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District/Campus Improvement Plan

2016– 2017

Sands Consolidated Independent School District

Approved by Board

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TABLE OF CONTENTS I. Site Based Team ………………………………………………………………………………... 3 II. District Goals and Performance Objectives ………………………………………………………………………………… 4

1. Reading ………………………………………………………………………………… 6 Math ………………………………………………………………………………… 9 Writing ................................................................................................................11 Social Studies ................................................................................................................14 Science ................................................................................................................15

2. Attendance ................................................................................................................16 3. Dropouts ................................................................................................................19 4. College readiness standards ................................................................................................................21 5. Special Programs

ESL 21 CTE 23 Dyslexia 25 Title I, Part A 26 Migrant Education 29 G/T 31 PK 32 At-Risk 33 Special Education 35 NCLB 36

6. Technology ................................................................................................................38 7. School Climate and Safety ................................................................................................................39 8. Parent Involvement ...............................................................................................................41 9. Transition ................................................................................................................44

10. Staff Development ................................................................................................................47

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2016 – 2017 School Year SANDS CISD The site-based decision making committee of SANDS CISD has developed the following District Improvement Plan. Our signatures indicate our agreement with and support of the SANDSs CISD District Improvement Plan. Lenny Morrow, Principal _______________________________________

Shelley Peaock,ESL ______________________________________

Becky Ragle, Elementary Teacher ______________________________________

Ben Connell, Secondary Teacher ______________________________________

Dustin Wall, Secondary Teacher ______________________________________

Tana Howard, Counselor, G/T, School Safety, Dyslexia _______________________________________

Cody Sandlin, Community Member ______________________________________

Linda Perry, Business Member _______________________________________

Lesli NicholsLaci Higgins, Parent Member _______________________________________

Jessica Wigington, Auxillary staff _______________________________________

JRyan Gicklhorn, Career and Technology ______________________________________

Kim Ware, Special Education _______________________________________

Debbie Barraza, Migrant

Amy Grumbles, Auxiliary _______________________________________

Debra Smithson, Elementary Teacher _______________________________________

Rachelle Morrow, Auxillary staff _______________________________________

Amy McMorris, Cafeteria _______________________________________

Melanie Turner, Secondary Teacher _______________________________________

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Sands CISD District Goals and Performance Objectives

2016-2017 Comprehensive Needs Assessment

GOAL #1 – Student Performance

Sands CISD will meet or exceed the state standard of at least 90% of the students passing each test of the STAAR and End Of Course test.

GOAL #2 – Student Attendance

SANDS ISD will increase average daily attendance for all students Performance Objective: SANDSs CISD will have 97% or above attendance for the 2016– 2017 school year.

Goal #3 – Student Drop-out Rate

SANDS CISD will maintain a dropout rate that meets the state standard of less than 1.0%..

Performance Objective: SANDS CISD will have an annual dropout rate of 1.0% or less for all students and all subgroups.

Goal #4 – College Readiness Standards SANDS CISD will improve college readiness in all students as they seek to improve Index 4 in the accountability ratings. Student sores in ACT and TSI will improve as will the total number of students who are college ready based on these tests.

Performance Objective: At least 80% of graduates will be college ready based on Act or TSI test scores.

Goal #5 – Special Programs SANDS CISD will improve instructional focus for students in special programs.

Performance Objectives: SANDS CISD will provide academic programs that meet the needs of all students.

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SANDS CISD will increase the number of students passing the STAAR A test to a 70% pass rate.

Goal #6 – Technology SANDS CISD will increase integration of technology into the classroom

Performance Objective: SANDS CISD will increase the opportunities for staff and students to use computer-based instruction; computer assisted instruction and exploration

of new technology.

Goal #7 – School Safety

SANDS CISD will maintain and enhance a safe school climate and provide opportunities that are conducive to developing healthy students who make safe and healthy decisions.

Performance Objective: SANDS CISD will take an ongoing, effective approach to monitoring school safety through the appropriate use of school safety procedures to keep students and teachers free from the threat of harm while also developing and supporting programs that contribute to the growth of self-discipline and respect for others.

Goal #8 – Parent Involvement

Sands CISD will provide parents or guardians more opportunities to participate in their child or children’s educational endeavors.

Performance Objective: SANDS CISD will develop and increase the size and scope of parent involvement in school activities and the learning process.

Goal #9: Transition

Sands CISD will provide for non-stressful transition (elementary to junior high school to high school, and from high school to post-secondary school or work force.

Performance Objective: SANDS CISD will increase student preparation for critical transition periods in a student’s school career through successful completion of district success initiatives. Goal #10:

Sands CISD staff members will be given the opportunity for enhancing knowledge and skills through proactive staff development.

Performance Objective: SANDS CISD will develop and support programs that contribute to the growth of teacher effectiveness in instruction by requiring teachers to gain 30 hours of training each year in areas approved by administration.

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SANDS CONSOLIDATED INDEPENDENT SCHOOL DISTRICT DISTRICT/Campus IMPROVEMENT PLAN 2016 – 2017

2016-2017 DISTRICT MISSION STATEMENT: The SANDS educational system is committed to providing opportunities for all students so that they may be prepared to participate as responsible citizens in an ever-changing society. We are convinced that all students can maintain a measure of success. We pledge to provide for their development, mentally, physically, emotionally, and socially to assure their success of tomorrow’s world.

Goal #1: SANDS CISD will meet or exceed the state standard of at least 90% of the students and each subgroup passing all parts of the STAAR

District Performance Objective #1: SANDSs CISD student groups [African-American, Hispanic, White, Limited English Proficient (Bi/ESL), Economically

Disadvantaged, Gifted and Talented, At-Risk, Male/Female, Migrant] will meet or exceed the state STAAR reading standards at the distinguished level.

SANDS School has 50% or higher free/reduced rate and is a Title I School-Wide Campus. The State Compensatory Education funds will be used on the schoolwide campus to

support and upgrade the Title I program.

Schoolwide Components 1, 2, 3, 4, 8 READING

Strategies/Activities Resources Performance Evaluation Materials/Staff Cost/Funding Person Responsible Timeline Formative Summative

1. Campus disaggregation of Test Data Two reading Principal End of 1st Six weeks Minutes of TPRI Evaluation 2016 STAAR reading scores and intervention teachers meetings/vertical document/Aware TPRI as part of a comprehensive alignment needs assessment

2. Evaluate campus reading Campus Plan Advisory Committee Six weeks Reading ’ STAAR scores performance to determine and ‘STAAR Data on each campus monitoring performance instructional needs records Classroom Teachers Report to SBT

In Oct.2017 3. Implementation of ESC Contracted service. Six Weeks Lesson Plans End of year student Grades K – 12 Performance record TEKS Resource center Instructional Materials Classroom teachers Report to SBT STAAR scores May 2017 4. Accelerated Reader program Computers $2500 K-8 teachers Aug – May STAR test results ‘STAAR Used to promote reading practice. Goal charts

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READING


5. Provide opportunities for TAKS/STAAR results Teachers Report to SBT Record of parent/teacher conferences Parent Conferences Principal end of first semester conferences regarding STAAR scores.

6.Computer generated Computer Lab All teachers K-12 Six weeks Monitoring Lesson Plans STAAR reading opportunities using Essential Skill Report to SBT May Scores learner appropriate software Ed City/Study Island 2017 Program reports

7. STAAR Readiness Staff Training, Teachers Responsible for Six Weeks Monitoring Lesson Plans STAAR a. Test taking strategies commercial and teacher STAAR Scores b. STAAR practice in made materials (Eduphoira) actual format c. Student/parent conference with emphasis on strengths/weak- ess of previous STAAR scores grade 3-6 and 7-11 as needed

8. Elementary Phonics Adopted Program Elementary and Six Weeks Monitoring Lesson Plans Report Cards Wilson Fundations Fundations of Lanaguage instructional coordinator Student Records Report to SBT May of Principal 2017

9. Vertical Alignment of Student Performance Elementary Staff Six Weeks Monitoring Minutes of cross Reading Csope and K-12 Reading Programs Records Principal grade level sequence of TEKS Report to SBT May meetings Scott Foresman 2017 Glencoe

10. Periodic grade level Student Performance Instructional Six Weeks Monitoring Staff Meetings STAAR meetings to discuss Records Staff Reading Scores methods of improving Principal Report to SBT May instruction 2017 PK-2; 3-5, 6-12

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READING


11. Provide opportunities for required tutorials Teachers Six Weeks Monitoring 6 weeks grades STAAR Reading acceleration Parents Final Grades Reading ‘16 STAAR Report to SBT May assessments Scores 2017

12. Staff members will Workshops Campus Principal May 2017 Workshop PDAS participate in district and Teachers Title I Contract registration documentation or state workshops/ Para-Prof Region 17 CC attendance professional development Administration Title II, IV Coop activities related to campus Support Staff CATE/GT Coop Teacher Self-Report needs. 13. Assessment for those ARD Teachers Report to SBT baseline data Released test results not taking STAAR, PreK,K,1,2, LPAC Principal May 2017 6 weeks monitoring RPTE, TPRI, TPRI, Released STAAR LPAC, ARD practice test Title I 14. Address the % of LEP and LPAC Principal Six weeks monitoring Woodcock-Munoz test TELPAS Special Ed Students that are ARD Counselor STAAR taking the STAAR with strategic student Records Staff interventions.

