is to be implemented.

Parental Involvement
Make certain 100% of administrators understand the role of a Parent Liaison by going over the duties and responsibilities. Also making certain administrators understand the importance of parental involvement and making certain parents feel welcomed at the campuses. Customer Service should continue to be a priority. Ensure that we have a Parent Liaison at each campus who will help meet all Title I Parental Involvement requirements and help build capacity.

Police Services
Enhance the Security Assessment program created 2010/2011 to follow up a Security Audit recommendations.
Work with campus administrators to set time for teacher staff EOP training.

Secondary Education
- More professional development and implementation of differentiation, rigor, relevance and RTI
- More use of CSCOPE to meet the challenges of STAAR and End of Course Exams
- Implementation of a school improvement which includes systemic instructional rounds


Schaeffer House
The opportunity to make the position more attractive requires the availability of benefits. The department is in discussion with the appropriate departments to develop a means of achieving this goal.

S.O.C.R.A.T.E.S. Mobile Unit
To assure that we are presenting the latest in technology to teachers, we need to up-date the 10 laptops on the mobile unit with Windows 7. Many teachers are now used to utilizing Windows 7, and the use of XP in the mobile unit creates a mismatch in results.

Special Education
There continues to be anecdotal concerns as a result of walk-throughs on some campuses that co-teaching partners are not providing equal support to the students.

TIPS: Teacher Instructional and Professional Support
Because of the continued growth of the District and repositioning of District Service Center instructional specialists over the last year, TIPS needs one to two full time facilitators in order to continue to provide an instructional focus through highly effective and quality support to all SISD campuses elementary, middle, and high school ultimately leading to increased student success.

Goal 3
Parental Engagement Findings and Strengths

Regarding the status of district parental and community involvement, EPAC members shared that committees have been meeting every month and policies are being drafted, both at district and campus levels. Every campus has a Title I Parent Liaison, implemented by the Department of State and Federal Programs. Enrichment opportunities for parents and community members continue to be offered. Events that enhance this, such as the SISD Mother-Daughter and Father-Son Conferences, will continue to be held. Collaboration with local businesses and creating partnerships has continued, which helps to keep student learning up-to-date with local, national, and global industry standards. The Partners in Education Program is a proven, successful way for business and community members to remain in the educational circle. Many campuses employ the use of "Career Day" to stay in touch with all of these important parties, providing a venue for the lives of students to be further positively influenced by the experiences of parents and business and community members.

At-Risk Management System and Reinforcement Mentoring Initiative
As stated before, the district utilizes an alternative high school or school of choice (Options High School) with capacity to serve 150-200 at-risk and recovered dropout students. Admission based on recommendations from counselors at district high schools and interviews with students and their families. Parent communication is key in helping these students attain these services.

Advanced Academics - AVID (Achievement Via Individual Determination)
Advocacy meetings for parents of AVID students SD sign in sheets, monthly fliers, invitations, website information
AVID recognition banquets- SD pictures, sign in sheets
AVID community projects SD pictures, sign in sheets
Informational nights for all parents regarding AVID program at campuses SD sign in sheets, agendas

Career and Technical Education
Provide parents with information on CTE course offerings and opportunities for their students.
1. Updated CTE website (website)
2. Program Catalog (Catalog)
3. School Open-houses (list of visitations)
4. Program posters and brochures (Posters and Brochures.

Gifted and Talented
Monthly advocacy meetings for parents of GT students SD sign in sheets, monthly fliers, invitations, website information
GT annual showcase SD invitations, sign in sheets,
Informational nights for all parents regarding GT program at district campuses SD sign in sheets, agendas

Guidance and Counseling
The Department of Guidance and Counseling has assisted in providing parents and the community information and resources in the following areas: academic, career and personal/social. This has been accomplished through providing seven Collegiate Forums (Preparing for College Forum, State Collegiate Forum, National Collegiate Forum, Military Collegiate Forum, 9th -11th Grade Alumnae/i Collegiate Forum and Senior Alumnae/i Collegiate Forum) for high school students and their families. The forums provide information on admissions process, financial aid process and other preparation for college. Supporting Documentation: Sign in sheets, agendas, PowerPoints and handouts. Guidance and Counseling Departments provide training on financial aid and college readiness at all levels, PK-12, following SB 158. Supporting Data: Agenda and sign in sheets. Guidance and Counseling Departments provide parent training to middle and high school students on the advantages of Pre-AP and AP classes explaining the importance of rigor in the curriculum. Supporting Data: Agenda and sign in sheets. Guidance Departments also provide parent training in test taking skills and other topics that increase academic achievement. Supporting Data: Agendas and sign in sheets.

Homeless Education Program
Parent Liaisons participated in an overview of the McKinney-Vento Homeless Education Assistance Act. Parent Liaisons were able to assist at the campus level with identification of students experiencing homelessness. Assistance with information about community resources was shared with parents in need by the Homeless Liaison.

Migrant Education Program
Parent communication concerning student progress was on-going. Professional development for parents was provided and used as a vehicle to communicate with the parents concerning their children. Community resources and social service resources were made available to the parents in the event a parent expresses a need for such intervention.

Olweus Bullying Prevention Program
Bullying Prevention Campus Committees (BPCC) include parent representatives that make a vital home-school connection, helping to ensure the success of the program at the respective campus.

Parental Involvement
We have seen an increase in parental involvement district wide. Parents requested that we continue to offer the Father-Son and the Mother-Daughter Conference. We have seen an increase in attendance in our Ingles sin Barreras, and computer classes for parents. Parent Liaisons strive to meet the needs of their community by focusing their workshops and trainings on the community's particular needs.

Police Services
Presentations:
People Responding to Innovative Creative Education (PRICE)
Community Events, Web Email, Campus Posters
Justice of the Peace Programs
Parent Liaisons Programs
Parent Volunteer Programs

Secondary Education
District Community Forums and Parent Advisory Committees
Data: Agendas and Session Rosters

Schaeffer House
The instruction is provided within a Texas Youth Commission (TYC) transitional living center. Because the students live within the confines of the facility, parental in-put is non-existent. However, the TYC social workers collaborate with outside agencies to address the needs of the students.

S.O.C.R.A.T.E.S. Mobile Unit
This year, we have worked with parents wanting to learn about computers, parents who wish to learn English, as well as many who have decided to prepare for their Citizenship Exam. Working with campuses in getting permission to use the computer lab has greatly benefited our working with parents to teaching the fundamentals of computer technology. Whenever the mobile unit is not operational, not having to disrupt scheduled classes, has proven very beneficial for parents attending classes.
In the area of English acquisition, access to technology and internet sources enhances our teaching and their learning. More and more of parents attending these classes continue their education by enrolling in programs that are more demanding, and doing so with great success. The number of parents seeking help in preparing for their Citizenship Exam continues to grow. Every year, we have anywhere from 2 to 5 people who successfully complete all their requirements.

Special Education
Parents have been informed and participated in a variety of trainings presented both in the district and in the community. General funds have been set aside for this purpose and those funds have been exhausted. The district has an excellent relationship with a variety of local agencies, including Children with Disabilities Information Coalition.

Goal 3
Parental Engagement Findings and Needs

EPAC has remarked that more parents must be included (in EPAC functions) in order to bolster parental involvement. The recommendation is to have at least one parent from each campus attend EPAC meetings, in addition to the teacher representative. Multiple evening sessions may be held in order to accommodate parents who cannot make it at single designated times due to work or other commitments. With regards to the Gifted and Talented Program, EPAC members noted that not all parents received notifications about the program's actions. Expanding this to other programs, at least monthly notifications should be ensured via different forms of communication should be considered. Perhaps the district's call-out system or a text messaging system could be used, where parents can opt into notifications from programs they wish to be informed of. Since Title I Parent Liaisons conduct workshops for parents at their respective campuses, EPAC members suggested a district-level, monthly calendar to publicize when campuses will hold those workshops. The district needs to continue and ongoing communication effort with area businesses to keep abreast with technological changes and demands in the work industry. A veritable need to publicize the holding of events such as sports, Special Olympics, conferences, and fundraising opportunities was stated as well. Finally, EPAC voiced that there is a need for greater community support for student career and life choices. Any and all actions that promote this notion should be continued and enhanced.

At-Risk Management System and Reinforcement Mentoring Initiative Program
There is a need to communicate more with parents and community members on how to lower the percentage of students at risk of dropping out of school. More communication is also necessary between departments and/or programs that can influence this notion. For example, while Police Services attends to safety for students by education them about gangs, this can also have an effect on the at-risk rate.

Advanced Academics - AVID (Achievement Via Individual Determination)
More frequent Advocacy/Informational meetings for parents of AVID students SD sign in sheets, monthly fliers, invitations, website information
Informational nights for all parents regarding AVID program at district level SD sign in sheets, agendas

Career and Technical Education
Increase the number and quality of program posters and brochures.

Gifted and Talented
Participation in parent nights SD- phone call/messages from parents at the last minute that they did not know a meeting was taking place.
Parent information dissemination - SD- phone calls/messages from parents at the last minute that they did not know a meeting was taking place.
It would be beneficial to have assistance from other campus coordinators during parent nights as language is an issue with many parents who attend.

Guidance and Counseling
Although parent and community participation is acceptable, the Department of Guidance and Counseling has a need to increase parent and community participation in Collegiate Forums, Community meetings and training by counselors. This could be accomplished by a more rigorous notification system at each campus and at the district level. Supporting Documentation: Sign in sheets and agendas.

