me 16-17 community and student engagement services/me... · me 16-17 community and student...
TRANSCRIPT
Gifted/Talented ProgramsWellness and Physical
Education2nd Language Acquisition
ProgramsCommunity and Parent
Involvement21st Century Workforce
DevelopmentDigital Learning Environment
Dropout Prevention Strategies
Fine Arts History of Compliance
Gruwell Schwind Arteritano Villarreal Ferguson Jones Kaminski Vise Rychel
Gifted and Talented Curriculum: Facilitating Depth and Complexity through Differentiation within the Foundational Curriculum
Fitness gram results Number of dual language participants in NBISD
Opportunities for parents, grandparents and others to assist students in academic progress.
Number of CTE students participating in apprenticeships, internships, job training/shadowing, earning licensures and certifications, and enrollment in work based learning or practicum courses.
Percentage of Instructional Material Allotment budget spent on technology hardware for the classroom.
Updating and utilyzing of student profile, At Risk Information Screen in Database
Succesful participation in UIL and TMEA music contests, UIL OAP contests, VASE, and DEAL contests
State assessments are administered without significant testing incidents
Student Products/ Presentations: Pull out and Elective Opportunities
Participation in required district programs: CATCH, Worth the Wait, Oral Health, CPR/AED
Students participate in dual credit opportunities through Alamo Colleges to earn college credit
Percentage of students with Google Apps accounts being used
Percentage of students by campus completing fine arts courses beyond the one credit mandate.
Fitnessgram is conducted and reported on time
Health screening (hearing, vision, height/weight, TRAT2DC, dental, spinal curvature)
Scholarships awarded to students.
Percentage of students participating in Distance Learning opportunities including V-Tel
Student participation in events that promote cultural awareness and education
Health screenings (hearing, vision, dental, spinal curvature)
Number of students in state-offered software (iStation, Think Thru Math, etc.)
Evidence of student artwork on display in all school facilities. Participation in school and district wide art show.
Student access to sufficient graphing calculators and dictionaries for state assessment purposes
Ratio of student to technology device
Gifted and Talented Parent/Community Opportunities
Number of health and wellness programs campus and/or district offers.
100% of campuses across the distirct offer these events.
Percent of Student Body with a family member represented in a parent-support organization
Secondary college, career, and elective fairs, elementary career days and career counseling is accessible for NBISD students in grades K-12.
Number of parent trainings offered for TEC21 inititative
Mentoring/tutoring offered to At Risk students in need of social/academic support
Student involvement in community based fine arts programs including public concerts, recitals, festivals, and plays ( includes school sponsored and indiividual student particapation
Participation in free vaccination clinics
Compliance with annual SHAC requirements and report to Board of Trustees
Percent of students participating in community service activities, secondary only
Parents have opportunites to complete surveys
Fine Arts student experience with or exposure to professional level visual art, music, dance, and dramatic performance
TEA prepared "school report cards" sent to parents in timely manner
Level of utilization of community resources/people to provide mentors and volunteers
Percent of student body with a family member providing active campus support.
Level of community and business partnership support.
Equitable and Consistent Identification Practices
Availability of school nurses, counselors, and social workers.
70% or more of ELLs make progress and suprassed attainment on the TELPAS.
Grant and/or federal funds expended in a timely manner and as provided for in grant application, inclusive of any amendments
Federal reimbursement in a timely manner of erate eligible services
Student discipline records,number of times students have been referred to ISS or DAEP
Notices given regarding immunizations
Ar
ea 2
: Com
mun
ity a
nd F
amily
Invo
lvem
ent (
DIP
Goal
2)
Area
1:
Curr
icul
um/I
nstr
uctio
n/Pr
ogra
m D
eliv
ery
(DIP
Goa
l 1)
ME 16-17 Community and Student Engagement
1
Improvement Plans Number of forced administrative withdrawals due to noncompliance with immunization requirements
30% or more of ELLs make progress and suprassed attainment on the TELPAS.
CTE Student Organizations (CTSOs) are active and focused on activities that are related to CTE programs. Enrollment in course vs. membership in CTSO.
Grant and/or federal funds expended in a timely manner and as provided for in grant application, inclusive of any amendments
Availability of school counselors/ At Risk Prevention Staff to At Risk student
Required forced administrative withdrawals due to noncompliance with immunization requirements
Campus Improvement Plan includes wellness and PE strategies.
70% or more of ELLs make progress and suprassed attainment on the TELPAS.
CSR-Confidential Student Report- review annually to determine appropriate intervention classes.
Compliance with USDA nutrition requirements for NSLP
100% of LPAC decisions are documented and implemented.