15. Benchmark test in the area Released Tests Teachers STARR test results STAAR of Reading (checklists, Released STAAR test Sept-April for beginning, middle, test STAAR, teacher-made tests) and end Eduphoira Evaluation Progress Review Key: 1. Accomplished 2. Considerable Progress 3. Some Progress 4. No progress 5. Discontinued

Date Reviewed:

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SANDS CONSOLIDATED INDEPENDENT SCHOOL DISTRICT DISTRICT/Campus IMPROVEMENT PLAN 2016– 2017

2016-2017 DISTRICT MISSION STATEMENT: The SANDS educational system is committed to providing opportunities for all students so that they may be prepared to participate as responsible citizens in an ever-changing society. We are convinced that all students can maintain a measure of success. We pledge to provide for their development, mentally, physically, emotionally, and socially to assure their success of tomorrow’s world.

Goal #1: SANDS CISD will meet or exceed the state standard of at least 90% of the students and each subgroup passing all parts of the STAAR.

District Performance Objective #2: SANDSs CISD student groups[African-American, Hispanic, White, Limited English Proficient (Bi/ESL), Economically

Disadvantaged, Gifted and Talented, At-Risk, Male/Female, Migrant] will meet or exceed the state STAAR mathematics standards at the distinguished level.

Schoolwide Components 1, 2, 3, 4, 5, 8

Mathematics


1. Disaggregated STAAR test Test Data Principal Report to SBT Student item STAAR will be used to determine the Teachers November 2016 analysis reports Scores instructional needs of each student _______________________________________________________________________________________________________________________________________________ 2. District staff development District Math Principal Report to SBT Staff Documented in will continue to provide Committee ESC COOPS Superintendent May 2017 development lesson plan instruction for creating Title II, IV programs appropriate STAAR math Title I Contract curriculum through the Handouts implementation of the TEKS Math Teachers STAAR Preparation 3-11grades using TEKS Reg. 17 ESC Resource center Curriculum Content

3. District will provide TEKS Curriculum textbook allotment Teachers Aug-May Subject level Aligned curriculum opportunities for the guides/Cscope Principal meetings Benchmark scores coordination of vertical Pearson math and horizontal alignment Report to SBT of STAAR mathematics May 2017 concepts by purchasing Pearson math curriculum For grades K-12

Evaluation Progress Review Key: 1. Accomplished 2. Considerable Progress 3. Some Progress 4. No progress 5. Discontinued

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Mathematics


4. STAAR acceleration oppor- Required Tutorials Title I funds Principal Monitored each Progress Reports STAAR tunities available for pull out Essential Skills six weeks classes, mastery classes, Ed city/Brain Pop computer lab opportunities Computer Lab Report to SBT May 2017

5. Computer assisted Computer Lab Teachers Monitor each 6 weeks Lesson Plans STAAR instruction will continue to be used throughout the Class computers district to reinforce STAAR Think Through math Report to SBT and TEKS concepts ISATION/ May 2017

6. Test-taking strategies Commercial STAAR Local funds Teachers Monitor 3 and 6 weeks Lesson Plans STAAR taught throughout the district preparation materials Teacher made materials Workshops Principal Report to SBT May 2017

7. Provide opportunities for STAAR results Teachers Report to SBT Copies of Record of parent/teacher conferences Principal end of first semester Agenda/Meeting conferences regarding STAAR scores.

8. Math curriculum will Principal Report to SBT Lesson Plans Test results continue to be integrated Teachers May 2017 into CTE classes in order instill math as a Math teachers meaningful life skill.

9. Emphasis on learning Math teachers Teachers Monitor each 6 weeks Lesson Plans Test results styles Principal PDAS

10. Assessment for those ARD Modifications Teachers Report to SBT Lesson Plans Release Test result LAT LEP Modifications LPAC May 2017 LPAC results PreK, 1st, 2nd grade ARD 9th grade Release tests Test results

11. Benchmark tests in the Eduphoira teachers three times a semester benchmark results STAAR area of Math (Released STAAR & Teacher-made exams) Evaluation Progress Review Key: 1. Accomplished 2. Considerable Progress 3. Some progress 4. No progress 5. Discontinued Date Reviewed:

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2016-2017 DISTRICT MISSION STATEMENT: The SANDS educational system is committed to providing opportunities for all students so that they may be prepared to participate as responsible citizens in an ever-changing society. We are convinced that all students can maintain a measure of success. We pledge to provide for their development, mentally, physically, emotionally, and socially to assure the success of tomorrow’s world.


District Performance Objective #3: SANDS CISD student groups[African-American, Hispanic, White, Limited English Proficient (Bi/ESL), Economically

Disadvantaged, Gifted and Talented, At-Risk, Male/Female, Migrant) will meet or exceed the state STAAR writing standards at the distinguished level.

Schoolwide Components 1, 2, 3, 4, 5, 8

Writing


1. Disaggregated STAAR test Test Scores Principal Monitor end of first Department STAAR data and TEKS will be used TEKS Teachers semester and then meetings to develop writing instruction once each six weeks strategies. Report to SBT May 2017

3. District staff development K-8 Title I Contract Principal Report to SBT Document STAAR will continue to provide for teachers May 2016 staff develop- creating appropriate writing ment curriculum In-Service STAAR Preparation agendas Region 17 ESC Curriculum Content

4. District will provide TEKS resource ESC 17 contract Teachers Elem – 6 wks Lesson Plans STAAR opportunities for the Principal Secondary – 6 wks coordination of vertical STAAR Writing Report to SBT and horizontal alignment practice end of each sem. of writing concepts. Technology(labs)

Evaluation Progress Review Key: 1. Accomplished 2. Considerable Progress 3. Some progress 4. No progress 5. Discontinued

Writing


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5. Elementary classes will Teacher Academies Campus Funds Principal End of each semester Lesson Plans Student grades incorporate oral language development components Region 17 ESC STAAR during the instructional day. Wilson Fundation

6. All classes will review Teachers Monitored each Department the TEKS speci- Assessment Department Heads Six weeks meetings assessments fications and create TEKS Principal writing activities in STAAR test results Report to SBT end of all classes. May 2017 STAAR

7. All classes will utilize Writing curriculum Campus Funds Principal End of each 6 weeks Lesson Plans STAAR process writing strategies and instructional Teachers to strengthen student materials Report to SBT end of composition skills May 2017

8. All classes will have a campus funds Teachers Monitored each Lesson Plans strong instructional focus Principal 6 weeks on the mechanics of Curriculum materials ’ STAAR writing:(Grammar, (Shurley English) Report to SBT capitalization, punctuation, May 2017 and spelling).

9 Computer assisted Computer Lab Teachers Monitor each 6 weeks Lesson Plans STAAR instruction will continue to be used throughout the Class computers district to reinforce STAAR Report to SBT and TEKS concepts Software May 2017

Evaluation Progress Review Key: 1. Accomplished 2. Considerable Progress 3. Some progress 4. No progress 5. Discontinued

Writing


10. Provide opportunities for STAAR results Teachers Report to SBT Copies of Record of parent/teacher conferences Parent Conferences Principal end of first semester invitations conferences

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regarding STAAR scores.

11. Staff members will Campus ESC COOPS Principal May 2016 Workshop PDAS participate in district and Title II, IV documentation or state workshops/ Staff Development Title I Contract professional development Region 17 activities related to campus Curriculum Content Teacher Self- needs to insure a highly Report qualified staff and TA’s 12. Assessment for those ARD exemptions ARD.LPAC Report to SBT Baseline data Test Results , PreK, K, 1,2 LEP exemptions teachers May 2017 RPTE, TPRI, Iowa Test of Basic Skills Principal Release STAAR questions PK and K checklist 13. Benchmark tests in the Eduphoira Teachers Fall, Winter STAAR area of writing (Released STAAR Measuring UP Spring tests, checklists, teacher-made tests

Evaluation Progress Review Key: 1. Accomplished 2. Considerable Progress 3. Some progress 4. No progress 5. Discontinued Date Reviewed:

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_________________________________________________________________________________________________2016-2017 DISTRICT MISSION STATEMENT: The SANDS educational system is committed to providing opportunities for all students so that they may be prepared to participate as responsible citizens in an ever-changing society. We are convinced that all students can maintain a measure of success. We pledge to provide for their development, mentally, physically, emotionally, and socially to assure the success of tomorrow’s world.

Goal #1: SANDS CISD will meet or exceed the state standard of at least 90% of the students and each subgroup passing all parts of the STAAR

District Performance Objective #4: SANDS CISD student groups will meet or exceed the state STAAR Social studies standards to meet distinguished status.