Homeless Education Program
Increase community collaboration efforts in order to provide access to resources for students and families experiencing homelessness. Explore ways to provide housing support in collaboration with community agencies for SISD Unaccompanied Youth experiencing homelessness.

Migrant Education Program
Lack of viable lines of communication makes it difficult to communicate with parents. Parental contacts through home visits and parent meetings make communicating with parent's time intensive. The inability of parents to maintain consistent phone numbers also serve as a deterrent in the department's ability to communicate with parents.

Olweus Bullying Prevention Program
More parents and community members need to be notified of the Olweus program and how it functions at campuses.

Parental Involvement
Use surveys to understand and address the needs of our parents. Invite local businesses and community services who can provide trainings on how they can provide support for our families.

Police Services
Funds and Resources to continue to make PRICE and Officer Presentations available to parents and community members during nontraditional school hours.
Partnerships with organizations to assist with materials and supplies used to present to parents and community members.

Schaeffer House
The Upper Rio Grande Workforce Commission needs to become a bigger player in the workforce development for these students. There needs to be an increase in viable employers to who offer technology opportunities address the needs of these students. Currently there is limited outreach and the lack of viable employers is evident by the quality of employment (fast food industry) offered these students.

Secondary Education
Informational and awareness sessions for parents on STAAR , End of Course Exams, graduation and postsecondary education.

S.O.C.R.A.T.E.S. Mobile Unit
To assure that we are presenting the latest in technology to parents, we need to up-date the 10 laptops on the mobile unit with Windows 7. Many of the parents attending computer classes have purchased a computer within the last year, all equipped with the latest operating system, making Windows XP very ineffective.

Special Education
In review of the conferences and meetings that the district has sent parents to for the 2010-2011 school year, it is apparent that most of the parents involved have children with Autism (80%). The department will work on reaching out to parents with children with other disabilities to ensure that they receive the benefit of professional development.

Summary

During the 2011-12 school year, the Socorro Independent School District will be celebrating its 50th Anniversary - its Golden Anniversary; fifty (50) years of representing the Gold Standard among the nine (9) El Paso public school systems. And, while the District will celebrate its proud, rich, and successful history, the 2011-2012 school year also promises to be a sobering experience if we fail to anticipate, plan, implement and execute our District Improvement Plan and our Campus Improvement Plans with fidelity. Substantial and elevated rigor surrounding our students' academic performance standards and expectations when coupled with the significant reduction in resources and revenue will demand that all school districts across Texas, but especially those districts with student demographics deemed highly at-risk, allocate all available resources in a thoughtful, deliberate and purposeful manner.

Our academic performance in 2010-11 has positioned the District favorably to meet the challenges of the new STAAR/EOC accountability model. An analysis of our preliminary Texas Assessment of Knowledge and Skills (TAKS) data indicates that our students' academic performance in mathematics, science, and social studies continues to improve while our reading and writing scores maintain. The Academic Excellence Indicator System (AEIS) report will show that thirty-four (34) of our forty-one (41) eligible schools will earn either a Recognized or Exemplary Rating by the Texas Education Agency (TEA); an eighty (80) percent success rate. Every year, the number of students enrolling in dual-credit courses; advanced placement courses; the International Baccalaureate
program; STEM academies; and, Career and Technology Education programs increases. Mission Early College High School (MECHS) continues to be a demonstration early college high school for other districts throughout the country to visit and consider. Our partnerships with the El Paso Community College, the University of Texas at El Paso, and The College Board have never been stronger. Notwithstanding all this momentum, what is most telling and likely a better predictor of future student performance on the STAAR/EOC examinations are the commended performance rates. And, at present, the commended performance rate of our students, but especially of our at-risk students, is low and unacceptable.

Over the past several months, staff has worked closely with EPAC to reaffirm our commitment to ensuring that the resources are decentralized and as close to the four corners of the classroom, as possible. The District with the support of EPAC and an unwavering commitment will continue to promote a viable and rigorous curriculum via CSCOPE - our curriculum management system. CSCOPE will insure that teachers have the tools to pace their instruction; cover the standards-based, curriculum and differentiate the instruction based on the needs and learning style of their respective students. Most importantly, CSCOPE will guarantee depth and rigor of understanding - a taught curriculum that will ultimately address and improve the commended performance rates across the District for all students. Notwithstanding, all the benefits of CSCOPE in insuring a rigorous and differentiated taught curriculum, the District will also continue to manage the instruction by investing in Curriculum Coaches, Instructional Specialists, Instructional Technologists, and Content Coaches. In addition, District Service Center personnel in our Elementary Education Division, Secondary Education Division, Special Education Division, Bilingual Education Division and Professional Development Division will continue to receive ongoing training by Dr. Antonio Cediel aimed at the effective supervision and evaluation of instruction. Our Instructional Rounds initiative is an emphasis on providing ongoing and consistent support to all classroom teachers and school administrators by being a constant presence in schools and visiting classrooms to insure that classroom instruction is elevated significantly and represents a rigorous, relevant and differentiated experience for our students. In cases when the observations, visits and/or data indicate that teachers need additional support, the District has also introduced the Passport to Excellence program. A rigorous and robust professional development calendar that affords all teachers opportunities to improve on their craft of teaching and learning, especially during the summer and on pre-determined staff development days built into the work calendar.

When coupled with the tandem of the Eduphoria assessment software and the iStation; an English language proficiency diagnostic tool; teachers will be able to quickly and regularly assess and monitor the progress of their students.

SISD staff members have established themselves as genuine powerhouses of creativity and hard work. Without their diligent action, student success would be difficult, if not impossible, to attain. The District invests in the betterment of its employees in order to bolster student achievement. While many items, such as training sessions, are made available to help staff members to develop their abilities, it should be stated that even more is necessary to ensure favorable outcomes for the future of District students.

Parents are the most powerful influence on the education of children, and SISD is proud to have many programs in place in order to secure their involvement. Never before has it been so evident that it truly does take a village to raise a child. This is why SISD has instilled within its functions the effort to include parents and community members in the education of students. The Parent Liaison program and the Partners in Education program are only two excellent verifications of this endeavor. An undeniable need with regards to this is that more parent-community involvement must occur. With the positive presence of parents and community members, student achievement will be boosted to an even higher level.

In conclusion, the Socorro Independent School District continues to invest in Teaching, Learning and Leadership from all stakeholders. With this esprit de corps, we are confident that we will continue our legacy of success well into the future. We thank all parties for their participation and contributions in the development of this District Improvement Plan.
State Budget
Object Code Description Gifted & Talented
21
Career & Technology
22
Special Education
23
Bilingual Education
25
High School Allotment
31
Totals
6112 SALARIES/WAGES SUBS       $11,525.35 $14,259.29 $37,633.61 $148,811.47 $0.00 $212,229.72
6118 EXTRA DUTY PAY            $57,071.63 $140,565.00 $506,204.82 $644,886.01 $161,635.18 $1,510,362.64
6119 SAL/WAGES TEACHER/PROF    $154,745.00 $6,718,994.28 $15,039,016.37 $448,519.28 $1,700,622.85 $24,061,897.78
6121 OVERTIME-SUPPORT PRSNL    $0.00 $482.20 $30,629.20 $3,827.34 $0.00 $34,938.74
6122 SUPPORT PERS SUBSTITUTE   $0.00 $10,000.00 $4,091.00 $0.00 $0.00 $14,091.00
6125 PART-TIME WORKERS         $0.00 $11,500.00 $0.00 $179,563.24 $60,542.47 $251,605.71
6129 SALARIES/WAGES SUP PERS   $0.00 $43,293.00 $5,462,188.02 $71,273.00 $0.00 $5,576,754.02
6139 EMPLOYEE ALLOWANCES       $2,784.00 $7,656.00 $256,256.00 $16,608.00 $0.00 $283,304.00
6141 SOCIAL SECURITY/MEDICARE  $2,284.00 $95,190.24 $294,130.40 $13,764.96 $23,587.35 $428,956.95
6142 GROUP HEALTH/LIFE INS     $13,242.00 $869,979.54 $3,872,806.20 $66,207.76 $160,985.65 $4,983,221.15
6143 WORKERS' COMPENSATION     $1,329.00 $56,854.94 $269,764.48 $7,671.42 $13,672.20 $349,292.04
6146 TEACHER RET/TRS CARE      $6,048.00 $140,028.14 $366,141.84 $17,502.24 $23,464.27 $553,184.49
6149 OTHER EMPLOYEE BENEFITS   $0.00 $0.00 $700.00 $0.00 $0.00 $700.00
6221 STAFF TUITION & FEES      $0.00 $0.00 $0.00 $437.00 $0.00 $437.00
6222 STUDENT TUIT-PUBLIC SCHOO $0.00 $0.00 $5,000.00 $0.00 $0.00 $5,000.00
6239 CONTRACTED SERVICES       $0.00 $0.00 $0.00 $2,850.00 $0.00 $2,850.00
6249 CONTRACTED MAINT/REP      $0.00 $13,495.00 $0.00 $0.00 $0.00 $13,495.00
6269 RENTALS-OPERATING LEASES  $2,350.00 $4,965.24 $10,057.42 $13,516.00 $0.00 $30,888.66
6299 MISC CONTRACTED SERVICES  $15,351.52 $11,656.11 $32,100.00 $15,144.75 $430,272.30 $504,524.68
6319 MAINTENANCE/OPER SUPPLIES $0.00 $639.62 $0.00 $0.00 $0.00 $639.62
6321 TEXTBOOKS                 $8,925.00 $21,530.26 $946.94 $0.00 $103,079.54 $134,481.74
6329 READING MATERIALS         $11,055.54 $15,771.85 $9,252.91 $118,094.52 $7,960.20 $162,135.02
6339 TESTING MATERIALS         $70,364.48 $60.00 $1,151.60 $44,300.00 $92,618.00 $208,494.08
6395 TECHN EQUIP UNDER $5,000  $107,682.06 $633,666.57 $62,971.57 $268,948.82 $4,474.00 $1,077,743.02
6396 FURN & EQUIP UNDER $5,000 $1,880.98 $422,580.72 $5,835.44 $7,733.42 $0.00 $438,030.56
6399 GENERAL SUPPLIES & MATERIALS $82,208.89 $370,353.35 $239,898.42 $280,358.03 $69,195.46 $1,042,014.15
6411 TRAVEL EMPLOYEE ONLY      $10,520.00 $45,647.50 $14,284.02 $16,930.95 $42,249.78 $129,632.25
6412 TRAVEL STUDENTS           $87,727.97 $0.00 $2,000.00 $1,000.00 $3,960.00 $94,687.97
6419 TRAVEL NON EMPLOYEE       $0.00 $0.00 $6,500.00 $0.00 $0.00 $6,500.00
6494 DISTRICT BUS TRANSPORTATI $15,413.54 $10,000.00 $3,356.70 $12,501.25 $5,359.75 $46,631.24
6495 DUES $0.00 $300.00 $0.00 $0.00 $0.00 $300.00
6499 MISC OPER COSTS $2,359.00 $7,443.22 $4,495.84 $7,059.92 $625.00 $21,982.98
6635 TECHN EQUIP OVER $5,000   $0.00 $5,771.81 $0.00 $0.00 $0.00 $5,771.81
6639 FURNITURE,EQUIP,SOFTWARE $0.00 $31,424.16 $0.00 $0.00 $0.00 $31,424.16
$664,867.96 $9,704,108.04 $26,537,412.80 $2,407,509.38 $2,904,304.00 $42,218,202.18