Review conducted for At Risk students targeted for truancy prevention due to high absence rates
Participation in F/RPM Programs, summer food programs
PBMAS 0 Dropout Rate- 1% -2% = 3 2.1% - 2.5% = 2 2.6% - 3% = 1 point 3.1% - higher = 0
Compliance with annual SHAC report to local school board
PID errors corrected
Improvement plans (campus and district) that include each component required by statute
Required postings to web site in timely manner
Accountability notices sent home with first report cards
Grant and/or federal funds expended in a timely manner and as provided for in grant application, inclusive of any amendments
Staff evaluations completed by district deadlines
IEP Implemented and documented for each Special Education student
Personal Graduation Plans (PGP's) with Endorsement established for each student prior to 9th grade, entered into Career Cruising (signature by parent due before end of 9th grade year)
504 committee and plan implementation at each campus
Home language surveys completed, on file in student cumulative folder (one only)
Low levels of risk in PBMAS data validation measures related to student discipline
Training/Professional Development of Responsible Parties (teachers, counselors, administrators, committee members, board of trustees)
Staff Training Required as applicable to position: (CPR/AED/EPI/BBP/ Bullying/child abuse/Safety training)
100% of staff completed required training relevant to their jobs.
CTE staff complete required training relevant to their jobs
Percentage of 9-12 teachers who have been observed at Modification or Redefinition stage on the SAMR model on a consistent basis
100% NCLB Highly Qualified requirements are met and identified staff completed required training relevant to their jobs .
Area
3: P
rogr
am/S
ervi
ce C
ompl
ianc
e (D
IP G
oal 3
)
g/
Prof
essi
onal
t (
DIP
Goal
3)
ME 16-17 Community and Student Engagement
2
Professional Development Opportunities
Staff Training Annual as applicable to position: needed above and beyond required for job (UDCA/ CATCH/ WTW/ Medical Technology)
20% of staff had training that went above and beyond the requiremements for their job.
Implement Technology Academies for teachers.
Area
4: T
rain
ing
De
velo
pmen
t
ME 16-17 Community and Student Engagement
3
Gifted/Talented INDICATOR
Exemplary 3 Recognized 2
Acceptable/ Compliant 1
Unacceptable/ Noncompliant 0
Documentation for Indicator 2017 Score
Gifted and Talented Curriculum: Facilitating Depth and Complexity through Differentiation within the Foundational Curriculum
Depth and Complexity of curriculum is provided in intellectual, creative and/or artistic areas, leadership and specific academic fields with appropriately challenging opportunities for gifted and talented students embedded within units of study
To increase the depth and complexity of the core curriculum, curriculum ideas are provided to general education teachers and course options include PreAP, AP and Dual Credit.
An array of challenging learning experiences in each of the four curricular areas is provided to gifted and talented students through differentiation strategies.
Program offers little opportunity for students to work at challenging levels of learning within the general classroom setting
**course offerings **curriciulum resources for differentiation **Sign in sheets from differentiaton trainings
1
Student Products/ Presentations: Pull out and Elective Opportunities
The opportunity to develop sophisticated products and/or performances assessed by external evaluators who are knowledgeable in the focus field that the focus is provided as part of an articulated sequence of service options/curriculum alignment from grades K-12.
Participation in the Texas Performance Standards Project or other experience results in the development of sophisticated products and/or performances that are targeted to an audience outside the classroom is available as part of an articulated sequence of service options/curriculum alignment from graded 3-12
An articulated sequence of service options/curriculum alignment within the pull-out service model is provided for the student development of professional quality products.
Student opportunities lack the opportunity to develop advanced products and performances and/or to share their knowledge and learning
**Rosters of students in Independent Study class at NBHS/advisoriesat NGC, ORMS, NBMS/pull out at elementaries **Curriculum plan/project ideas for elementary pull-out, advisory groups and Independent Study course **Showcase calendars and sign in sheets; pictures of student products/presentations
2
Area
2:
Com
mun
ity a
nd
Fam
ily
Invo
lvem
ent (
DIP
Goal
2)
Gifted and Talented Parent/Community Opportunities
Parents and community volunteers are organized into subcommittees and are provided orientation/training about working with gifted and talented students.
Information is shared and/or meetings are held annually to provide details about the identification and assessment of students and service offerings provided for those identified.
Parents are informed of all gifted and talented services and opportunities for both student and parent involvement including written policies regarding program procedures.
Parent and community opportunities are lacking or unavailable. Communication to the community is lacking and/or inconsistent.
**website **written policies and procedures **Parent Meeting Agendas/sign in sheets **Parent Meeting presentations
1
Equitable and Consistent Identification Practices
The identification process for gifted/ talented services ...is on-going, and occurs at any time the need arises; ... includes intellectual, creative, artistic, leadership and academic field;. ...has resulted in a gap in identified subpopulations of less than 20%.