Schoolwide Components 3, 4

Social Studies


1. Using the TEKS specifications STAAR practice Teacher 6 weeks Report cards 2017STAAR scores a benchmark test will be materials Principal End of semester given to find gaps required tutorials 2. Staff will attend Staff Dev. ESC Workshops ESC 17 SSA, Title II Teacher 2017STAAR scores at the ESC17 on Soc. St. STAAR Preparation Principal May’ 17 TEKS assessment Region 17 ESC Curriculum Content

3. Provide opportunities for STAAR results Teachers Report to SBT Copies of Record of parent/teacher conferences Parent Conferences Principal end of first semester invitations conferences regarding STAAR

4. Staff will work on alignment of Subject/Content meeting Teachers 6 weeks 2017STAAR scores social studies concepts both Workbooks Principal horizontal and vertical using Cscope “Mastering the TEKS 5. Various Speakers Individual Projects Students project eval 2017STAAR scores Schoolwide projects Teacher 6.Increase understanding of TEKS resource ESC 17 contract teacher Six weeks checks tests/benchmarks 2017 STAAR academic vocabulary. 7. Talk with parents about grades Progress reports Teacher, parent every 3 weeks & Progress reports Grade promotion Report cards every 6 weeks Report cards STAAR

Evaluation Progress Review Key: 1. Accomplished 2. Considerable Progress 3. Some progress 4. No progress 5.Discontinued

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_________________________________________________________________________________________________2016-2017 DISTRICT MISSION STATEMENT: The SANDS educational system is committed to providing opportunities for all students so that they may be prepared to participate as responsible citizens in an ever-changing society. We are convinced that all students can maintain a measure of success. We pledge to provide for their development, mentally, physically, emotionally, and socially to assure the success of tomorrow’s world.


District Performance Objective #4: SANDS CISD student groups will meet or exceed the state STAAR Science standards to meet distinguished status.


Science


1. Using the TEKS specifications TAKS practice Teacher 6 weeks Report cards STAAR scores a benchmark test will be materials Principal End of semester given to find gaps required tutorials Eduphoria 2. Staff will attend Staff Dev. ESC Workshops ESC 17 SSA, Title II Teacher STAAR scores at the ESC17 on TEKS Instruct supplies-local and St comp Principal May’17 Region 17 ESC Curriculum Content

3. Provide opportunities for STAAR results Teachers Report to SBT Copies of Record of parent/teacher conferences Parent Conferences Principal end of first semester invitations conferences regarding STAAR scores.

4. Staff will work on alignment of Subject/Content meeting Teachers 6 weeks STAAR scores science concepts both Principal horizontal and vertical using TEKS resource center

5. Talk with parents about grades Progress reports Teacher, parent every 3 weeks & Progress reports Grade promotion Report cards every 6 weeks Report cards STAAR

6. Utilize computer programs to Explore learning $2000/year Science teachers All year Lesson plans Classroom observations Increase hands on learning Moby Max Opportunities 7.Increase understanding of TEKS resource ESC 17 contract teacher Six weeks checks tests/benchmarks 2017 STAAR academic vocabulary.

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Goal #2: SANDS CISD will increase Average Daily Attendance for all students. District Performance Objective: SANDS CISD will have 97% or above attendance for the 2015-2016 school year.


Attendance


1. Incentive Programs for Principal Monitored each Student Parti- Attendance records improved attendance 6 weeks cipation in Attendance Awards Teachers Incentive Prog. Attendance committee Report to SBT Monetary Award Principal Each six weeks May 2017

2. Teacher/Secretary will call Clerk/Teacher Principal Monitored Daily Daily Attendance Attendance records parents of absent students Handbook Guidelines Secretary Report to board monthly each day. Principal follow Principal Report to SBT end up on absentees of each semester

3. Information distributed Mail-outs Secretary By September 1 Signed student Attendance records to parents about compulsory Telephone calls Principal Handbooks attendance laws and loss Open House Open House Notification of credit Elementary Awards letter Assembly

4. Enforcement of Secretary Secretary Report to SBT Correspondence Attendance Record Compulsory Attendance Laws Principal Principal end of each semester to parents Law Enforcement Law Enforcement Court Records Attendance committee Letters to Parents

5. Stress attendance through Classroom Teachers Principal Report to SBT Lesson Plans 2016-2017 lessons or programs on Character Counts Counselor May 2017 Attendance rate character education, self- Program esteem and personal effectiveness data responsibility 6.Revised absence policy Improvement committee none principal May 2017 Weekly checks 2016-2017 data To address excessive absences

Evaluation Progress Review Key: 1. Accomplished 2. Considerable Progress 3. Some progress 4. No progress 5. Discontinued Date Reviewed

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SANDS CONSOLIDATED INDEPENDENT SCHOOL DISTRICT

DISTRICT/Campus IMPROVEMENT PLAN 2016 – 2017 2016-2017 DISTRICT MISSION STATEMENT: The SANDS educational system is committed to providing opportunities for all students so that they may be prepared to participate as responsible citizens in an ever-changing society. We are convinced that all students can maintain a measure of success. We pledge to provide for their development, mentally, physically, emotionally, and socially to assure the success of tomorrow’s world.

Goal #3: SANDS CISD will maintain a dropout rate that meets the state standard of less than 1.0%..

District Performance Objective: SANDS CISD will have an annual dropout rate of 1.0% or less for all students and all subgroups with no low performance for the

district.

Schoolwide Components 1, 2, 5

Dropouts


1. Analysis Time Principal By end of first Student records Total of un- to ID at risk students STAAR PEIMS 6 weeks and weekly recovered dropouts LPAC Counselor as needed Data End of year report TPRI At-Risk committee to SBT

2. Conduct a comprehensive Time to conduct Grade level By the end of the first Documented Documented record needs assessment using dis- assessment teachers six weeks records aggregated 2014 Counselors Report to SBT District Improve- Aware reports Principal November 2016 ment plans

3. A withdrawal process Time Principal In place the first day Dropout list Student records ensuring adequate infor- Counselor Counselor school Withdrawals mation is gathered, students Principal On-going monitoring forms are counseled by various as needed Student records personnel

4. A plan for identifying Time Principal 1st six weeks Dropout list Final dropout report and recovering dropout PEIMS Staff Student records students is in place. Counselor Report to SBT Documentation a. withdrawn student tracking PEIMS Coordinator November 2016 of tracking b. drop out counseling Students enrolling c. Special Ed students In other schools

5 Parenting Parenting Six weeks monitoring Number of Number of students education program for counseling service Principal End of year report students parti- served through the students who are parents Handouts Counselor to SBT cipating in program that grad- through PRS services the program uation or GED

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Dropouts


6. Provide Homebound Teachers Special Ed. Funds Counselor End of year report Homebound Homebound record Services for students when Counselor Principal to SBT Records ID as PRS, SpEd, 504 Director Sp. Ed.

7. Continue Tech Prep Tech Prep Support Federal Funds Superintendent End of year report Tech Prep Records of students Four Year Plan Subject Teachers to SBT Contracts benefiting from

Counselor program.

8. Continue academic teacher meeting Principal Ongoing monitoring Six weeks report Student 4 year plan vertical alignment TEKS Teachers of student T. Guides End of year report To SBT

9. STAAR acceleration Lab facilities Principal 6 weeks monitoring Record of student Student 5STAAR available for non-mastery Soft ware-NovaNet Teachers work performance students, computer lab Teacher Prep opportunities TAKS Remediation Classes End of year report STAAR study skills classes Accelerated Reading – SSI to SBT

10. Assist in location of LEP services Federal Programs First 3 weeks of Student records Annual LEP LEP students and monitor Principal school and each evaluations Student progress ESL Staff Report to SBT end of Migrant Coordinator Each semester.

11. Early intervention State ESL Principal Monitored each 6 PreAssessment Final assessment program for Allocation Superintendent weeks reporting (skills checklist) progress report to LEP students in K and SSI period parents Grade 1 TPRI End of year report 1. testing WDRB ESL staff 2. tutorials 12. Students complete Questionnaire PEIMS Coordinator Prior to withdrawal Completed Completed questionnaire providing questionnaire questionnaire reasons for dropping out of school

13. Accountability process Time, postage Appropriate campus Daily monitoring Daily attendance Annual dropout is in place expenses, district personnel End of year report records, copies of report a. Compulsory attendance transportation, Principal letters, record of b. Notification of absence to parent conferences PEIMS coordinator attendance parents Attendance committee meetings c. An appeal process for reviews of excessive absence

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Goal #4: SANDS CISD will maintain the state “Acknowledged” standard by increasing the number of seniors taking a college entrance exam and increasing the percentage of students scoring at or above the criterion score.

District Performance Objective: At least 70% of graduates (all students and each student group) will take a college entrance exam with 50% or more examinees

meeting or exceeding the criterion score (either 1110 on the SAT I Total or 24 on the ACT Composite.