State Compensatory Education Budget
Object Code Description Accelerated Education
24
Disciplinary
28
SchoolWide SCE
30
6112 SALARIES/WAGES SUBS       $500.00 $31,099.00 $0.00
6118 EXTRA DUTY PAY            $20,500.00 $22,299.00 $898,801.18
6119 SAL/WAGES TEACHER/PROF    $170,692.00 $841,058.49 $9,950,887.64
6121 OVERTIME-SUPPORT PRSNL    $0.00 $200.00 $0.00
6125 PART-TIME WORKERS         $11,600.00 $16,000.00 $53,077.43
6129 SALARIES/WAGES SUP PERS   $0.00 $399,251.00 $868,160.00
6139 EMPLOYEE ALLOWANCES       $4,176.00 $3,732.00 $0.00
6141 SOCIAL SECURITY/MEDICARE  $2,535.00 $18,728.31 $155,303.29
6142 GROUP HEALTH/LIFE INS     $19,862.00 $253,805.00 $1,671,753.06
6143 WORKERS' COMPENSATION     $1,475.00 $15,521.27 $86,429.69
6146 TEACHER RET/TRS CARE      $3,684.00 $18,188.54 $211,060.79
6222 STUDENT TUIT-PUBLIC SCHOO $3,000.00 $0.00 $0.00
6249 CONTRACTED MAINT/REP      $0.00 $146.00 $0.00
6269 RENTALS-OPERATING LEASES  $0.00 $8,100.00 $0.00
6299 MISC CONTRACTED SERVICES  $3,000.00 $35,120.00 $243,543.33
6319 MAINTENANCE/OPER SUPPLIES $0.00 $11,504.00 $0.00
6321 TEXTBOOKS                 $2,000.00 $0.00 $0.00
6329 READING MATERIALS         $0.00 $1,908.94 $8,919.80
6395 TECHN EQUIP UNDER $5,000  $0.00 $24,408.86 $0.00
6396 FURN & EQUIP UNDER $5,000 $0.00 $5,362.44 $4,621.46
6399 GENERAL SUPPLIES & MATERIALS $0.00 $24,666.70 $196,518.79
6411 TRAVEL EMPLOYEE ONLY      $0.00 $0.00 $50.00
6494 DISTRICT BUS TRANSPORTATI $5,000.00 $0.00 $22,384.38
6499 MISC OPER COSTS $0.00 $2,816.06 $0.00
$248,024.00 $1,733,915.61 $14,371,510.84


Title I Budget
Object Code Description Title I, Part A Title I, Part C Title I, Part D
6112 SALARIES/WAGES SUBS       $7,675.00 $0.00 $0.00
6118 EXTRA DUTY PAY            $51,801.00 $1,225.00 $0.00
6119 SAL/WAGES TEACHER/PROF    $2,796,240.71 $0.00 $24,966.28
6121 OVERTIME-SUPPORT PRSNL    $9,645.04 $1,122.00 $0.00
6125 PART-TIME WORKERS         $0.00 $64,288.82 $0.00
6129 SALARIES/WAGES SUP PERS   $509,343.12 $37,566.14 $0.00
6139 EMPLOYEE ALLOWANCES       $17,032.00 $0.00 $0.00
6141 SOCIAL SECURITY/MEDICARE  $48,669.03 $3,577.90 $328.56
6142 GROUP HEALTH/LIFE INS     $601,967.02 $6,621.00 $3,310.38
6143 WORKERS' COMPENSATION     $29,239.42 $964.91 $191.06
6146 TEACHER RET/TRS CARE      $269,187.83 $5,503.23 $1,856.72
6149 OTHER EMPLOYEE BENEFITS   $712.83 $2,238.00 $0.00
6219 PROFESSIONAL SERVICES     $3,500.00 $4,000.00 $0.00
6249 CONTRACTED MAINT/REP      $1,600.00 $300.00 $0.00
6256 TELEPHONE/FAX/TELECOMM $3,554.20 $0.00 $0.00
6299 MISC CONTRACTED SERVICES  $1,052,619.00 $16,675.00 $852.00
6311 GASOLINE & OTHER FUELS $3,300.00 $1,000.00 $0.00
6319 MAINTENANCE/OPER SUPPLIES $2,000.00 $300.00 $0.00
6329 READING MATERIALS         $53,989.00 $119.00 $0.00
6395 TECHN EQUIP UNDER $5,000  $139,726.40 $1,500.00 $7,207.00
6399 GENERAL SUPPLIES & MATERIALS $105,194.40 $23,831.00 $400.00
6411 TRAVEL EMPLOYEE ONLY      $98,063.00 $1,800.00 $0.00
6412 TRAVEL STUDENTS           $0.00 $4,300.00 $0.00
6419 TRAVEL NON EMPLOYEE       $2,164.00 $0.00 $0.00
6494 DISTRICT BUS TRANSPORTATI $2,800.00 $1,500.00 $0.00
6499 MISC OPER COSTS $138,044.00 $3,803.00 $420.00
6635 TECHN EQUIP OVER $5,000   $143,864.00 $0.00 $0.00
$6,091,931.00 $182,235.00 $39,532.00


Title II & III Budget
Object Code Description Title II, Part A Title III
6118 EXTRA DUTY PAY            $408,750.00 $23,108.73
6119 SAL/WAGES TEACHER/PROF    $264,724.24 $4,500.00
6125 PART-TIME WORKERS         $81,768.59 $700,314.06
6129 SALARIES/WAGES SUP PERS   $32,511.00 $0.00
6139 EMPLOYEE ALLOWANCES       $11,484.00 $0.00
6141 SOCIAL SECURITY/MEDICARE  $13,388.50 $35,180.04
6142 GROUP HEALTH/LIFE INS     $46,345.32 $13,242.00
6143 WORKERS' COMPENSATION     $7,786.30 $10,460.72
6146 TEACHER RET/TRS CARE      $72,000.93 $39,181.31
6149 OTHER EMPLOYEE BENEFITS   $0.00 $4,795.59
6221 STAFF TUITION & FEES      $5,000.00 $0.00
6291 CONSULTING SVCS           $5,033.03 $0.00
6299 MISC CONTRACTED SERVICES  $122,281.68 $0.00
6395 TECHN EQUIP UNDER $5,000  $0.00 $160,625.00
6399 GENERAL SUPPLIES & MATERIALS $0.00 $13,172.50
6411 TRAVEL EMPLOYEE ONLY      $0.00 $23,932.00
6499 MISC OPER COSTS $14,723.41 $17,327.05
$1,085,797.00 $1,045,839.00


Education Jobs Bill Budget
Object Code Description Education Jobs Bill
6119 SAL/WAGES TEACHER/PROF    $6,289,302.69
6129 SALARIES/WAGES SUP PERS   $34,159.00
6141 SOCIAL SECURITY/MEDICARE  $91,071.32
6142 GROUP HEALTH/LIFE INS     $722,237.73
6143 WORKERS' COMPENSATION     $52,933.98
6146 TEACHER RET/TRS CARE      $37,462.25
6149 OTHER EMPLOYEE BENEFITS   $5,706.03
$7,232,873.00