The identification process for gifted/ talented services ...occurs at least once a year with provisions for transfer students upon enrollment; ... includes general intellectual ability and some areas of creativity; ...has resulted in a gap in identified subpopulations greater than 20% with documentation of improvement over the past year and provisions for closing the gap included in the improvement plan.
The identification process for gifted/ talented services ...occurs at least once a year; ... includes general intellectual ability and some areas of creativity; ...has resulted in a gap in identified subpopulations greater than 20% and provisions for closing the gap included in the improvement plan.
The identification process for gifted/ talented services ...are not defined or made available to students in a manner that is communicated thoroughly to the public; ...are not offered testing opportunities in alignment to the state standards; ...has resulted in a gap in identified subpopulations greater than 20% and not included in plan for improvement.
**written procedures for referring and screening of current and transfer students **calendar of referral and identification processes **list of tests used **G/T list with ethnicity over 3 year period (Compare GT% to all students: 51% White, 46% Hispanic, 2% AA, 1% Asian, 1% 2 or more races)
1
Improvement Plans 3-5 year improvement plan based on program evaluation addresses each component recommended in the state plan, is revisited and is posted for community review.
3-5 year improvement plan based on program evaluation includes many components recommended in the state plan, is revisited and is posted for community review.
1-2 year improvement plan includes several components recommended in the state plan; not be posted for community review
No improvement plan communicated/posted
**copy of NBISD GT 3 year plan-posted on NBISD GT website under parent tab
2
Area
1: C
urric
ulum
/Ass
essm
ent/
Inst
ruct
ion
(DIP
Goa
l 1)
Area
3: P
rogr
am/
Serv
ice
Com
plia
nce
(DIP
Goa
l 3)
ME 16-17 Community and Student Engagement
4
Training/Professional Development of Responsible Parties (teachers, counselors, administrators, committee members, board of trustees)
100% of the teachers, counselors, administrators, school board members and/or committee members responsible for identifying, scheduling, teaching or providing services for gifted and talented students are fully trained above those required by state guidelines including more than 10% with advanced training in gifted and talented, Advanced Placement, or Dual Credit for teachers, administrators, and/or committee members.
100% of the teachers, counselors, administrators, and/or committee members responsible for identifying, scheduling or teaching gifted and talented students are fully trained in the 30 hours or have documented update hours (if required) and at least 5% have advanced training in gifted and talented, Advanced Placement, or Dual Credit.
100% of the teachers, counselors, administrators, and/or committee members responsible for identifying, scheduling or teaching gifted and talented students are fully trained in the 30 hours or have documented update hours (if required)
Fewer than 100% of the teachers, counselors, administrators, and/or committee members responsible for identifying, scheduling or teaching gifted and talented students are fully trained in the 30 hours or have documented update hours (if required)
**copy of certificates and/or degrees and/or college adjunct approval **Eduphoria sign in sheets of training sessions
1
Professional Development Opportunities
A written plan for professional development in the area of gifted and talented education is based on identified needs and is implemented and updated annually.
Various opportunities for professional development are provided throughout the year to teachers who serve gifted and talented students.
Professional development is offered at least once a year for teachers who serve gifted and talented students.
Teachers who serve gifted and talented students lack professional development opportunities as part of the annual district offerings.
**list of professional development opportunities offered to teachers, counselors, administrators, and/or board members 2
Area
4: T
rain
ing/
Pro
fess
iona
l Dev
elop
men
t (DI
P Go
al 3
)
ME 16-17 Community and Student Engagement
5
Wellness and PE INDICATORExemplary
3Recognized 2 Acceptable/ Compliant
1Unacceptable/
Noncompliant 0Documentation for Indicator 2017 Score
Fitness gram results All grade appropriate students participate and compliance criteria submitted to TEA. Explanation provided for administrators and parents. Adjustments made to curriculum to improve data.
All grade appropriate students participate and compliance criteria submitted to TEA. Result summary provided for administrators and parents.
All grade appropriate students participate and compliance criteria submitted to TEA.
Compliance criteria not met and not submitted to TEA
TEA Database, Letter to parents, Campus Plan
1
Participation in required district programs: CATCH, Worth the Wait, Oral Health, CPR/AED
Age appropriate campus participation for each program with a completion rate of 90% - 100%.
Age appropriate campus participation for each program with a completion rate of 80% - 89%.
Age appropriate campus participation for each program with a completion rate of 70% - 79%.
Age appropriate campus participation for each program with a completion rate of less than 70%.
Student number participated measured by attendance roster.
3
Health screening (hearing, vision, height/weight, TRAT2DC, dental, spinal curvature)
100% Complete, Referral follow up and returned results.
Screening complete and referrals sent.
Screening complete Screening incomplete. Annual report, ITCCS data
2
Number of health and wellness programs campus and/or district offers.