Schoolwide Components 1, 2, 3, 4, 5, 7, 8

College Readiness Standards


1. Continue to implement the Curriculum Guides Principal Monitored each Regularly Completed TEKS in grades K – 12 Grade level TEKS Teachers 6 weeks scheduled sub- summatives Curriculum materials End of year report ject area and Grade level Meetings.

2. Address students STAAR reports Principal First 6 weeks Six weeks student Annual student instructional needs based End of course exam Teachers Concentrate each performance performance on disaggregated STAAR reports Counselor six weeks records and End of Course Exams Regularly scheduled subject area and grade level meetings

3. Provide instruction Curriculum materials Principal Each six weeks Six weeks student Student in critical thinking skills Teachers End of year report performance performance and problem solving across Principal/Teachers records records the curriculum Records of Dept. Lesson Plans meetings

4. Incorporate Testing Class Counselor End of each Teacher six Inclusion of prep SAT/ACT Prep SAT/ACT Teachers semester weeks lesson plan materials in Material in the academic prep materials online curriculum guides Core areas grades 6-12 Moodle

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College Entrance Exam Participation and Performance


5. Supplement instruction SAT/ACT Teachers End of fall semester Regularly Inclusion of soft- with ACT/SAT \ Counselor scheduled ware program in during ELA class curriculum curriculum guides ACT/SAT class meetings Lesson Plans Practice Records of student tests Access.

6.Inform and involve parents Media announcements Counselor Spring meeting prior Parent contacts Records of parental in course selection College brochures pre-registration and meetings involvement Campus bulletins Fall Parent letters to 8th & 9th

7. Encourage all students to ACT bulletin and Teachers End of second 6 weeks PSAT pre- Total number PSAT take the ACT through information Counselor registration participants classroom discussions and report school wide announcements

8. Communicate college Career education Counselor End of each semester Six weeks lesson Inclusion of career opportunities and career instructional materials Teachers plans education in choices in all academic areas curriculum guides Visitation to & from college recruiters Two times yearly 9. Increase number of Counselor Counselor Beginning of 9th grade Registration Enrollment records students on SBOE Professors Principal Report to SBT by Distingushed plan Nov. 2016 Fall/spring semesters

10. Increase # students taking meetings none counselor May 2017 Fall/Spring Enrollment records College classes successfully principal Transcripts (DUAL CREDIT) 11. Promote TSI success test prep counselor May 2017 Benchmarks TSI scores


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Goal #5: SANDS CISD will provide instructional focus for students in special needs.

District Performance Objective: SANDS CISD will provide academic programs that meet the needs of all students.

Schoolwide Components 2, 3, 4, 6, 8

Special Programs - ESL


1. Identify and provide all ESL certified ESL funds, Title I Administrator Beginning of each Home Language RPTE Scores LEP Students an ESL program that teachers funds, local funds, ESL coordinator school year/as new Survey STAAR Scores develops proficiency in the Title III funds, SCE students enrolled comprehension, speaking, (ESL/ESC Coop) List of ESL students reading, and composition of the English language

2. Conduct a comprehensive STAAR, RPTE, LPAC Administrator Sept. and or May Disaggregated Written annual needs assessment of all BE/ ESL Records, Aware scores of students evaluation of ESL students to determine strength program and weaknesses

3. Reduce the number of parent Administrator As needed Conference with List of students with denials for/ESL program LPAC parents denials

4. Provide staff development ESC ESL Coop Administrator Fall and/or Spring Registration for Attendance of professional staff as well ESC Title III SSA Workshop Certificates as for paraprofessional that is Title I, SCE researched based with input from staff

5. Ensure that LEP students are not Administrator Fall/Spring List of identified/ PBMAS over represented in special Minority committee recommended education or underrepresented in members students in either G/T education LPAC program

6. Ensure that information to ESL funds, Title I Administrator Ongoing List of qualified Copies of notices parents is provided in the home funds, Title III funds, BE/ESL Teachers translators to parents language Local fund, MEP funds LPAC

7. Provide opportunities for Local funds, ESL Administrators, Fall/Spring School calendar of Parent Sign-In parents of ESL students to funds, MEP funds, Teachers, LPAC members, parent involvement Sheet

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participate in school-sponsored Title I funds, CATE, SBDM Committee activities activities Special Education funds

8. Continue to recruit and Local funds Administrators Spring semester/ Positions posted Fully certified staff retain highly qualified ESL ESL funds SBDM Summer hired staff including minorities

9. Address areas of PBMAS ith Risk Levels of 2/3 -None


.

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Special Programs - CTE

Strategies/Activities Resources Performance Evaluation Cost/Funding Person Responsible Timeline Formative Summative 1. Provide vocational and local funds School Board August Student choice Courses scheduled technical programs to all eligible Administration cards students 2. Conduct a comprehensive local funds Administrators May Disaggregated Annual evaluation needs assessment and an overall Counselors data report of all program evaluation to determine surveys CTE staff individual programs areas of strength and weaknesses and the overall and determine the size, scope, quality, CTE programs and effectiveness of CTE programs 3. Utilize the local advisory council in an local funds CTE staff Spring/Fall Mid year review of Results of annual annual review and update of Program administrator program program review and instructional objectives to ensure update relevance to current business/ industry practices

4. Integrate CTE and academic programs local funds CTE staff On-going Meeting records Annual CTE Academic staff Written plan for program evaluation Integration

5. Encourage students to local funds Counselor Spring Semester Student registerng Courses scheduled pursue a coherent sequence Principal for next yrs class of courses 6. Ensure CTE students have Local funds Counselor/Principal Spring/Fall Mid year check Strategies a four year plan showing the of student plans developed coherent sequence they are pursing 7. Preview PBMAS data elements local funds Administrators, Spring Semester PBMAS Risk Student Participation/ as they relate to CTE program Counselor, SBDM Level Report schedules/Class committee rosters 8. Provide course offerings local funds Administration August List of Number of CTE in the following areas: School Board course offerings students with four Distance Learning, Videotechnology, Counselor year plans on file Ag classes, A&P

9. Continue to recruit and retain Administration Spring semester/ Positions posted Fully certified staff highly qualified CTE staff Local funds SBDM Summer including minorities

10. Provide staff development for Administrators Fall/Spring/Summer Staff development Attendance

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professional staff that is researched based Local Funds registrations certificate with input from staff

11. Ensure that information to Administrators August-May List of translators Copies of notices parents is provided in the home CTE Teachers sent to parents language

12. Provide opportunities for parents Administrators Fall/Spring School calendar of Parents Sign-in of CTE students to participate in Local funds, Title 1 CTE teachers parent involvement Sheet school-sponsored activities funds, MEP funds counselor activities ESL funds 13. Strive to provide CTE programs local funds Administrators, August-May Research Courses offered for that lead students to receiving Project Share School board presentation licensing/ professional-level license and/or of possible course certification certification offerings

14. Continue to provide Administrator Spring Schedule of List of participating Career Awareness programs in Counselor programs students grades PK to 12 Local funds 15. Research possibility of Local Counselor Spring Presentation of Course offerings offering Career Investigation possibility of course course at middle or a Career offering Connections course at high school 16. Provide transition activities Counselor Spring Lesson plans List of senior for middle school to high school Local students to work or to post secondary education participating 17. Address areas of PBMAS with Risk Local Administrator Spring Agenda Written strategies Levels of 2/3: -None developed Evaluation Progress Review Key: 1. Accomplished 2. Considerable Progress 3. Some progress 4. No progress 5. Discontinued Date Reviewed:

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Special Programs- Dyslexia

Strategies/Activities Resources Performance Evaluation Cost/Funding Person Responsible Timeline Formative Summative

1. Identify students with dyslexia Local Administration August, Staff training List of students Or a related disorder and provide School Board January eligible for services Appropriate instructional services Dyslexia Staff

2. Provide a program for early Local, Title I Dyslexia Staff August Written procedures Students identified Identification, intervention, and support for students at risks for dyslexia or other reading difficulties

3. Annually align SBOE approved Local time Dyslexia Staff August Draft of written Written procedures procedures and district/campus procedures procedures adopted 4. Provide services for students Local, Title I Administrators Daily List of students List of students who may be eligible under Section 504 504 Committee identified served

5. Provide research based staff Local Administrator Summer Training scheduled Attendance development for teachers of dyslexia certificates students that uses individualized intensive, multi-sensor, and phonetic methods to teach reading with input from staff

6. Provide, when possible, services Local, Title 1 Administrator Daily Class schedules List of students to students at his/her campus Dyslexia Staff receiving services

7. Monitor student progress Local, Title 1 Dyslexia teacher Each six weeks Report cards Skill mastery

8. Ensure teachers of dyslexic Local, Title 1, Administrator Spring List of teachers Teaching students have proper certification Part A Title II, Summer providing services certificates and/or endorsements Part A, ESC Training

9. Conduct a comprehensive Local, TPRI Dyslexia Teachers August- List of students Disaggregated needs assessment to determine and other September identified data students in program areas of assessment January- strengths and weaknesses tests May

10. Provide services for Comprehensive Dyslexia Teachers Daily Report Cards Increase in students according to their needs test scores needs, i.e., Scottish Rite, Wilson Fundations assessment

11. Provide opportunities for parents Local Administrator Fall/Spring School calendar Parent sign-in of dyslexic students to participate in Dyslexia Teacher of parent involve- sheets school-sponsored activities ment activities

Evaluation Progress Review Key: 1. Accomplished 2. Considerable Progress 3. Some progress 4. No progress 5. Discontinue

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Special Programs Title I, Part A

Strategies/Activities Resources Performance Evaluation Cost/Funding Person Responsible Timeline Formative Summative 1. Conduct a comprehensive Title I, Part A Administrators August- Disaggregated Areas of strengths needs assessment of the Aware Counselor September data and weaknesses entire school which may include but SBDM identified is not limited to TPRI,STAAR RPTE,, PBMAS, AEIS indicators, staff development, AYP AYP annual report, etc.