ARRA Budget
Object Code Description ARRA - Title I, Part A ARRA - Title I, Part D ARRA - Title II, Part D
6118 EXTRA DUTY PAY            $2,370.00 $0.00 $0.00
6119 SAL/WAGES TEACHER/PROF    $153,854.05 $0.00 $0.00
6141 SOCIAL SECURITY/MEDICARE  $1,970.23 $0.00 $0.00
6142 GROUP HEALTH/LIFE INS     $16,551.71 $0.00 $0.00
6143 WORKERS' COMPENSATION     $1,288.85 $0.00 $0.00
6146 TEACHER RET/TRS CARE      $13,107.11 $0.00 $0.00
6256 TELEPHONE/FAX/TELECOMM $0.00 $546.80 $0.00
6299 MISC CONTRACTED SERVICES  $16,545.48 $0.00 $0.00
6329 READING MATERIALS         $128,185.18 $0.00 $0.00
6395 TECHN EQUIP UNDER $5,000  $50,704.54 $0.00 $132,677.82
6396 FURN & EQUIP UNDER $5,000 $123.60 $0.00 $0.00
6399 GENERAL SUPPLIES & MATERIALS $59,179.88 $13.84 $0.00
6499 MISC OPER COSTS $13,062.05 $8.33 $1,799.11
$456,942.68 $568.97 $134,476.93


Goal 1 SISD will increase student performance in all assessed areas to ensure that they are provided the opportunity to graduate college and career ready.
Objective 1.1 By Spring 2012 all campuses will meet the state passing rate as assessed by STAAR, STAAR-M, STAAR-Alt, EOC.
School Wide Components
checkboxComprehensive Needs AssessmentscheckboxSchool-wide ReformcheckboxInstruction by Highly Qualified Teachers
checkboxProfessional DevelopmentcheckboxAttract, Retain Highly Qualified TeacherscheckboxParental Involvement
checkboxPreK/K TransitioncheckboxTeacher Involvement in AssessmentcheckboxTimely Assistance for Students
checkboxCoordinate & Integrate Federal State & Local Programs
  Strategy/Activity Person(s) Responsible Timeline Funding Source: Budget/FTE(s) Evidence of Implementation Evidence of Impact Formative Assessment Summative Assessment
1.1.1 Provide scientifically research based supplemental resources, equipment and materials for instruction and/or intervention in the entire core curriculum.
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Assistant Superintendent, Elementary; Assistant Superintendent, Secondary; Assistant Superintendent, 21 Century Learning; Director, State and Federal Programs Director, Career and Technical Education; Coordinator, Bilingual Education / ESL; Director, Special Education Title III, LEP: $10,000
Bilingual: $15,000
GT: $1,000
CTE: $5,000
Purchase orders, sign-in sheets, agendas, evaluations, training dates, materials, bid list Purchase orders, sign-in sheets, agendas, evaluations, training dates, principal walkthroughs, student scores, lesson plans Middle of year student, teacher, and administrator surveys End of year student, teacher, and administrator surveys
1.1.2 Provide federal and state required services to eligible students in the least restrictive environment 100% of the time.
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Assistant Superintendent, 21 Century Learning; Coordinator, Bilingual Education / ESL; Director, Career and Technical Education; Director, Special Education Special Education: $65,000 Student rosters, lesson plans, Special education liaison documentation, ARD documentation Student grades, assessments, benchmarks, IEP documentation, mainstreaming documentation Benchmarks scores State assessment scores
1.1.3 Provide targeted assistance, supplemental support, and intervention for all At-Risk students to increase student passing rates in all content areas (encompasses At-Risk Aides, Bilingual Aides, Library Aides, & other)
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Director, Special Education; Coordinator, Bilingual Education / ESL; Director, State and Federal Programs Title III, LEP: $30,000
Title I, Part A: $13,500.00
SCE - At-Risk Aides
(29 FTEs, $666,082),
Library Aides
(23.5 FTEs, $520,970);
Instructional Specialist will be assigned to oversee aides, Lesson plans, sign-in sheets and time logs will be documented, schedules, rosters English language acquisition and increase state assessment overall scores by ELL students; increased state assessment scores for at-risk students Benchmarks, SELP testing, classroom observations TELPAS, TPRI/Tejas LEE, State assessment scores, decreased percentage of at-risk students
1.1.4 Ensure appropriate assessments to determine eligibility and skill levels which support instruction.
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3 checkbox 4 checkbox
5 checkbox 6 checkbox
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Director, Special Education Special Education:$10,000 Eligibility Numbers and State Performance Plan Results, PBMAS State and Federal Accountability Standards are met at school and district level. Eligibility Data, Medicaid Rosters PEIMS Submission (with eligible students noted)
1.1.5 Provide online connectivity, equipment, and instructional materials to aid students.
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Director, Special Education Special Education:$20,000 SCE:$9,392 Lesson plans, work orders, purchase orders, bid list, teacher logs Usage reports Benchmarks scores State assessment scores
1.1.6 Develop contractual relationships with other entities to ensure that all students living within our boundaries receive appropriate services.
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Director of Special Education Special Education:$65,000 Medicaid:$100,000 Contracts and payment procedures No parental complaints Mid-Year Documentation Final Billing
1.1.7 Utilize the S.O.C.R.A.T.E.S. (Socorro Offering Children Relevant And Technological Experiences in Science) /P.R.I.C.E. Mobile Unit to provide students with additional instructional support and access to computers and internet access beyond the scope of the school day. In addition, ensure operating maintenance and repair of units is ongoing to continue providing instructional services.
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Director, State and Federal Programs Title I, Part A: $582
Title I, Part C: $2,122.48
Student sign-in sheets, samples of student work Student sign-in sheets, samples of student work, visit schedules Student benchmark scores, student surveys Student benchmark scores, student surveys, samples of student work
1.1.8 Increase SISD homeless student achievement in core content areas through: Improved identification and immediate enrollment, Timely distribution of school supplies and/or requested articles of clothing (within 3-5 days after identification), Dental and vision screenings (within 3 weeks of identification), Expeditious evaluation of students in need of intervention and/or special education.
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3 checkbox 4 checkbox
5 checkbox 6 checkbox
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9 checkbox 10 checkbox
Director, State and Federal Programs; Director, Special Education Title I, Part A: $11,500 Student Residency Questionnaires, Health Referrals, ARMS documentation, sign-in sheets, and agendas Increased enrollment, referrals, improved documentation, enhanced monitoring results Improved report card grades and benchmark assessment results Increase in state assessment scores results by 4% in all core content areas
1.1.9 Increase SISD Migrant student achievement in core content areas through: Timely distribution of school supplies and/or requested articles of clothing, Dental and vision screening.Provide afterschool/Saturday tutoring (student materials,supplies,snacks)Summer Programs (Creative Kids, El Paso Zoo, Early Reading Program, UTEP Public Program)and/or temporary instructional aide for struggling and "priority for Service" migrant students.Provide available programs, services and materials for credit accrual, recovery, and college readiness to ensure secondary migrant student achieve academic success.
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3 checkbox 4 checkbox
5 checkbox 6 checkbox
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9 checkbox 10 checkbox
Director, State and Federal Programs; Director, Special Education Title I, Part C: $13,529.99 Sign-in sheets, agendas, monitoring visits Improve report card grades and benchmark assessment results Increase students passing rates, sign-in sheets, agendas and monitoring visits Increase in state assessment scores in all content core subjects and student promotion and graduation rates
1.1.10 Provide funds for supplemental instructional support Highly Qualified teachers for tutoring and/or summer school services to students attending Private-Nonprofit schools along with technical support to house data on a web-based system through ESC Region 19.
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3 checkbox 4 checkbox
5 checkbox 6 checkbox
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9 checkbox 10 checkbox
Director, State and Federal Programs Title I, Part A: $13,800 Contract submission for HQ teacher to provide supplemental instruction. Improved student performance in regular classroom Report card grades Improved yearly assessment scores
1.1.11 Provide funds for supplemental instructional materials for SISD Title I eligible students attending Private-Nonprofit schools.
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3 checkbox 4 checkbox
5 checkbox 6 checkbox
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9 checkbox 10 checkbox
Director, State and Federal Programs Title I, Part A: $1,800 Needs Assessment, Purchase Orders Improved student performance in regular classroom Report card grades Improved yearly assessment scores
1.1.12 Provide tutoring services to at-risk students after school or during intersession.
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3 checkbox 4 checkbox
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Assistant Superintendent, Elementary; Assistant Superintendent, Secondary; Assistant Superintendent, 21 Century Learning; Director, Career and Technical Education; Coordinator, Bi SCE: $1,066,570 Sign-in Sheets, Teacher Time cards, purchase orders, TRIP Requests Improve report card grades and benchmark assessment results Failure Reports AEIS Reports
1.1.13 Utilize technology software, equipment, computer peripherals, and wireless internet access to provide opportunities for additional academic support for migrant students. Provide additional academic on-line software access (Imagine Learning) that will support in closing academic gaps and assist with monitoring progress.
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3 checkbox 4 checkbox
5 checkbox 6 checkbox
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9 checkbox 10 checkbox
Director of State and Federal Programs Title I Part C, $7,500 Student usage reports, samples of student work Student sign-in sheets, samples of student work, increase student English language aquisition Student benchmark scores, student surveys Student benchmark scores, student surveys,STAAR results, PBMAS report
Goal 1 SISD will increase student performance in all assessed areas to ensure that they are provided the opportunity to graduate college and career ready.
Objective 1.2 By Spring 2012, SISD will implement and monitor programs and/or-services to decrease the at-risk rate from 52% to 50%.
School Wide Components
checkboxComprehensive Needs AssessmentscheckboxSchool-wide ReformcheckboxInstruction by Highly Qualified Teachers
checkboxProfessional DevelopmentcheckboxAttract, Retain Highly Qualified TeacherscheckboxParental Involvement
checkboxPreK/K TransitioncheckboxTeacher Involvement in AssessmentcheckboxTimely Assistance for Students
checkboxCoordinate & Integrate Federal State & Local Programs
  Strategy/Activity Person(s) Responsible Timeline Funding Source: Budget/FTE(s) Evidence of Implementation Evidence of Impact Formative Assessment Summative Assessment
1.2.1 Increase teacher awareness of at-risk criteria through trainings on State Compensatory Education guidelines, the At-Risk Management System (ARMS), the Academic Reinforcement Mentoring Initiative (ARMI), and other SCE funded programs.
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3 checkbox 4 checkbox
5 checkbox 6 checkbox
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9 checkbox 10 checkbox
Director, State and Federal Programs Title I, Part A: $55,600
SCE: $2,000
Training sign-in sheets, ARMS profile reports, student rosters Walkthroughs, ARMS reports, lesson plans Middle of year student, teacher, and administrator surveys End of year student, teacher, and administrator surveys
1.2.2 Ensure that all secondary State Compensatory funded teachers provide direct instruction during the Academic Reinforcement Mentoring Initiative (ARMI) B501A period and document interventions for their at-risk students during the B501B intervention period in At-Risk Management System (ARMS) at least once every three (3) weeks.
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3 checkbox 4 checkbox
5 checkbox 6 checkbox
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9 checkbox 10 checkbox
Director, State and Federal Programs; Assistant Superintendents; Campus Administrators SCE - ARMI: (136 FTEs, $7,095,642) ARMI-B501A Student rosters and schedules, ARMS reports Lesson plans, ARMS reports, at-risk student grades, at-risk campus percentages Middle of year student, teacher, and administrator surveys End of year student, teacher, and administrator surveys
1.2.3 Utilize the S.O.C.R.A.T.E.S. Mobile Unit to provide academic support in the core content areas to At-Risk students. S.O.C.R.A.T.E.S. (Socorro Offering Children Relevant And Technological Experiences in Science) will utilize computer laptops and software to provide direct, small group instruction to students at district campuses.
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3 checkbox 4 checkbox
5 checkbox 6 checkbox
7 checkbox 8 checkbox
9 checkbox 10 checkbox
Director, State and Federal Programs Title I, Part A: $2,000 Student sign-in sheets, teacher sign-up sheets, software purchase orders, software pretest scores Student grades, software posttest scores, teacher observations Student benchmark scores, student surveys, teacher surveys Student state assessment scores, student surveys, teacher surveys
1.2.4 Provide an alternative high school for the drop out students not graduating due to exit level state assessments, and/or specific at-risk students (Options High).
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3 checkbox 4 checkbox
5 checkbox 6 checkbox
7 checkbox 8 checkbox
9 checkbox 10 checkbox
Director, State and Federal Programs; Assistant Superintendent, Administrative Services; Department of Curriculum and Instruction SCE: (9.6 FTEs, $487,773) Number of recruited students based on identified needs Number of credits earned by students Student rosters, student grades, student assessments Number of students graduating, number of credits earned by students, Student scores, Student state assessment scores
1.2.5 Ensure that At-Risk students most in need receive the services necessary to be successful in school.
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3 checkbox 4 checkbox
5 checkbox 6 checkbox
7 checkbox 8 checkbox
9 checkbox 10 checkbox
Director, State and Federal Programs Title I, Part A: ($192,500); SCE:($262,500) AEIS Reports Documentation Logs Weekly logs, student logs Weekly logs, student logs, decrease achievement gap as measured by state assessment scores
1.2.6 Provide a Disciplinary Alternative Education Program (DAEP)
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3 checkbox 4 checkbox
5 checkbox 6 checkbox
7 checkbox 8 checkbox
9 checkbox 10 checkbox
Director, State and Federal Programs; Assistant Superintendent, Administrative Services SCE:(FTEs 72.50, $1,927,212.14) Attendance Reports Number of placements Attendance, Number of placements by 9 weeks Yearly Attendance, Number of placements over course of year
1.2.7 Provide supplemental positions to work with at-risk students:

To include:
ESL Teachers
Math Lab Teachers
Reading Teachers
Assessment Lab Teachers
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3 checkbox 4 checkbox
5 checkbox 6 checkbox
7 checkbox 8 checkbox
9 checkbox 10 checkbox
Assistant Superintendent, 21st Century Learning; Director, State and Federal Programs SCE: Supplemental Teachers (87 FTEs, $4,581,310) Class Rosters, Sign in sheets, Lesson plans At-Risk campus percentages, Student Grades Failure reports, Reading intervention plans Reduced failure rates, Decrease in at-risk gap by grade level, Grade level promotion
1.2.8 Provide intervention services for students enrolled in Compensatory Education Home Instruction (CEHI) and Pregnancy-related services program through supports provided by homebound instructors
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3 checkbox 4 checkbox
5 checkbox 6 checkbox
7 checkbox 8 checkbox
9 checkbox 10 checkbox
Director, Special Education SCE: (5 FTEs, $198,002) Lesson Plans Student Grades, Grade level advancement Walk-throughs, Successful. Transition back to school after homebound services Student state assessment data, Drop-out data
1.2.9 Provide dyslexia services to identified students (Part-time Dyslexia Providers)
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3 checkbox 4 checkbox
5 checkbox 6 checkbox
7 checkbox 8 checkbox
9 checkbox 10 checkbox
Director, Special Education SCA:$50,000 SCE:(5 FTEs, $102,337) Assessments, Referrals Improved student performance Number of dyslexia students served Grades, Promotion rates
1.2.10 Provide Novanet, a credit recovery program that will allow at risk students the ability to graduate.
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3 checkbox 4 checkbox
5 checkbox 6 checkbox
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9 checkbox 10 checkbox
Assistant Superintendent, Administrative Services SCE: (4 FTEs, $189,141) Sign in sheets, lesson plans, class rosters Number of credits earned by students Decreased at-risk percentages, Higher graduation rates Reduction in drop out rates, improved attendance
1.2.11 Provide a “Summer Access to College” program for seniors who fail to graduate due to assessment
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3 checkbox 4 checkbox
5 checkbox 6 checkbox
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Assistant Superintendent, 21st Century Learning; Director, State and Federal Programs SCE: ($27,000) Class Rosters, Enrollment reports Increased graduation rates List of seniors not graduating due to state assessment List of participants with college credit hours upon completion of program
1.2.12 Provide services for pregnant and parenting students