5 per year 3 - 4 per year 1 - 2 per year None offered. Calendar of Events: NBISD Health Screening, Vaccine Clinics(3 annually), Mammogram (3 annually), Texas Healthy Week, Participation in Healthy Schools program with Alliance for a healthier generation
3
Compliance with annual SHAC requirements and report to Board of Trustees
Compliant with the annual report Board of Trustees, staff and parents.
Compliant with annual report to the Board of Trustees.
Compliant with SHAC meeting
Non compliant with SHAC meeting.
SHAC agenda, sign in sheets, annual board report, website 3
Availability of school nurses, counselors, and social workers.
Campus staff include full time: School Nurse (RN), Counselor and Social Worker
Campus staff include full time: Nurse (RN or LVN), Counselor and Social Worker
Campus staff include full time: Nurse (LVN) Counselor and part time Social Worker
Campus staff include Counselor
Human Resource Data and TAPR report
1
Number of forced administrative withdrawals due to noncompliance with immunization requirements
None, 0% < 2% < 5% > 5% Immunization report, ITCCS data, POP data. 3
Campus Improvement Plan includes wellness and PE strategies.
Planned reviewed through out the year and posted.
Plan in place and posted. Plan in place. No campus plan. Campus Improvement Plan, website, Sign in sheets. 3
Staff Training Required as applicable to position: (CPR/AED/EPI/BBP/ Bullying/child abuse/Safety training)
100 % Staff completed and passed.
N/A N/A Unable to continue employment
Eduphoria data
3
Staff Training Annual as applicable to position: needed above and beyond required for job (UDCA/ CATCH/ WTW/ Medical Technology)
100 % Staff completed and passed.
N/A N/A Unable to continue employment
Eduphoria data
3Area
4: T
rain
ing/
Pr
ofes
sion
al D
evel
opm
ent
(DIP
Goa
l 3)
Area
1: C
urric
ulum
/Ass
essm
ent/
Inst
ruct
ion
(DIP
G
oal 1
)Ar
ea 2
: Com
mun
ity a
nd F
amily
In
volv
emen
t (D
IP G
oal 2
)Ar
ea 3
: Pro
gram
/ Se
rvic
e Co
mpl
ianc
e (D
IP G
oal 3
)
ME 16-17 Community and Student Engagement
6
2nd Language Acquisition
INDICATORExemplary
3Recognized
2Acceptable/ Compliant 1 Unacceptable/
Noncompliant 0Documentation for
Indicator2017 Score
Area
1:
Curr
icul
um/
Asse
ssm
ent/
In
stru
ctio
n
(DIP
Goa
l 1) Number of dual language
participants in NBISDThe number of seats at the three dual language campuses is at or above 90% capacity.
The number of seats at the three dual language campuses is at or above 80% of capacity.
The number of seats at the three dual language campuses is at or above 70% of capacity.
The number of seats at the three dual language campuses is at or above 60% of capacity.
Enrollment records
1
Area
2: C
omm
unity
an
d Fa
mily
In
volv
emen
t (DI
P G
oal 2
)
Number of campuses that offer family nights/parent community events ,to include math, reading, safety, movie, graduation planning, and cultural nights.
100% of campuses across the distirct offer these events.
90% of campuses across the distirct offer these events.
The number of seats at the three dual language campuses is at or above 70% of capacity.
70% of campuses across the distirct offer these events.
Email notices, Monday Mail information, campus marquee signs, campus sign in sheets
3
ELLs make progress and attainment in the TELPAS test, thus meeting AMAO 1.
70% or more of ELLs make progress and suprassed attainment on the TELPAS.
60% or more of ELLs make progress and exceeded attainment on the TELPAS.
50% or more of ELLs make progress and reach attainment on the TELPAS.
Less than 50% or more of ELLs make progress and "did not met"attainment on the TELPAS.
Current year AMAOs from TEA, NBISD =74.9% 0
ELLs make progress and attainment in the TELPAS test, thus meeting AMAO 2 Part 1.
30% or more of ELLs make progress and suprassed attainment on the TELPAS.
20% or more of ELLs make progress and exceeded attainment on the TELPAS.
15% or more of ELLs make progress and reach attainment on the TELPAS.
Less than 15% or more of ELLs make progress and "did not met"attainment on the TELPAS.
Current year AMAOs from TEA, NBISD =31.8% 2
ELLs make progress and attainment in the TELPAS test, thus meeting AMAO 2, Part 2.
70% or more of ELLs make progress and suprassed attainment on the TELPAS.
50% or more of ELLs make progress and exceeded attainment on the TELPAS.
28% or more of ELLs make progress and reach attainment on the TELPAS.
Less than 28% or more of ELLs make progress and "did not met"attainment on the TELPAS.