2. Ensure schoolwide reform Title I, Part A Administrators Daily Daily class Increased student strategies that address areas of Title II, Part A Teachers schedules scores STAAR weakness as identified in the Title II, part D SBDM comprehensive needs assessment Title IV, Title V, such as: (Accelerated Reader, MEP, ESL, SCE, Reading street, Education City, Local, Title III Moby Max, Essential elements, study island

3. Ensure instruction of all students by Title I, Part A Administrators Daily List of all Teacher highly qualified staff Title II, Part A teachers certificates Title II, Part D providing PDAS Title IV, Title V instruction NCLB MEP, ESL, Local, SCE, Title III

4. Provide research based staff workshop Title I, Part A Administrators Fall/ Staff development Attendance development for professional STAAR Title II, Part A Teachers, ESC Spring calendars Certificates staff and paraprofessional Local 5. Attend job fairs, recruit from Local Administrators Spring/ Course vacancy Highly qualified teacher certification programs Summer list staff hirings advertisements to ensure an avenue for attracting highly qualified teachers to high needs schools Ensure retention efforts of highly Local Administrators Spring Teacher Interviews qualified staff are implemented evaluations

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6. Provide parent involvement Title I, Part A Administrators, April/ Parent involvement Sign-in sheets at activities that are planned by MEP, Local Parent representatives, May activities scheduled activities to parents in order to increase SBDM on school calendar determine increase/ parent involvement decrease

7. Conduct a preschool registration Title I, Part A Pre-K, Spring Scheduled/Teacher List of children/ and/or round-up to assist children Local Migrant Personnel lesson plans/list parents attending in the transition from early Early childhood Teachers of activities and childhood programs to elementary school and/or handouts

8. Conduct a survey of teachers to Local Administrator, Fall Agenda item and/ List of assessments decide the use of alternative assessments SBDM or survey to be used to improve achievement

9. Provide effective, timely additional Title I, Part A, Administrator Each six Three week Report Cards assistance to students (including homeless MEP, ESL, Counselor weeks progress reports students) who experience difficulty mastering Title III, Local, Teachers the proficient or advanced levels of academic SCE, Title II, Part A, achievement standards through frequent Title II, Part D, Title IV, monitoring of student progress and placement Title V in supplemental programs in the core subject areas; especially students furthest away from demonstrating proficiency Ensure that homeless children and youths Title I, Part A, Homeless liaison Upon enrollment Enrollment Class schedules are not stigmatized or segregated on the basis SCE, Local records of other status as homeless

10. Coordinate federal, state, and Title I, Part A Administrator Fall Agenda, minutes List of programs by local services and programs and integration ESL, CATE, SBDM of meetings district with the schoolwide program Dyslexia, Title II, ESC Part A, Title II, Part D, Title III, Title IV, Title V, Title I, Part C, G/T, SCE, Local, Special Education

11. Coordinate, integrate and consolidate Title I, Title I, Administration Fall Lesson plans, List of programs by Part A services with other Part A, BE/ESL, SBDM schedules, district educational services such as Special Education, agendas, and Head Start, Even Start, Reading MEP, Title III minutes of First, Early Reading First, other planning meetings preschool programs, LEP Programs, special education programs, migratory children, neglected or delinquent youth, homeless children, and immigrant children, CTE, G/T, At-Risk, and Dyslexia

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in order to increase program effectiveness, eliminate duplication, and reduce fragmentation of the instructional program

12. Evaluate parent involvement Evaluation Principal Spring Results of Adjustments made program and include parents in document evaluation to program the process

13. Review parent involvement Time Administrator May Meeting notifi- Sign-in sheets, policy that is developed jointly, agreed upon SBDM cations, agendas, Agenda and distributed to parents minutes, sign-in sheets, evaluation data of parent involvement

14. Conduct an annual Title I Time Administration Fall Meeting scheduled Sign-in sheets, meeting with parents in order to Agenda inform parents of their school’s participation in Title I, Part A and to explain the requirements and rights of parents to be involved

15. Revise annually the School- Time Administrator Spring Agenda, minutes, Written compact Parent Compact and provide in SBDM draft of compact English and Spanish/German

16. Provide staff development to Time Administrator May, August Agenda, minutes, Staff development teachers, administrators, other handouts from calendar staff members and parents in order to planning meetings collaborate and plan program goals and objectives for staff development that will build ties between parents and school

17. Provide information/communications Hoofbeats Title I, Part A, Teachers August-May List of interpreters/ Copies of infor- in a format and in a language that parents MEP, ESL translators mation/commun- can understand ication

18. Provide parents information on the Title I, Part A Administrator Four Weeks List of students Copy of notice sent level of achievement of parent’s child on and teachers to parents STAAR and timely notice that the not certified parent’s child has been assigned to, or has been taught for four or more consecutive weeks by a teacher who is not certified

19. Chart students achievement growth Titlel I, Part A Administrator, Teacher Beginning of school Begininning of each school from year to year Aware program year with STAAR results

20. Address areas of PBMAS with Risk - None Levels of 2/3 which are:

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Special Programs-Migrant Education

Strategies/Activities Resources Performance Evaluation

Cost/Funding Person Responsible Timeline Formative Summative

1. Identify and recruit eligible migrant MEP Funds MEP Staff On going Logs/Schedules COE children ages 3 – 21 through home visits, Local visibility in community, churches, grocery store, etc.

2. Remain current on NGS and MEP Funds MEP Staff Fall, Spring, Report dates, Daily/Weekly TMSTPS ages 3-21 and attend Summer training scheduled schedule training

3. Provide MSC ages 3 – 21 to coordinate Local MSC Daily Daily Schedule Records of services school programs and provide services for MEP funds provided migrant families (vision, doctors visits, etc)

4. Provide either a home-based or Title I, Part A, Administrator Weekly or Checklists, Annual Evaluation school-based early childhood education SCE, Local, MEP MEP Staff daily Progress reports, Report program ages 3 – Grade 2 report cards, TPRI

5. Ensure graduation enhancement Local MEP funds MEP Staff Each semester NGS records Graduation rate of grades 7-12 by compiling data, monitoring Counselor migrant students progress, and providing educational opportunities to meet student needs

6. Provide secondary credit MEP funds MEP Staff As needed NGS Records, Credits attained exchange and accrual grades 9-12 Local Counselor transcripts that cross references NGS educational data with official transcript to verify course credit for appropriate placement

7. Provide a parent involvement program Local MEP Staff August-May Parent involvement Agendas, minutes, ages 3 – 21 including establishing a PAC, MEP funds activity calendar sign-in sheets of which meets regularly, to work in partnership meetings with families and communicate regularly with children’s parents and participates in school- sponsored activities

8. Conduct a comprehensive needs assessment MEP funds, Title I, Administrator April – August Migrant student Areas of strengths of migrant student areas of strengths and Part A, Local MEP Staff data disaggregated and weaknesses weaknesses, including preschool students identified

9. Provide services that are migrant specific, MEP Funds, Title I, Administrator Daily List of students STAAR i.e. tutorials, remediation, computer-assisted Part A, BE/ESL MEP Staff who have greatest RPTE/TPRI, instruction, support services, etc., based on Special Education, need (Priority of Checklist scores migrant student performance data Local Services Students)

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10. Provide researched based staff Title I, Part A, ESC Fall, Spring Staff development attendance development opportunities for professionals Title II, Part A Administration calendar/Regis- certificates as well as paraprofessionals with input from Local tration/staff migrant staff development forms, minutes of meetings, etc.