*Project Redirection
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3 checkbox 4 checkbox
5 checkbox 6 checkbox
7 checkbox 8 checkbox
9 checkbox 10 checkbox
Assistant Superintendent, Administrative Services SCA: $100,000 SCE: (12 FTEs, $44,841) Time sheets Increased number of credits earned and graduation rates. Attendance records, student grades Pass/Failure rates, graduation rates, attendance rates
Goal 1 SISD will increase student performance in all assessed areas to ensure that they are provided the opportunity to graduate college and career ready.
Objective 1.3 By Spring 2012, 100% of early childhood students will be at or above grade level upon transitioning to the next grade.
School Wide Components
checkboxComprehensive Needs AssessmentscheckboxSchool-wide ReformcheckboxInstruction by Highly Qualified Teachers
checkboxProfessional DevelopmentcheckboxAttract, Retain Highly Qualified TeacherscheckboxParental Involvement
checkboxPreK/K TransitioncheckboxTeacher Involvement in AssessmentcheckboxTimely Assistance for Students
checkboxCoordinate & Integrate Federal State & Local Programs
  Strategy/Activity Person(s) Responsible Timeline Funding Source: Budget/FTE(s) Evidence of Implementation Evidence of Impact Formative Assessment Summative Assessment
1.3.1 Administer an Early Reading Assessment (iStation) and provide accelerated instruction to all PREK-3 students while progress monitoring all students within the 3-Tier Model.
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3 checkbox 4 checkbox
5 checkbox 6 checkbox
7 checkbox 8 checkbox
9 checkbox 10 checkbox
Director, Elementary Education Title I, Part A: $174,000.00 TANGO & iStation submission & reports Decrease in number of students identified as Tier II & Tier III BOY/MOY and progress monitoring data EOY data
1.3.2 Administer an Early Math Assessment to all K-2 students within the 3-Tier Model and provide accelerated instruction.
1 checkbox 2 checkbox
3 checkbox 4 checkbox
5 checkbox 6 checkbox
7 checkbox 8 checkbox
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Director, Elementary Education Title I, Part A: $100,000 Assessment Reports Decrease in number of students identified as Tier II & Tier III BOY/MOY early math assessment data EOY early math assessment data
1.3.3 Provide technical support for online use of Destination Reading and Math district-wide. This reading program will facilitate student learning to make necessary gains in reading & math development.
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Director, Elementary Education; Director, Secondary Education; Coordinator, Bilingual/ESL Education; Director, Special Education Title I, Part A: $13,368 Usage reports by nine weeks Increased Lexile levels for all students in reading and math foundational skills On-going assessments STAAR, EOC & TELPAS
Goal 1 SISD will increase student performance in all assessed areas to ensure that they are provided the opportunity to graduate college and career ready.
Objective 1.4 By Spring 2012, 100% of students who graduate from high school will be college/career ready and SISD will ensure that they have the skills to successfully compete in a global economy.
School Wide Components
checkboxComprehensive Needs AssessmentscheckboxSchool-wide ReformcheckboxInstruction by Highly Qualified Teachers
checkboxProfessional DevelopmentcheckboxAttract, Retain Highly Qualified TeacherscheckboxParental Involvement
checkboxPreK/K TransitioncheckboxTeacher Involvement in AssessmentcheckboxTimely Assistance for Students
checkboxCoordinate & Integrate Federal State & Local Programs
  Strategy/Activity Person(s) Responsible Timeline Funding Source: Budget/FTE(s) Evidence of Implementation Evidence of Impact Formative Assessment Summative Assessment
1.4.1 Identify students for the Gifted and Talented program with a variety of instruments and procedures to measure diverse talents, abilities, and intelligences. Assess students in languages they understand or with non-verbal assessments.
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Assistant Superintendent, 21st Century Learning GT:$49,000 GT Rosters, GT Folder in CUM, PEIMS Reports GT Student Work, GT Presentations GT identification assessments GT numbers reflected in PEIMS
1.4.2 Increase the number of students receiving industry-recognized certifications and dual/articulated credit by providing students with training using industry-standard curriculum equipment, technology, software, and supplies.
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Director, Career and Technical Education Carl Perkins Grant: $222,110.90 Teacher plans for program improvement, industry meeting minutes, purchase orders Total number of students receiving industry certifications and dual and articulated credit Increase in the number of course sections identified as Articulated or Dual Credit Increase in the total number of students who received articulated credit, dual credit, and industry certification
1.4.3 Provide a district-wide Career and Technology Education (CTE) counselor who will provide assistance in working with special populations, academic/CTE integration, and links to post-secondary CTE.
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Director, Career and Technical Education Carl Perkins Grant: $65,990.81 Employee contract Special populations enrolled in coherent sequence of courses, Career Cruising reports, CCRP reports Meeting summaries Career Cruising reports, CCRP reports, enrollment reports
1.4.4 Provide Dual Credit EMT program (currently housed at Socorro High School.)
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Director, Career and Technical Education Carl Perkins Grant: $27,648.00 EPCC contract Student certifications Program meetings Enrollment reports, student certifications
1.4.5 Maintain and improve educational achievement for Schaeffer House students by providing a full time teacher to offer GED course training and C&TE courses.
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Teacher at Schaeffer House Title I, Part D: $25,000.00 Teacher Records, Lesson Plans, Enrollment Reports, Pre TABE (Test for Adult Basic Education), Nova-Net, GED Post TABE (Test for Adult Basic Education), Nova-Net, GED, Promotion, Retention reports Schaeffer House student grades, student rosters Schaeffer House student graduation rate, end of year student scores
1.4.6 Provide technology services to Schaeffer House students to complete GED graduation requirements and/or obtain employment after leaving the facility.
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Director, State and Federal Programs Title I, Part A: $3988.24 Pre TABE (Test for Adult Basic Education), Nova-Net, GED Post TABE (Test for Adult Basic Education), Nova- Net, GED, Promotion, Retention Reports Schaeffer House student grades, student rosters Schaeffer House student graduation rate, end of year student scores
1.4.7 Identify, recruit, and provide services to migrant children and youth, including conducting annual residency verification and other identification and recruitment (ID&R) activities according to specific timelines, as outlined in the Texas Manual for the identification and Recruitment of Migrant Students. In addition, ensure migrant vans used for recruiting are adequately maintained and serviced.
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Director, State and Federal Programs Title I Part C: $1,605.00 Certificate of Eligibility, Home Visits Residency verification reports Student Rosters, student grades Student state assessment grades, student graduation rates
1.4.8 Provide college, technical, and military academy postsecondary awareness opportunities through various means.
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Assistant Superintendent, 21st Century Learning Title I, Part A: $5,700 Flyers, posters, advertisements Event sign-in sheets Attendance Rosters from forums Reports of military and college acceptance, THECB Reports
1.4.9 Implement an Education: Go Get it Week to focus on college ready activities appropriate for all grade levels.
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Assistant Superintendent, 21st Century Learning Title I, Part A: $2,000 Campus "Education: Go Get it Week" Agendas, event schedules THECB Reports, Scholarship awards Student grades Student graduation rosters, Scholarship awards
1.4.10 Provide college preparatory programs such as AVID and SpringBoard in K-8, middle, and high school campuses in support of career/college readiness for students.
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Assistant Superintendent, 21st Century Learning Title I, Part A: $11,040
High School Allottment: Approximately $500,000.00 from pertinent campus budgets (district - $12,000).
AVID Course Enrollment Report, Campus Enrollment Reports AVID activities, schedules AVID Reports , Pre-AP Reports Advanced Course Completion Reports, AVID Reports, AEIS Report
1.4.11 Provide update server for Read 180 and Destination math and Reading Programs in order to support and enhance student reading performance district-wide.
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Director, Staff Development; Director, Technology Services Title I, Part A: $20,000 Purchase orders, student rosters, district level progress reports Increased student reading scores on standardized tests Improved middle of year reading assessment scores Improved end of year reading assessment scores, elevated student exit level exams
1.4.12 Employ a part-time GED instructor to provide instruction, guidance and leadership to the GED students of Schaeffer House as they accrue their GED diploma.
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Director, State and Federal Programs Title I, Part D: $22,400 (FTE - 0.5) Teacher Records, Education Plans, Enrollment Reports, Pre/Post GED Test Pre/Post GED Test, Promotion, Retention Reports Schaeffer House student grades, student rosters Schaeffer House Student GED Diploma acquisition rate
1.4.13 Provide district-wide CTE teachers, counselors, administrators, with training opportunities to provide enriched CTE opportunities for students.
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Director, Career and Technical Education Carl Perkins Grant: $80,000.00 Training Agendas, sign-in sheets - - -
1.4.14 Acquire and utilize portable tablet hardware and compatible software to provide direct instruction to students in core subject areas and to collect, manage and analyze data to enhance teaching.
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Assistant Superintendent, Elementary; Assistant Superintendent, Secondary; Assistant Superintendent, 21 Century Learning; Director, Career and Technical Education Title I, Part A: $122,864 Purchase Orders, sign-in sheets, agendas, evaluations, training dates, materials, bid list. Principal walk throughs, student scores, lesson plans, state assessments and scores MOY student scores, % increase, state/grades assessment EOY student scores, % increase, state/grades assessment
Goal 1 SISD will increase student performance in all assessed areas to ensure that they are provided the opportunity to graduate college and career ready.
Objective 1.5 For the 2011-2012 school year, 100% of campuses will have specific programs, trainings, and or presentations in place to promote safe and drug free schools and communities.
School Wide Components
checkboxComprehensive Needs AssessmentscheckboxSchool-wide ReformcheckboxInstruction by Highly Qualified Teachers
checkboxProfessional DevelopmentcheckboxAttract, Retain Highly Qualified TeacherscheckboxParental Involvement
checkboxPreK/K TransitioncheckboxTeacher Involvement in AssessmentcheckboxTimely Assistance for Students
checkboxCoordinate & Integrate Federal State & Local Programs
  Strategy/Activity Person(s) Responsible Timeline Funding Source: Budget/FTE(s) Evidence of Implementation Evidence of Impact Formative Assessment Summative Assessment
1.5.1 Provide instructional materials/resources to promote and support campuses implementing the Olweus Bullying Prevention Program and Connecting With Kids Program.
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Director, State and Federal Programs Title I, Part A: $69,000,
Coordinating Committee Workbook, Progress Reports 1-3, Campus walkthroughs-teacher observations, campus coordinator meeting sign-in sheets Olweus Bullying Prevention Program Questionnaire, PEIMS, Olweus Bullying Prevention Program Questionnaire, PEIMS, Number of reported bullying incidents, student/teacher survey Olweus Bullying Prevention Program Questionnaire, PEIMS report-decrease number of bullying incidents
1.5.2 The Department of Police Services will provide progressive presentations to students and staff.
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Chief of Police Services Title I, Part A: $1,000 Presentation agendas and sign in sheets Number of presentation, number of district-wide incidents Increase in student and staff presentation participation Increase in number of presentations, decrease in number of related incidents
1.5.3 Increase Emergency Operation Procedure Presentations and campus audits conducted by the Department of Police Services.
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Chief of Police Services Title I, Part A: $500 EOP Training sign in sheets, campus Safety Audit reports Code Blue Drills (2 per year), staff evaluations Compare number of trained students and staff members Increase the number of trained staff and students in emergency situations
1.5.4 The Department of Guidance and Counseling will provide guidance lessons to students addressing student competencies and character education training.
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Assistant Superintendent, 21st Century Learning Title I, Part A: $5,000 Guidance lessons, classroom rosters, lesson plans Number of lessons, number of campus referrals District and campus incident reports End of year district and campus incident reports