Current year AMAOs from TEA, NBISD= 73.1% NA
LPAC Decisions implementation documented
100% of LPAC decisions are documented and implemented.
80% of LPAC decisions are documented and implemented.
60% of LPAC decisions are documented and implemented.
40% of LPAC decisions are documented and implemented.
LEP folder annual check, periodic LEP folder checks by campus LPAC committees, monitor progress of ELL students at BOY, MOY, and EOY LPACs.
3
Low levels of risk in PBMAS on measures related to ELLs
PBMAS 0 PBMAS 1 PBMAS 1 or 2 first year PBMAS 2 for second year or higher
PBMAS Report for ELL: LEP and ESL students
NA
Identified staff completed required training relevant to their jobs (TELPAS Rater Training, SI update)
100% of staff completed required training relevant to their jobs.
90% of staff completed required training relevant to their jobs.
80% of staff completed required training relevant to their jobs.
70% of staff completed required training relevant to their jobs.
Documented hours of professional development in Eduphoria.
3
Pro
fess
iona
l D
IP G
oal 3
)Ar
ea 3
: Pro
gram
/ Se
rvic
e Co
mpl
ianc
e (D
IP G
oal 3
)
ME 16-17 Community and Student Engagement
7
Staff Training above and beyond required for second language aqusisition job (BE/ ESL certified classroom/content teachers, forgien language teachers)
20% of staff had training that went above and beyond the requiremements for their job.
15% of staff had training that went above and beyond the requiremements for their job.
10% of staff had training that went above and beyond the requiremements for their job.
5% of staff had training that went above and beyond the requiremements for their job.
Documented hours of professional development in Eduphoria beyond required training
2Ar
ea 4
: Tra
inin
g/
De
velo
pmen
t (D
ME 16-17 Community and Student Engagement
8
Fine Arts INDICATORExemplary 3 Recognized 2 Acceptable/ Compliant 1 Unacceptable/ Noncompliant 0 Documentation for
Indicator2017 Score
Succesful participation in UIL and TMEA music contests, UIL OAP contests, VASE, and DEAL contests
*HS - All fine arts organizations participating successfully in sanctioned events with one or more organization advancing to 2nd level *MS - All organizations participating successfully in sanctioned events
HS/MS -All fine arts organizations participating in sanctioned events
HS/MS - Three fine arts organizations participating in sanctioned events
HS/MS - One or two fine arts organizations participating in sanctioned events
Contest participation and achievement information
NA
Percentage of students by campus completing fine arts courses beyond the one credit mandate.
*HS - 40% of students participate in sequential fine arts courses for 3+ years *MS - 60% of students complete four semesters of fine arts *Elem - Sequential fine arts is offered in four disciplines
*HS - 50% of students participate in sequential fine arts courses for 2-3 years *MS - 60% of students complete three semesters of fine arts *Elem - Sequential fine arts is offered in three disciplines
*HS - 100% of students complete a one credit fine arts course *MS - 100% of students complete a one semester fine arts course, 60% of students complete a 2 semester fine arts course *Elem - Sequential fine arts is offered in two disciplines
*HS - Less than 100% of students complete a one credit fine arts course *MS - Less than 100% of students complete a one semester fine arts course *Elem - Sequential fine arts is offered in only one discipline
Fine Arts course enrollment and completion records
1
Student participation in events that promote cultural awareness and education
All fine arts organizations partipating in 2 selected events per year that promote cultural awareness - District has a cohesive plan to promote cultural awareness and education through curriculum & exposure
All fine arts organizations partipating in 2 selected events per year that promote cultural awareness
Selected fine arts organizations participating in limited number of events that promote cultural awareness
No fine art student participating in events that promote cultural awareness
Fine Arts organization's information concerning student participation in events that promote cultural awareness 2
Evidence of student artwork on display in all school facilities. Participation in school and district wide art show.