11. Ensure teachers/paraprofessionals Local Administration Spring, Summer Job description Teacher/Para- have proper certification/endorsements SBDM professional certificates

12. Provide computers for remediation and MEP funds MEP staff Daily/3 weeks Migrant students STAAR enhanced instruction 6 weeks ____________________________________________________________________________________________________________________________________________ 13. Provide a list of the migrant students MEP funds MEP Staff August-September MSC Schedule List of students who have needs of the highest priority and services being provided to students

14. Address areas of PBMAS with Risk Level of 2/3 which are: None

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Special Programs - G/T


1. Update written policies that include Local Administration May-August Agendas, Minutes, Written policies, provisions regarding furloughs, reassessment, G/T Staff sign-in sheets handbooks exiting of students from program services, transfer G/T Selection student, appeals of district decisions regarding Committee program placement

2. Continue an annual student nomination Local Administrator August-May Training of staff List and records of process with particular focus on BE/ESL, Teacher on G/T student nominations economically disadvantaged, special education, G/T Selection Committee characteristics migrant, and minority student nominations and/or placements

3. Provide an advanced and challenging Local, G/T funds, G/T Staff August-May Lesson Plans Student projects/ curriculum to all G/T students in all grades ESC Student scores STAAR SAT/ACT

4. Ensure equity of opportunity for all Local, G/T funds G/T Staff Fall, Spring List of students List of tests for students for identification selection, and G/T Selection to be tested students with placement of students that includes the Committee language other than use of native language and non-verbal English/Non-verbal assessment tests

5. Ensure a minimum of three appropriate Local, G/T funds, G/T Selection Spring Planning meetings Three criteria in criteria that include both qualitative and ESC Committee scheduled place quantitative measures in the areas of general G/T Staff intellectual ability and/or specific academic fields in grades 1 – 12

6. Continue to provide opportunities for all Local, Title V, Administration Fall, Spring, Staff development Attendance professional staff to obtain 30 hours of G/T funds Summer calendar certificates G/T training

7. Revise and update G/T curriculum Local G/T Staff April-August Notes, minutes G/T Curriculum framework showing depth and complexity from meetings revisions including the four core academic areas

8. Survey staff to determine staff Local Administrator Spring Survey Summary of development needs survey

9. Provide opportunities to work together as a group, Local, G/T funds G/T Staff Weekly Lesson Plans, Student surveys work with other students, and work independently Schedules during the school day as well as the entire school year

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10. Conduct an annual evaluation, including Local G/T Staff April Survey Summary report surveys of families, students, program staff, of survey and other district staff

11. Ensure all teachers who teach in the G/T Local, G/T funds Administrator April-August Interviews Teacher program have the proper certification and/or certificates endorsements

12. Encourage parental involvement and provide Local Administrator August-May Parent Involve- Sign-in sheets, opportunities for parents to participate in school- G/T Staff ment calendar surveys sponsored activities, i.e. annual meeting, UIL activities, etc.

13. Address PBMAS areas with Risk Levels of 42/3, which are: None

Special Programs - PK


1. Ensure that all teachers/paraprofessionals Local, Title I, Administration August Interview process Teacher certificates that teach in the program have the proper Part A, Title II, certification and/or endorsements Part A

2. Provide research-based staff development Local, Title I, Administrator Fall, Spring, Survey, staff Attendance for professional/paraprofessional staff with Part A, Title II, ESC Summer development certificates input from staff Part A calendar

3. Provide parent involvement opportunities, Local, Title I, Administrator August-May Parent involvement Dates on calendar, with input from parents, so that parents may Part A, MEP, SBDM activity calendar agendas, minutes participate in school-sponsored activities ESL, Special of planning Education meetings, sign-in Sheets

4. Provide a Pre-K curriculum reflecting a balance Local Pre-K Teachers Daily Observation, Summary of of all areas of learning and encourages children Lesson plans assessment to be actively involved and experience a variety instruments of activities and materials

5. Provide activities, i.e. registration day, Local, Title I, Pre-K Teacher Spring Activities Observation roundup, classroom/campus visitation, to ensure Part A K - teacher scheduled a smooth transition for children into the public Notification, school and into Kindergarten agenda, handouts

6. Identify four-year-old students through Local Administration May – July Newspapers, Copies of notices communication to the population in the district letters, notices with children who are eligible in both English and posted, etc. Spanish

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SANDS campus is a Title I, Part A Schoolwide Program with a student poverty rate of at least 40 percent that combines federal funds with SCE funds to serve at-risk students on the Schoolwide Campus with $ 163.652 and 5.13 FTEs.

Special Programs - At-Risk


1. Determine total amount of SCE funds Total SCE $ 163.652 Superintendent/ September DIP DIP for campus/district to reduce the dropout Principal rate and improve student performance for at-risk students

2. Determine total full time equivalents (FTEs) Total FTE 5.13 Superintendent/ September DIP DIP If a person is funded Principal 100% from SCE that is 1 FTE 50% = 0.5 FTE 25% = 0.25 FTE

3. Develop a policy for identifying, entering, Local Superintendent/ August 07 Meeting to Local policy and exiting students from the SCE Program Principal develop policy

4. Identify students at risk of dropping out of school SCE Administrator End of 1st At-risk criteria List of at-risk using state criteria Counselor, Teachers six weeks and distributed students identified throughout the school year, as needed

5. Provide teachers with the confidential list of Local Principal Beginning of List developed All teachers with list of At-Risk students and supporting criteria used for school and supporting identification documentation

6. Conduct a comprehensive needs assessment Local, Title I, Counselors May or August Data dis- Results of which includes but is not limited to STAAR, Part A, SCE Teachers aggregated for comprehensive dropout rate, RPTE, to identify areas to accelerate Site-based teams at-risk students needs assessment

7. Serve PK-3 students who failed readiness SCE, Local Fall 2010 - Identified students TPRI results test with accelerated, intensive program for early Principal May 2010 failing readiness literacy test placed in program

8. Serve 7 – 12 grade students with below 70 avg. SCE, Local Principal Fall – May Identified students Report card grades in 2 or more subjects through _April_ placed in program End-of-year grades Completion rates

9. Serve pregnant students and parents through SCE Counselor August – May Program outline High school

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parenting programs and students completion rates placed in programs

10. Serve LEP students through an accelerated ESL funds ESL Teachers August – May Progress reports RPTE program to acquire proficiency in the English SCE, Local Principal LPAC meetings STAAR

11. Provide accelerated, intensive program for SCE Principals August – May Progress reports STAAR At-Risk students failing the STAAR through Report card grades Completion rate tutoring, computer-assisted instruction, extended Benchmark tests day, week, year, specialized reading/math classes, etc.

12. Provide program for students in AEP, expelled, SCE, Local Principals August – May Disciplinary records STAAR on parole, probation, and previous drop-outs Report card grades Completion rate GED

13. Compile a report that compares STAAR SCE Counselors May-August Disaggregated Written report data of students at risk of dropping out of school AWARE SCE Staff data and all other district students

14. Compile a report that compares high school SCE Counselors May Data collected Written report completion between students at risk of dropping AWARE SCE Staff out of school and all other district students

15. Provide research-based staff development Local, Title I Administrator Fall, Spring, Staff development Teacher/Para- designed to assist students at-risk of dropping Part A, Title II, ESC Summer calendar professional out of school for professional/paraprofessional Part A, Title V, attendance staff with input from staff BE/ESL, MEP certificates Sign-in sheets

16. Conference with parents. Encourage Local, Title I, Administrator August – May Parent involve- Evaluation of parental involvement and provide opportunities Part A SCE Staff ment calendar parent involve- for parents to participate in school-sponsored ment activities activities, i.e. open house, fall festival, UIL, parent booster clubs, etc.

17. Address PBMAS areas with Risk Levels 2/3 None

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Special Programs – Special Education


1. Ensure all teachers and teacher assistants Special Education Administration August Review of Teacher/Teacher have the proper certification and/or endorsements funds, Title I, Special Education personnel files assistants and/or certificates of training required to teach in Part A, Title II, Director certificates on file this special program Part A

2. Provide research-based staff development Special Education, Administrator, Special Fall, Spring, Staff development Attendance with input from staff (Wilson Reading) Title II, Part A, Education Director, Summer calendar certificates Title I, Part A Teachers, Teacher Assistants

3. Ensure that all students with disabilities have Special Education, Administrator, Counselor, August – May ARD/IEP Student schedules access to the general curriculum Local, Title I, Special Education Director Part A Special Teachers, Regular Education Teachers

4. Provide training to teachers regarding inclusion Special Education, Special Education Director August Agenda Sign-in sheets & modifying the curriculum for students with disabilities Local ESC

5. Provide parental involvement and provide Local, Special Administrator, Special Fall, Spring, Parent involvement Sign-in sheets opportunities for parents of students with disabilities Education, Title I, Education Director Summer activity calendar to participate in school-sponsored activities Part A

6. Reduce the percentage of special student Special Education ARD Committee Fall, Spring PBMAS Reduced percent- exemptions from RPTE/STAAR Funds age

7. Conduct a comprehensive needs assessment SDAA, TAAS/ Special Education Director May-August Disaggregated IEP/Needs of students with disabilities to determine areas of STAAR, RPTE, Special Education Teachers data identified strengths and weaknesses TPRI, IEPs, etc.