Goal 2 SISD will provide services and benefits to attract, retain, and offer growth opportunities for highly qualified staff.
Objective 2.1 By January 2012, SISD will attract and retain 100% Highly Qualified Staff.
School Wide Components
checkboxComprehensive Needs AssessmentscheckboxSchool-wide ReformcheckboxInstruction by Highly Qualified Teachers
checkboxProfessional DevelopmentcheckboxAttract, Retain Highly Qualified TeacherscheckboxParental Involvement
checkboxPreK/K TransitioncheckboxTeacher Involvement in AssessmentcheckboxTimely Assistance for Students
checkboxCoordinate & Integrate Federal State & Local Programs
  Strategy/Activity Person(s) Responsible Timeline Funding Source: Budget/FTE(s) Evidence of Implementation Evidence of Impact Formative Assessment Summative Assessment
2.1.1 Train remaining elementary/middle/high school campuses in the Olweus Bullying Prevention Program. Provide additional training support to ensure program implementation to include snacks for increased participation of meetings.
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Director, State and Federal Programs Title I, Part A: $150 Coordinating committee workbook, Progress Report #1, meeting sign-in sheets Evaluations Olweus Bullying Prevention Program Questionnaire, PEIMS data Olweus Bullying Prevention Program Questionnaire, PEIMS data
2.1.2 Provide local staff development that will support instruction in Career and Technical Education teachers' program areas.
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Director, Career and Technical Education Carl Perkins Grant: $18,198.25 Teacher attendance Increase in student class attendance and overall performance, increase in teacher attendance and longevity Teacher staff development assessment Teacher plan for program improvement, Teacher online program evaluation
2.1.3 Employ, train and provide professional development opportunities to At-Risk, Library and Title I Instructional Aides in order to work with at-risk students.
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Director, State and Federal Programs Title I, Part A: $350 Schedules, Student Class Lists Progress Reports, Benchmarks, MOCK state assessment, State assessment Results Agendas, Sign-in sheets, Weekly logs Agendas, Sign-in sheets, Weekly logs
2.1.4 Provide effective special education, staff development and professional materials to support their position.
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Director, Special Education Special Education:$10,000 Sign In Sheets, Travel Documents, Substitutes time sheets Highly Qualified Teachers and Staff Documentation with current licensee and certification Human Resources Documentation, Classroom Walk-Throughs State assessment, Staff development evaluations
2.1.5 Ensure that special education administrative costs, including equipment, printing, postage, part-time pay, supplies, furniture, various fees(to include publishing fees) are incurred to support staff in their responsibilities.
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Director, Special Education Special Education:$10,000 Spending Reports, Staff Satisfaction Reports Purchasing Reports Indicating Expenditures Mid-Year Review of Expenditures Final Expenditure Reports
Goal 2 SISD will provide services and benefits to attract, retain, and offer growth opportunities for highly qualified staff.
Objective 2.2 By July 2011, provide opportunities for district personnel to attend professional development, conferences, and/or management institutes to ensure that SISD is 100% compliant with state and federal guidelines.
School Wide Components
checkboxComprehensive Needs AssessmentscheckboxSchool-wide ReformcheckboxInstruction by Highly Qualified Teachers
checkboxProfessional DevelopmentcheckboxAttract, Retain Highly Qualified TeacherscheckboxParental Involvement
checkboxPreK/K TransitioncheckboxTeacher Involvement in AssessmentcheckboxTimely Assistance for Students
checkboxCoordinate & Integrate Federal State & Local Programs
  Strategy/Activity Person(s) Responsible Timeline Funding Source: Budget/FTE(s) Evidence of Implementation Evidence of Impact Formative Assessment Summative Assessment
2.2.1 Provided professional development in an array of mediums: interactive workshops, online activities, newsletters, mentoring, coaching, classroom observations, model lesson, etc.
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Coordinator, Teacher Instruction and Professional Support Title II, Part A: $528,465
Title I, Part A: $3189.61
Calendar, Sign-In Sheets Professional growth with increase overall teacher effectiveness that will increase student achievement Observations of application of new knowledge and skills TPRI/Tejas Lee Benchmarks State assessment scores
2.2.2 Provide training and support of English Language Proficiency Standards (ELPS) to all content teachers to increase overall student passing rates for ELL's served, denials and exited students.
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Coordinator, Bilingual Education / ESL Title III, LEP: $20,000 Sign-in sheets, staff development evaluations, follow-up, classroom observations Classroom observations & walk-throughs Classroom walk-throughs, lesson planning Student performance will increase on state assessment scores
2.2.3 Increase number of teachers/administrators/support staff that receive SIOP staff development and provide follow up support with the emphasis on student weaknesses to drive instruction.
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Coordinator, Bilingual Education / ESL Title III, LEP: $30,000 Sign-in sheets, staff development evaluations, follow-up, classroom observations Classroom observations & walk-throughs class walk-throughs, lesson planning Student performance will increase on state assessment scores
2.2.4 Provide a Trainer of Trainers (TOT) for Sheltered Instruction Observation Protocol (SIOP) at each campus to provide immediate support based on campus needs.
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Coordinator, Bilingual Education / ESL Title III, LEP: $30,000 Sign-in sheets, staff development evaluations, follow-up, classroom observations Classroom observations & walk-throughs lesson planning Classroom walk-throughs, lesson planning Student performance will increase on state assessment scores
2.2.5 Provide a committee of SISD staff members that will revise written policies on student identification for Gifted and Talented student services and that will submit new policies for approval by the district board of trustees. Once approved, the policies are disseminated to all parents (19 TAC 89.1).
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Assistant Superintendent, 21st Century Learning GT: $5330.00 New, board approved GT Program and Policies to replace 2006-2011 District Plan for Gifted Education Timesheets, sign-in sheets, agendas, written policies Updated GT Rosters GT Identifications and numbers in PEIMS
2.2.6 Ensure a minimum of (30) clock hours of professional development that meets the criteria in the Texas State Plan for the Education of Gifted and Talented students for teachers who provide instruction and services that are part of the district's defined GT services (19 TAC 89.2(1))
Courses offered July 2010, October 2010, March 2010, and online.
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Assistant Superintendent, 21st Century Learning GT: $7500.00 Attendance Records, Training Agendas GT student grades, GT student products Staff development evaluations Total number of GT certifications
2.2.7 Provide a minimum of (6) hours of annual professional development to teachers who provide instruction and services to GT students that is related to state teacher education standards (19 TAC 89.2(3) and TAC 233.1)
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Assistant Superintendent, 21st Century Learning GT: $59,000.00 Attendance records, Training Agendas Sign-in sheets Staff Development Evaluations GT certifications
2.2.8 Provide opportunities for teachers to attend Career and Technical Education-associated staff development out of town to support instruction in teachers' program area.
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Director, Career and Technical Education Carl Perkins Grant: $66,710.82 Teacher attendance Increase in student class attendance and overall performance, increase in teacher attendance and longevity Teacher staff development assessment Teacher plan for program improvement, teacher online program evaluation
2.2.9 Provide extra duty pay, travel to special education personnel for services, tutorials and professional development.
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Director, Special Education Special Education: $25,000 State assessment Scores AYP Standards met Benchmarks, Release State Assessment Final State Assessment Scores
2.2.10 Increase teacher awareness of at-risk criteria through trainings on State Compensatory Education guidelines, the At-Risk Management System (ARMS), the Academic Reinforcement Mentoring Initiative (ARMI), and other SCE funded programs.
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Director, State and Federal Programs Title I, Part A: $1,521 SCE:$1000 Training sign-in sheets, ARMS profile reports, student rosters Walkthroughs, ARMS reports, lesson plans Middle of year student, teacher, and administrator surveys End of year student, teacher, and administrator surveys
2.2.11 Provide staff awareness trainings to district personnel on the issues surrounding homelessness.
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Director, State and Federal Programs Title I, Part A: $70 Agendas Sign-in sheets, improved intervention documentation in ARMS Enhanced monitoring of report grades and benchmark assessments Increase in state assessment scores results by 4% in all core content areas
2.2.12 Attend State and/or National Conferences that address state and/or federal compliance issues.
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Director, State and Federal Programs Title I, Part A: $3000 Agendas Compliance documentation Enhanced monitoring of compliance issues Broadened support to campuses through program compliance
2.2.13 Increase the number of GREAT certified Police Officers, resulting in a greater number of GREAT presentations.
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Chief of Police Services Title I, Part A: $3700 GREAT Lesson Plans and Sign in Sheets Students participating in the GREAT Program Set and compare baseline for number of presentations Increased number of GREAT Presentations, reduced number of gang related incidents
2.2.14 Provide training and support for the Achievement Via Individual Determination (AVID) and SpringBoard college and career readiness systems.
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Assistant Superintendent, 21st Century Learning Title I, Part A; Budget of pertinent campuses: $150,000 Training agendas, attendance roster AVID student grades, Student Grades Staff development evaluations Total number of AVID campuses receiving certified status, Total number of campuses implementing SpringBoard curriculum.
2.2.15 Provide funds to Private Nonprofit schools to support equitable staff development opportunities for teachers of SISD Title I eligible students including but not limited to purchasing of resources and materials.
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Director, State and Federal Programs Title I, Part A: $774 Agendas, Purchase Orders Increased student performance in the classroom Implementation of strategies in the regular classroom Improved yearly assessment scores
2.2.16 Provide opportunities for district personnel to attend awareness/compliance trainings to meet the compliance components of the Migrant Education Program and address the needs of Migrant students in the district.
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Director, State and Federal Programs Title I, Part C: $40.00 Training agendas Implementation of best practices in accordance with Migrant Education Program guidelines Progress reports, counselor interviews, teacher documentation, credit accrual Promotion rates, graduation rates, passing state assessment scores
2.2.17 Provide opportunities for district personnel to become members of organizations/coalitions that support the district's Homeless Education Program.
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Director, State and Federal Programs Title I, Part A: $75 Agendas, meeting minutes Coordination and collaboration with El Paso area organizations and agencies to ensure support of the SISD homeless students Agency contacts for services Increased numbers of students receiving support from El Paso area agencies that provide services for the homeless
Goal 2 SISD will provide services and benefits to attract, retain, and offer growth opportunities for highly qualified staff.
Objective 2.3 By July 2011, provide opportunities for district personnel to purchase scientifically research-based programs, materials, and/or resources for professional development training in order to ensure that SISD is 100% compliant with state and federal guidelines.
School Wide Components
checkboxComprehensive Needs AssessmentscheckboxSchool-wide ReformcheckboxInstruction by Highly Qualified Teachers
checkboxProfessional DevelopmentcheckboxAttract, Retain Highly Qualified TeacherscheckboxParental Involvement
checkboxPreK/K TransitioncheckboxTeacher Involvement in AssessmentcheckboxTimely Assistance for Students
checkboxCoordinate & Integrate Federal State & Local Programs
  Strategy/Activity Person(s) Responsible Timeline Funding Source: Budget/FTE(s) Evidence of Implementation Evidence of Impact Formative Assessment Summative Assessment
2.3.1 Provide instructional materials that support campuses to increase the graduation rate of ELL students.
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Coordinator, Bilingual Education / ESL Title III, LEP: $25,000 Instructional support by campus teachers and instructional specialists Graduation rates increased by ELL students Benchmarks, classroom observations LEP graduation rates, TELPAS, state assessment scores
2.3.2 Integrate technology in all aspects of curriculum through the access and use of mobile wireless lab, TeenBiz EDGE and DR/DM
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Coordinator, Bilingual Education / ESL Title III, LEP: $10,000 Instructional Specialists will support campus use, ESL teachers and reports. Students passing rate on state assessments Benchmarks, SELP testing, classroom observations, ESL academies State assessment scores, TELPAS, SELP
2.3.3 Keep abreast of compliance requirements through the purchase of federal and state publications and reference materials.
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Director, State and Federal Programs Title I Part A: $150 Purchase order Update on compliance issue Training and information sharing with district departments and campuses Sign-in sheets PBMAS