Student visual artwork on display at all campuses and school administration buildings - Students at all levels participate in district-wide art show
Student visual artwork on display at all campuses and school administration buildings - School art shows at 100% campuses
Student visual artwork on display at respective school campuses - School art shows at less than 100% of campuses
No student visual artwork on display & no school or district art show
Visual Artwork displayed, participation of students in districtwide art show
1
Student involvement in community based fine arts programs including public concerts, recitals, festivals, and plays ( includes school sponsored and indiividual student particapation
Students at all levels are integrally involved in public performances and cummunity performing groups - District has plan to partner with community based orchestras, bands, theater, dance, & visual art groups
Students at all levels are involved in community based theater, dance, and instrumental performances
Students in elementary & middle school are involved in community based theater and/or dance performances
No student involvement - District has no plan to partner with community fine arts group
Information about students involved in community based fine arts programs/events
2
Fine Arts student experience with or exposure to professional level visual art, music, dance, and dramatic performance
All fine arts students experience professional performances within their fine arts discipline - Majority of fine arts students experience professional performances across other disciplines
All fine arts students experience professional performance within their fine arts discipline
Less than 100% of fine arts students experience professional performance within their fine arts discipline
No planned exposure or attendance at professional level events
Data of student exposure to district or school planned professional level fine arts experiences 1
Area
1: C
urric
ulum
/ As
sess
men
t/ In
stru
ctio
n (D
IP G
oal 1
)Ar
ea 2
: Com
mun
ity a
nd F
amily
In
volv
emen
t (D
IP G
oal 2
)
Area
3: P
rogr
am/
Serv
ice
Com
plia
nce
(DIP
Goa
l 3)
ME 16-17 Community and Student Engagement
9
Area
4: T
rain
ing/
Pr
ofes
sion
al
Dev
elop
men
t (D
IP G
oal 3
)
ME 16-17 Community and Student Engagement
10
Community and Parent
InvolvementINDICATOR
Exemplary 3
Recognized 2Acceptable/ Compliant
1Unacceptable/Noncom
pliant 0Documentation for
Indicator2017 Score
Percent of student body with a family member providing active campus support.
80%-100% 65%-79% 50%-64% 49% Number of people logged in through Raptor to provide campus support at activities such as carnivals, bike rodeos, field trips, watchdogs, Destination Imagination, etc.
1
2
NA
Fair Support
50%-64%
Opportunities for parents, grandparents and others to assist students in academic progress.
Extensive opportunities for all to participate and become part of the life of the campus in meaningful ways.
Number of students participating in service projects through school organizations, such as student council, NHS, or community organizations such as church, civic non-profit groups.
People logged in through Raptor from variety of community organizations providing mentors and volunteers, such as CIS, RSVP,civic groups.
49%
Limited Support
Percent of students participating in community service activities, secondary only
Level of utilization of community resources/people to provide mentors and volunteers
49% Number of students with one or more parent belonging to one or more organization such as PTA, Booster, DEIC, CIC, Parent Advisory, etc.
Good Support
65%-79%
65%-79% 50%-64%
Area
1: C
urric
ulum
/ As
sess
men
t/ In
stru
ctio
n
(DIP
Goa
l 1)
Fair number and variety of opportunities
Wide variety and numerous opportunities
0
2
Limited opportunities Parents, grandparents and others logged in through Raptor providing academic support for students during the school day or outside of school hours such as Destination Imagination and clubs.
Area
2: C
omm
unity
and
Fam
ily In
volv
emen
t (DI
P Go
al 2
)
Percent of Student Body with a family member represented in a parent-support organization
80%-100%
80%-100%
Superior Support
ME 16-17 Community and Student Engagement
11
Area
3:
Prog
ram
/ Se
rvic
e Co
mpl
ianc
e (D
IP G
oal 3
)
Area
4: T
rain
ing/
Pr
ofes
sion
al
Deve
lopm
ent
(DIP
Goa
l 3)
2
Limited SupportFair Support Donations, sponsored events, incentives,work study and/or internship oportunities.
Good Support
Level of community and business partnership support.
Superior Support
ME 16-17 Community and Student Engagement
12
21st Century Workforce Development
INDICATORExemplary
3Recognized
2Acceptable/ Compliant
1Unacceptable/
Noncompliant 0Documentation for Indicator 2017
Score
Students participate in dual credit opportunities through Alamo Colleges to earn college credit
Greater than 60% of enrolled dual credit students earn college credit.
Between 50% and 60% of enrolled dual credit students earn college credit.
Between 25% and 50% of enrolled dual credit students earn college credit.
Less than 25% of enrolled dual credit students earn college credit.
Class rosters, 122 Juniors and Seniors enrolled in Dual credit, 100% of students who continued enrollment passed and earned college credit
NA
Scholarships awarded to students.
NBISD seniors earn more than $200,000 in scholarship awards.
NBISD seniors earn between $100,000 and $200,000 in scholarship awards.
NBISD seniors earn less than $100,000 in scholarship awards.
NBISD seniors earn no scholarship awards.
Career Center annual scholarship report/$4.8 million in scholarship to 2014 Seniors
NA
Grant and/or federal funds expended in a timely manner and as provided for in grant application, inclusive of any amendments
All deadlines and rules of federal grant are met.
More than half of the deadlines and rules of federal grant are met.
Less than half of the deadlines and rules of federal grant are met.
Deadlines and rules of federal grant are not met.
Annual Perkins grant report
NA
CTE Student Organizations (CTSOs) are active and focused on activities that are related to CTE programs. Enrollment in course vs. membership in CTSO.
Greater than 20% of students enrolled in CTE courses belong to CTSOs.
Between 10% and 20% of students enrolled in CTE courses belong to CTSOs.