8. Provide training to ARD committee ESC, Special Special Education Director August Training Sign-in sheets Education funds ESC scheduled

9. Address PBMAS areas with Risk Levels of 2/3, Local Special Education Director Spring Agenda Written strategies which are: developed Over Identification SIP

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2016-2017 NCLB Highly Qualified Plan

Performance Indicator Current Status Strategies Timeline Funding Source

Increase the percentage of District currently District will continue June 16 -June 17 Title I and Local “highly qualified” core academic meet 100% HQ standard to recruit & retain HQ subject area teachers on each teachers campus to meet 100% in a reasonable timeframe.

Increase the percentage of District has 100% of District will continue to June 16 -June 17 Title I and Local core academic subject area classes courses taught by HQ place HQ teachers in core taught by highly qualified teachers personnel academic areas in the district to meet 100% in a reasonable timeframe

Increase the percentage of District currently has all District administration will Aug 16 – Aug 17 Title I and Local core academic subject area courses taught by HQ continue to replace HQ teachers in high poverty poverty campuses as district areas with HQ personnel campuses to meet 100% in a is single campus district reasonable timeframe

Increase the percentage of District meets 100% District administration will June 16 -June 17 Title I and Local teachers receiving high- HQ standard –all teachers require teachers to quality professional development receive Highly Quailty receive at least 7 days of on each campus to meet 100% professional development professional development in a reasonable timeframe opportunities per year

Ensure low-income students Dsitrict currently meet 100% District will continue to retain June 16 -June 17 Title I and Local and minority students are not HQ standard-single campus and recruit HQ personnel taught at higher rates than district other student groups by inexperienced, out-of-field, or non-highly qualified teachers

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Attract and retain highly District currently attracts and District administration will continue to qualified teachers. retains HQ teachers advertise HQ positions via media, colleges/university placement offices and other methods

Assist specific teachers not District currently has all District administration will assist June 16 -June 17 Title I and Local currently highly qualified to meet teachers HQ specific teachers with HQ requirements the highly qualified requirements if the need arises in a timely manner

NCLB permits expenditures from the following funding sources to assist LEAs to use in meeting the “highly qualified” requirements. Title I, Part A – Improving Basic Programs Operated by LEAs Title II, Part A – Teacher and Principal Training and Recruiting Fund Title V, Part A – Innovative Programs Core Academic Subjects as defined by NCLB – English, Reading/ Language Arts, Mathematics, Science, Foreign lLanguages, Civics and Government, Economics, Arts, History and Geography. Applicable Exceptions: Eligible new multi-subject special education teachers who can demonstrate highly qualified in either mathematics, science or language arts have tow years from their date-of-hire to meet highly qualified in additional core subject areas taught. Teachers in eligible district defined as “rural” by the USDE definition who teach two or more subjects and are highly qualified in at least one core academic subject area they teach, have three years from the date-of-hire to become highly qualified in each core subject that they teach.

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Goal #6: Technology – Prepare students to be technologically competent in order to be successful in society.

District Performance Objective: SANDS CISD will develop and support programs that contribute to the growth of self-discipline and respect for others and keep

students and teachers free from the threat of harm.

Schoolwide Components

Technology


1. Students will have State-of-the-art hardware local funds, principal, technology director, ongoing monitor student review student opportunities to and software will be provided grants, updated and school board accessibility & progress a) learn about technology computer labs, feedback and updated computer b) learn from advanced in every classroom, equipment ITV lab will be available TIF and TIE principal, technology coordinator ongoing monitor number of yearly review for students, staff, and grants, local funds, times lab is used of progress community ESC 17, & server & number of people network who utilize the lab Technology systems lab local funds principal, technology coordinator, August-May students will earn students will be will be utilized to provide technology lab instructor high school credit able to operate hands-on technology while working in technology the technology lab modules Laptop issues to students local funds, TIE principal August-August monitor number review of student 7-12 of times laptops progress IPAD available for students are checked out

2. Teachers will be Sands CISD staff local funds Sands CISD staff ongoing teacher evaluations & walkthroughs Encouraged to implement Technology in lesson plans

3.Research based Explore learning State & local Sands CISD staff ongoing monitor student online reports Learning software will Think through math funds use Be utilized in grades ISTANTION K-12 Brain Pop

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DISTRICT/Campus IMPROVEMENT PLAN 20165 – 20176 2016-2017 DISTRICT MISSION STATEMENT: The Sands educational system is committed to providing opportunities for all students so that they may be prepared to participate as responsible citizens in an ever-changing society. We are convinced that all students can maintain a measure of success. We pledge to provide for their development, mentally, physically, emotionally, and socially to assure the success of tomorrow’s world.

Goal #7 – School Safety SANDS CISD will maintain and enhance a safe school climate and provide opportunities that are conducive to developing healthy students who make safe and healthy decisions.

Performance Objective: SANDS CISD will take an ongoing, effective approach to monitoring school safety through the appropriate use of school safety procedures to keep students and teachers free from the threat of harm while also developing and supporting programs that contribute to the growth of self-discipline and respect for others.


School Climate


1. Provide each students and Handbook and Local Funds Administration 100% return of Informed student staff with a student handbook student code of 1st day of school acknowledgment body, staff, and and student code of conduct, conduct pages community which outlines expected behavior and discipline plan

2. Provide a comprehensive Secure resource Local funds Principal, counselor, August-May annually Student Student success drug educational program. people and address student council participation Drug screening drug problems Drug Screening Co.

3. Provide for students’ Maintain all health Local funds Principal/Peims Coord August-May annually Student medical Updated and health through immunization records and advise on records completed records accounts and visual and visual and hearing needs hearing screening

4. Maintain and update Student and teacher Time and local Principal, teachers Documentation Completed the Crisis Management drills funds August-May by principal documentation

5. Provide conflict Implement “Character “Character Principal, teachers ongoing Student Observation of resolution strategies Counts” (K-12) (CNA) Counts” program participation student behavior and goals information. Citizenship Award Pizza Party Management plan.

6. Maintain and update Continue programs Time, local funds, Administration, teachers August-May annually Student and Improved relations programs that promote such as Christmas programs, program information community in community community awareness and monthly newsletter, DARE participation

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communication week, Read across America

7. Update and maintain Discipline management TEC 37, School Principal-teachers June of 2015 Discipline Decrease number discipline management plan will be placed in Law training, management of discipline plan and unsafe school Student Code of Conduct examples of plans published referrals choice option. Resources used for discipline in Student Code student needing management plan of Conduct safe places at from other schools, school time, and local funds

8. Update and maintain Parents or guardians Student Code of Principal August-May annually Improved parent Improved student discipline strategies will continue to be Conduct which or guardian behavior plan. notified when students are contains Discipline communications not in compliance with Management Plan Discipline Management a. Classroom Plan Management Discipline AEP will Time, Student Principal Ongoing Daily review Decreased number be used by consequences Handbook, Student of discipline reports Level II-IV. Code of Conduct,

9. SANDS CISD will Continue to emphasize Time Principal, teachers August-May Daily attendance ADA continue to pursue importance of attendance an attendance rate of to parents and students 97% or higher

11. Provide proactive Secure resource people Title IV programs Teachers, principal, Throughout the school Student Student success education through drug for programs and address through ESC 17, counselor, and outside year participation education, violence, dating area in curriculum as health curriculum, resource people violence, &suicide prevention appropriate programs

12. Provide training for ESC17 staff development Time Administration and SHAC ongoing Daily review of # of reports teachers, students, and Shac committee students parents of awareness of issues regarding sexual abuse of children

13. Provide proactive a.)Sands CISD staff will Local funds Sands CISD staff ongoing Ongoing review of procedures. approach to maintaining keep exterior doors locked. a safe campus. b.)Have teachers lock interior Local funds Sands CISD staff ongoing Ongoing review of procedures. Classroom doors.

c.)Closely monitor visitors. Local funds Sands CISD staff ongoing Ongoing review of procedures. d.)review all safety Local funds Sands CISD staff ongoing Ongoing review of procedures. procedures monthly.

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Goal #8: Parent Involvement – Parents or guardians will have more opportunity to participate in their child or children’s educational endeavors.

District Performance Objective: SANDS CISD will develop and support programs that contribute to the growth of self-discipline and respect for others and keep

students and teachers free from the threat of harm.