Goal 3 SISD will promote and support active parent and community engagement in the education process to improve student achievement.
Objective 3.1 By Spring 2012, increase training and enrichment opportunities 10% to 15% for parents in an effort to increase student academic performance.
School Wide Components
checkboxComprehensive Needs AssessmentscheckboxSchool-wide ReformcheckboxInstruction by Highly Qualified Teachers
checkboxProfessional DevelopmentcheckboxAttract, Retain Highly Qualified TeacherscheckboxParental Involvement
checkboxPreK/K TransitioncheckboxTeacher Involvement in AssessmentcheckboxTimely Assistance for Students
checkboxCoordinate & Integrate Federal State & Local Programs
  Strategy/Activity Person(s) Responsible Timeline Funding Source: Budget/FTE(s) Evidence of Implementation Evidence of Impact Formative Assessment Summative Assessment
3.1.1 Provide funding for parents and community members to attend conferences and workshops such as the Regional Parental Engagement Conference.
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Coordinator, Bilingual Education / ESL Title III, LEP: $1,000 Agendas, sign-in sheets Parent meetings throughout the school year Campus parent nights District Parent Summit
3.1.2 Ensure that parents of GT students are informed of all gifted and talented services and opportunities via various media (19 TAC 89.3).
Specific times are in August and January of the school year.
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Assistant Superintendent, 21st Century Learning GT:$1,200.00 Sign-in sheets; district newsletters; GT district website Flyers, marquee notifications, other advertisements Parent sign-in sheets Total number of GT events for the year
3.1.3 Provide registration costs for parents of students served by the Department of Special Education to attend workshops and trainings.
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Director, Special Education Special Education:$7,000 Sign-In sheets, Agendas, Payment Documents Evaluations of staff development Review of funds Review of Parental Complaints
3.1.4 Provide transportation and travel costs for parents of students served by the Department of Special Education.
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Director, Special Education Special Education:$2,000 Travel Documentation, Detailed travel requests Random Survey of Parents Review of funds Review of Parental Complaints
3.1.5 Provide supplies and materials for parents of students served by the Department of Special Education.
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Director, Special Education Special Education:$2,000 Purchasing documents to include purchase orders Random Survey of Parents Review of funds Review of parental Complaints
3.1.6 Utilize the S.O.C.R.A.T.E.S. Mobile Unit to provide educational enrichment activities to parents of SISD students. S.O.C.R.A.T.E.S. (Socorro Offering Children Relevant And Technological Experiences in Science) will utilize computer laptops and software to provide technology-related learning experiences to parents at district campuses.
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Director, State and Federal Programs Title I Part A: $2,000 Posters, flyers, and advertisements at district campuses Parent workshop schedules, parent sign-in sheets Numbers of parents participating in workshops, number of parent workshops offered Total number of parents participating in workshops at participating campuses, number of workshops offered
3.1.7 Provide training to district personnel on the McKinney-Vento Homeless Education Assistance Act Parental Rights and Awareness.
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Director, State and Federal Programs Title I Part A: $500 Flyers, agendas Sign-in sheets Improved report grades and benchmark scores Increase in state assessment scores results by 4% in all core content areas
3.1.8 Fund a Title I Parent Liaison at each SISD campus to build capacity. Responsibilities include facilitating and offering parent workshop opportunities at least twice a month to bolster parent involvement in order to increase student academic performance. Provide supplemental support when necessary to Parent Liaisons for materials and/or snacks via Title I funds.
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Director, State and Federal Programs Title I Part A, 1 FTE per campus: $12,500; Supplemental Title I Part A: $400 Title I Parent Liaison employment documentation; workshop posters, flyers, and web notices Workshop agendas, sign-in sheets, and other evidence of parent participation Student, parent, and teacher surveys Workshop evaluations, parental involvement event documentation
3.1.9 Purchase and implement scientifically research-based programs, materials, books, and other resources in support of Parent Liaison activities meant to increase campus parental involvement.
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Director, State and Federal Programs Title I Part A: $106,000 Purchase orders, Parent rosters, Parent workshop schedules Parent workshop agendas, sign-in sheets, Parent workshop products. Administrator walkthroughs Student, parent, and teacher surveys. Workshop evaluations Student, parent, and teacher surveys. Workshop evaluations
3.1.10 Provide opportunities for Parent Liaisons, SISD parents, and community members to attend events and/or conferences in order to bolster parental and community involvement, thereby supporting student academic achievement. Such activities include: disseminating information and materials to parents about the bullying prevention program- Olweus/Connect with Kids.
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Director, State and Federal Programs Title I Part A: $5,200 Event documentation and packets, purchase orders. Parent attendance rosters Parental involvement surveys Parental involvement surveys, testimonies, and interviews
3.1.11 Provide Parent Liaisons with professional development training to promote and increase parental involvement.
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Director, State and Federal Programs Title I, Part A: $1,000 Sign-in Sheets and Agendas Sign-in sheets, showing evidence of increased attendance Sign-in sheets End-of-year Compliance Reports for each campus
3.1.12 Provide informational meetings to Migrant Education Program (MEP) parents on how to access resources that are appropriate for timely, at-home interventions for their children. Provide materials and resources to parents who speak little or no English to assist in eliminating the language barrier and increase school/ home communication. Provide light snacks for evening meetings to increase attendance.
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Director, State and Federal Programs Title I Part C: $231.28 Sign-In Sheets, Agendas, Progress Reports At-Risk Management System, Progress reports, Report cards, Recruiters daily log Presentation evaluations, parent surveys Presentation evaluations, parent surveys
3.1.13 Host a father/son and a mother/daughter conference in order to bolster student achievement.
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Director, State and Federal Programs Title I Part A: $15,000; Title III: $10,100 Sign-in sheets, agendas Improved student scores for participants Registration List for evidence of participation Evaluations, end of year total participation
3.1.14 Provide funds to Private Nonprofit schools to support equitable parental involvement activities for parents of SISD Title I eligible students
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Director, State and Federal Programs Title I, Part A: $300 Agendas, Purchase Orders Sign-in sheets Increase in number of parents attending meetings/trainings Improved student performance
Goal 3 SISD will promote and support active parent and community engagement in the education process to improve student achievement.
Objective 3.2 By spring 2012, increase educational involvement opportunities 10% to 15% for community members in an effort to increase student academic performance.
School Wide Components
checkboxComprehensive Needs AssessmentscheckboxSchool-wide ReformcheckboxInstruction by Highly Qualified Teachers
checkboxProfessional DevelopmentcheckboxAttract, Retain Highly Qualified TeacherscheckboxParental Involvement
checkboxPreK/K TransitioncheckboxTeacher Involvement in AssessmentcheckboxTimely Assistance for Students
checkboxCoordinate & Integrate Federal State & Local Programs
  Strategy/Activity Person(s) Responsible Timeline Funding Source: Budget/FTE(s) Evidence of Implementation Evidence of Impact Formative Assessment Summative Assessment
3.2.1 Provide maintenance and materials funding for the P.R.I.C.E. Mobile Unit utilized by the Department of Police Services for their community outreach endeavors. (People Responding to Innovative and Creative Education)
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Director, State and Federal Programs Title I Part A: $1,500 Requisition documentation, purchase orders P.R.I.C.E. Mobile Unit presentation agendas, sign-in sheets, and events schedule Set and compare benchmarks for number of P.R.I.C.E. participation events Increase in community and parent involvement
3.2.2 Provide personnel funding for the Department of Police Services to increase community relation efforts through the inclusion of the P.R.I.C.E. Mobile Unit in designated events. (People Responding to Innovative and Creative Education)
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Chief of Police Services Title I Part A: $1,000 Event sign in sheets, agendas, and promotional posters. (Health Fairs, career Days, Child Finger Printing events) Community Involvement in P.R.I.C.E. related functions, follow up requests for P.R.I.C.E. participation Set and compare benchmarks for number of P.R.I.C.E. participation events Increase in community and parent involvement
3.2.3 Inform parents and community stakeholders of federally funded programs at an annual public meeting.
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Director, State and Federal Programs Title I Part A: ($1056.00) Purchase order, meeting agenda Sign-in sheets Parent and community evaluation after meeting Parent and community evaluation after meeting


2011-2012

EPAC Members

In accordance with the administrative procedures established under Education Code 11.251(b), the campus-level committee shall be involved in decisions in the areas of planning, budgeting, curriculum, staffing patterns, staff development, and school organization. Education code 11.253(e)
No Committee Members Defined.