Between 5 and 10% of students enrolled in CTE courses belong to CTSOs.
Less than 5% of students enrolled in CTE courses belong to CTSOs.
CTSO rosters
NA
Area
4: T
rain
ing/
Pr
ofes
sion
al
Dev
elop
men
t (D
IP
Goa
l 3)
CTE staff complete required training relevant to their jobs
A written plan for professional development in the area of CTE is based on identified needs and is implemented and updated annually.
Various opportunities for professional development is provided throughout the year to teachers who service CTE students.
Professional development is offered at least once a year for teachers who teach CTE students.
Teachers who teach CTE students lack professional development opportunities as part of the annual offerings.
List of professional development opportunities offered to CTE teachers, completion certificates, list of teacher certifications and/or degrees
NA
Campus reports documenting college, career, and elective fairs, websites
2
Secondary college, career, and elective fairs, elementary career days and career counseling is accessible for NBISD students in grades K-12.
Number of CTE students participating in apprenticeships, internships, job training/shadowing, earning licensures and certifications, and enrollment in work based learning or practicum courses.
Between 5-8% of students are participating in these workforce experiences.
Greater than 8% of students are participating in these workforce experiences.
College, career, elective fairs and career counseling and career days offered at less than half of the NBISD campuses.
No activities provided to students.
Class rosters, work-based learning contracts
No students are participating in these real world experiences.
NA
Area
2:
Com
mun
ity a
nd
Fam
ily
Invo
lvem
ent (
DIP
G
oal 2
)
Area
1: C
urric
ulum
/ As
sess
men
t/ In
stru
ctio
n (D
IP
Goa
l 1)Between 0-5% of students are participating in these workforce experiences.
College, career, elective fairs and career counseling and career days offered at all NBISD campuses.
Area
3: P
rogr
am/
Serv
ice
Com
plia
nce
(DIP
Goa
l 3)
College, career, elective fairs and career counseling and career days offered at more than half of the NBISD campuses.
ME 16-17 Community and Student Engagement
13
Digital Learning INDICATORExemplary
3Recognized
2Acceptable/ Compliant 1
Unacceptable/ Noncompliant 0
Documentation for Indicator
2017 Score
Percentage of Instructional Material Allotment budget spent on digital instructional material.
66% or greater 50 - 66% 33 - 50% <33% IMA Budget and expenditures
NA
Percentage of students with Google Apps accounts being used
75% or greater 40 - 75% 30 - 40% <30% Log-in records at NBISD level
1
Percentage of students participating in Distance Learning opportunities including V-Tel
10% or more 5 -9.99% 1 - 4.99% 0% DAEP, Distrance Learning class enrollment, Virtual Field trips 1
Number of students in state-offered software (iStation, Think Thru Math, etc.)
33% or greater 25 - 32.99% 10 - 24.99% <9% TEA software usage reports Grades 3-8
3
Ratio of student to technology device
1:1 1:2 1:3 <1:3 Technology inventory and enrollment records (4000 devices: 8000 students) 2
Parents have opportunites to complete surveys
3 per year 2 per year 1 per year None NBISD Surveys posted1
Area
1: C
urric
ulum
/ As
sess
men
t/ In
stru
ctio
n (D
IP G
oal 1
)Percentage of Instructional Material Allotment budget spent on technology hardware for the classroom.
Federal reimbursement in a timely manner of erate eligible services
Within 2 months of eligibilty
Area
2:
Com
mun
ity
and
Fam
ily
Invo
lvem
ent
(DIP
Goa
l 2)
m/
Serv
ice
IP
Goa
l 3)
12 per yearNumber of parent trainings offered for TEC21 inititative
10 - 24.99%
Within 4 months of eligibilty
33% or greater 25 - 32.99%
6 per year 3 per year
Within 6 months of eligibilty
IMA Budget and expenditures
<3 per year
NA
NA
NA
<9%
Reimbursement Received by NBISD on time
Within 8 months of eligibilty
TEC 21 Calendar of training options
ME 16-17 Community and Student Engagement
14
Grant and/or federal funds expended in a timely manner and as provided for in grant application, inclusive of any amendments
Within 2 months of eligibilty
Within 4 months of eligibilty
Within 6 months of eligibilty
Within 8 months of eligibilty
Foundation Grant expenidures & Federal erate expenditures
NA
Implement Technology Academies for teachers.