Parent Involvement


1. Schedule teacher/parent Conferences will be Time Principal; teachers: Before the end of the Teacher and Parent feedback conferences to assure scheduled for students Jr. High, High School, 2nd six weeks and parent thorough communication who did not pass STAAR Pre-K through 5th throughout the year observation regarding academic as needed expectations. Two conferences yearly Time Principal; teachers: Before the end of the Teacher and Parent feedback (elementary) Jr. High, High School, 2nd six weeks and parent Pre-K through 5th 6th six weeks observation As needed Distribute and collect Compacts Teachers: Pre-k – 12th, By September 1, 20152016 Monitor daily Percent of return parent/school compacts students, principal return

2. Provide opportunities Booster club activities Time, Booster Athletic Director, Fall, Spring of each year Membership Community for parents to be involved Ag Booster Club Club funds, and Booster Club officers participation and in co-curricular and extra- parents and members feedback curricular activities Ag Parents Harvest Festival Donations, time Class sponsors Fall Work schedule Community participation and feedback Class parties Donations, time Teachers Throughout the year Sign-in log Community participation and feedback Fine Arts programs Students, parents, F.A. teacher Fall,Spring Attendance Community time, donations participation and feedback STAAR awareness Assemblies Teachers, principal, October, February, Sign-in log Community local funds counselor and April participation and

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feedback Staff Development for Time, Principal, teachers September-May Sign-in log Participation

communicating with parents local funds Parental, staff development calendar Thanksgiving Meal Principal and November Sign-in log Community local funds cafeteria staff participation and feedback Class meetings Time, Teacher (class As needed Sign-in log Community local funds sponsors) participation and feedback Ag-Field Day Parents as Administration, Ag teacher, September Sign-in logs Community Partners in science teachers, participation and Science, Time, and elementary teachers feedback local funds,

H.S. students, Elementary students,

& community members Parent and student Student Handbook Administration August of 2012 Sign-in log and Completion of orientation assembly and registration pre-registration registration materials materials materials School marquee School calendar School secretary as needed Marquee will be Community and events changed as awareness needed District Web Page School calendar Principal, technology updated weekly Increased use History of contacts Information updated and events teacher of web page to web page

District Facebook Page

Hoofbeats newsletter School calendar Principal Monthly, August-May Mailed to each Increased Mailed home monthly and events, SBDM home communication with meetings Parents

Summmer Course Sign-up Student Handbook Principal, counselor, May of each year Credit check Student & parent for Grades 8-11; 4- or5- year plans, secondary teachers and graduation conferences, individual conferences graduation plan sign-in log and guidance requirements, student transcripts

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Book Fair , Time, donations Teachers, parents August-May Sign-in log Community cookie sales participation and feedback G/T Nominations and Nomination forms Principal, Selection March-May Testing Placement in Program Notifications Committee program Parental Policy Time Administration, teachers, October Sign-in log Participation and Parents feedback Parent Conference Local funds, Staff and parents November Sign-in log Participation and Time feedback

3. Notify parents: a. about graduation Course sign-up and Student handbook, Principal, teachers, Conferences ongoing Credit check, Student and requirements counselor and principal’s 4- or 5- year plan, and counselor and graduation parent conferences graduation conferences requirements, and student transcripts b. about financial aid Course sign-up, Time, resource Principal, counselor February-April Applications Completion of from: (1) TEXAS and Teach Financial aid meeting, personnel, and filled out and applications for Texas Grant programs and scholarship meetings resources from correspondence (2) Student Loans and Pell principal and with colleges grants and (3) scholarships counselor c. about higher education Class guidance meetings College catalogs Counselor Ongoing through the Post-graduation Completion of admission requirements and individual conferences and the internet school year plan on each college applications with student and parents student and student admissions d. assessment reports Distributed to each home Student principal, teachers Every 3 weeks and Three week Report cards performance 6 weeks reports e. Entry into any state university if College Recruiters Counselor Aug-May # of Students in top 10% of graduating class f. notification of scholarship College Recuiters Counselor Aug-May # of Students program for those students who are graduating early

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DISTRICT/Campus IMPROVEMENT PLAN 2016 – 2017 2016-2017 DISTRICT MISSION STATEMENT: The SANDS educational system is committed to providing opportunities for all students so that they may be prepared to participate as responsible citizens in an ever-changing society. We are convinced that all students can maintain a measure of success. We pledge to provide for their development, mentally, physically, emotionally, and socially to assure the success of tomorrow’s world.

Goal #9: Transition – Provide for non-stressful transition (elementary to junior high school to high school, and from high school to post-secondary school or work force.

District Performance Objective: SANDS CISD will increase student preparation for critical transition periods in a student’s school career through successful completion of district success initiatives.


Transition


1. Provide activities to Kindergarten Roundup Invitations, time, Principal, Kindergarten Spring before Informal Kindergarten insure non-stressful & pre-registration - welcome packet teacher enrollment discussions enrollment transitions for all students pre-K students and with parents parents to visit the school and students and classroom K-1 Rodeo Time, parents, Kindergarten & 1st Spring Student Ease of transition & activities grade teachers feedback into 1st grade Kindergarten invitations, Kindergarten teacher, May Sign-in log Diplomas and graduation diplomas, principal feedback donations, and time invite 5th graders to time principal spring of each year informal success of first day visit secondary campus discussions with of secondary school students and tour the facilities Start of school assembly student schedules principal August each year question/answer Sign-in sheet to communicate changes and time with parents at each grade leve course sign-up will take graduation plan, principal February or March student, parents sign-in sheet place copy of trans- able to make cripts, STAAR course selections information, grant information, and listing of class offerings

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students are provided time, school, principal 1 day in fall & student feedback sign-in sheet with two days to visit a college catalogs, 1 day in spring college or vocational school and software

2. SANDSs school attendance committee time, committee, principal, site-based two times a year, daily attendance ADA will continue to maintain will meet regularly and principal committee principal will monitor reports a 0% dropout rate and and review and monitor throughout the year 100% graduation rate excessive absences daily parent phone phone, time school secretary and daily monitoring student ADA contact concerning principal attendance

3. Students not refer students to SANDS counselor SANDSs principal and as needed class attendance percent receiving meeting graduation SANDSs CISD GED & Lamesa GED Lamesa GED program GED requirements or Lamesa ISD GED coordinator coordinator will be encouraged to program pursue a GED

4. SAT/ACT scores emphasize skills and ACT classroom teachers, counselor August-May teacher track improvement will be improved competencies required materials and principal observation in ACT/SAT scores & resources and student effort supplied by teachers

5. Students will be Counselor/principal will Transcripts principal/counselor August-July Dual credit student enrollment numbers Encouraged to pursue meet with students and College degree Dual credit performanmce. Dual Credit classes to review options. plans Promote college readiness

6. Jrs. & Srs will attend Counselor/Principal plan school resources principal/counselor October Principal observation College Day at Howard trip College.

7. Jrs. will visit Texas Tech Counselor/Principal plan school resources principal/counselor October Principal observation

8. PGP planning for Counselor one on school resources counselor October PGP reports All 9th graders to map one meetings HS / career options. and degree plans.

9. School will pursue Principal will initiate local funds principal/counselor Ongoing Increase in student support services partnership with Howard planning with Howard college to promote college activities for college readiness.

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10. School will study Principal will local & state funds principal/counselor Ongoing Increase in the number of CTE classes. Methods to offer more initiate planning career and technology training opportunities through Ag & Tech. classes to better prepare students.

11. School will increase Principal will set local funds principal/counselor October & Increase in students receiving awareness of financial up meeting times January financial aid. aid opportunities by bringing in college financial advisors to assist in educating our students on this topic.

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DISTRICT/Campus IMPROVEMENT PLAN 2016 – 2017 2016-2017 DISTRICT MISSION STATEMENT: The Sands educational system is committed to providing opportunities for all students so that they may be prepared to participate as responsible citizens in an ever-changing society. We are convinced that all students can maintain a measure of success. We pledge to provide for their development, mentally, physically, emotionally, and socially to assure the success of tomorrow’s world.

Goal #10: Staff will be given the opportunity for enhancing knowledge and skills through proactive staff development.

District Performance Objective: SANDS CISD will develop and support programs that contribute to the growth of teacher effectiveness in instruction by requiring

teachers to gain 30 hours of training each year in areas approved by administration.


Staff Development


1. Staff (including para- Continue to attend Local funds, Administration, staff June-May annually Staff feedback Application of professionals) will participate ESC 17 workshops ESC 17 personnel & participation materials and/or in proactive and relevant Region 17 techniques staff development Curriculum Content Title 1 Host various speakers Local funds and Administration June-May Staff feedback Application of with expertise on topics ESC 17 personnel & participation knowledge and pertinent to education skills Provide staff development Time & local funds Administration June-May Staff feedback Improvement in on G/T, special education, & participation implementing ESL, Title I, CATE, SCE, proposals, Pre-K application of materials and ideas Provide mentors for Time Experienced staff August-May Staff feedback Application of new teachers members & participation skills, techniques, & procedures Online resources such Local funds Administration June-May annually Staff feedback As PACT and webinars. & participation

2. Staff will be evaluated Professional staff will PDAS documents Principal Based on SCISD The district will PDAS evaluation to insure adequate evaluated according to Appraisal calendar have fewer than forms performance the PDAS instrument 10% growth plans written for staff Principal will be evaluated SCISD Principal’s Superintendent August-May annually The district will Completed using SCISD principal appraisal have fewer than principal’s appraisal instrument instrument 10% growth plans appraisals

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Superintendent will be SCISD Board of Trustees August-May annually Completed Evaluated using approved Superintendent’s Superintendent’s Instrument appraisal instrument appraisal Professionals will be SCISD Administration August-May annually The district will Completed evaluated according to paraprofessional have fewer than paraprofessional locally adopted evaluation appraisal instruments 10% growth plans appraisals form written

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