Participation is an expectation
Introduction to teachers
Beginning discussions
No Disucssions Technology Academy participation, District Technology Committee meetings conversations
3
Percentage of 9-12 teachers who have been observed at Modification or Redefinition stage on the SAMR model on a consistent basis
90% or greater
Area
4: T
rain
ing/
Pr
ofes
sion
al D
evel
opm
ent
(DIP
Goa
l 3)
Area
3: P
rogr
am
Co
mpl
ianc
e (D
I
70 -89.99% 50 - 69.99%
NA
Walk-through documents, teacher training requests
<50%
ME 16-17 Community and Student Engagement
15
DropOut Prevention INDICATORExemplary
3Recognized
2Acceptable/ Compliant
1Unacceptable/ Noncompliant
0
Documentation for Indicator
2017 ScoreAr
ea 1
: Cu
rric
ulum
/ As
sess
men
t/
Inst
ruct
ion
(D
IP G
oal 1
) Updating and utilyzing of student profile, At Risk Information Screen in Database
Updating the At Risk Information Screen 3 times a year and utilyzing the information as needed.
Updating the At Risk Information Screen twice a year and utilyzing the information as needed.
Updating the At Risk Information Screen once a year and utilyzing the information as needed.
ITCCS At Risk Information Screen (editing information)
3
Area
2:
Com
mun
ity a
nd
Fam
ily
Invo
lvem
ent
(DIP
Goa
l 2) Mentoring/tutoring offered to At
Risk students in need of social/academic support
Mentoring/tutoring offered to all students in need of social/academic support through the SST's.
Mentoring/tutoring offered to 90-80% of the students in need of social/academic support through the SST's.
Mentoring/tutoring offered to 79-60% of the students in need of social/academic support through the SST's.
Mentoring/tutoring offered to less than 60% of the students in need of social/academic support through the SST's.
SST notes and Eduphoria
1
Student discipline records,number of times students have been referred to ISS or DAEP
Less than a 5% gap exist between the percentage of special programs, students receiving discipline referrals. Including ISS or DAEP placements and regular education students.
No gap larger than 10% should exist between the percentage of special programs, students receiving discipline referals. Including ISS or DAEP placements and regular education sudents.
No gap larger than 11-19% should exist between the percentage of special programs, students receiving discipline referals. Including ISS or DAEP placements and regular education sudents.
Gaps 20% larger than demographic profile.
PBMAS reports, Discipline DART Reports
1
Availability of school counselors/ At Risk Prevention Staff to At Risk student
Counselors/At Risk Prevention Staff meeting 100% of all the students referred through the SST's.
Counselors/At Risk Prevention Staff meeting 90% of all the students referred through the SST's.
Counselors/At Risk Prevention Staff meeting 85% of all the students referred through the SST's.
SST notes in Eduphoria
3
PGP's-Personal Graduation Plans established and reviewed yearly
PGP's established for 90%- 100% of the students needing academic support.
PGP's established for 80%- 89% of the students needing academic support.
PGP's established for 70%- 79% of the students needing academic support.
Established in Eduphoria
NA
Review conducted for At Risk students targeted for truancy prevention due to high absence rates
Review of the attendance report weekly and shared with SST/Support staff
Review of the attendance report bi weekly and shared with SST/Support staff
Review of the attendance report at least monthly
Review of the attendance report less than once a month
Attendance report SST notes
2
Dropout Rate- 1% -2% = 3 2.1% - 2.5% = 2 2.6% - 3% = 1 point 3.1% - higher = 0
Dropout rate within 1% - 2%
Dropout rate within 2.1% - 2.5%
Dropout rate within 2.6% - 3%
Accountability report--TAPR 2013 ---1.6%
NA
Area
4: T
rain
ing/
Pr
ofes
sion
al
evel
opm
ent (
DIP
Goa
l 3)
Area
3: P
rogr
am/
Serv
ice
Com
plia
nce
(DIP
Goa
l 3)
ME 16-17 Community and Student Engagement
16
De
ME 16-17 Community and Student Engagement
17
His
tory
of
Co
mpl
ian
ce INDICATORCompliant
YESNoncompliant
NODocumentation for Indicator
SCORE
State assessments are administered without significant testing incidents Y
Testing Incident reprots submitted to TEAyes
Fitnessgram is conducted and reported on time Y
Campus and Fitness Gram Data & Submission yes
Health screenings (hearing, vision, dental, spinal curvature) Y
Screenings held at campus/district-wideyes
Student access to sufficient graphing calculators and dictionaries for state assessment purposes
YNumber of calculators & dictionaries, State Test monitoring documents yes
Participation in free vaccination clinicsY
Vaccination Clinicsyes
TEA prepared "school report cards" sent to parents in timely manner Y
Dates each school sent TEA CAMPUS report cards yes
Notices given regarding immunizations Y Immunization notices yesRequired forced administrative withdrawals due to noncompliance with immunization requirements
YRemovals of noncompliant students
yes
Compliance with USDA nutrition requirements for NSLP Y
NSLP Compliance recordsyes
Participation in F/RPM Programs, summer food programs Y
F/RPM numbers and summer participation 2013 yes
Compliance with annual SHAC report to local school board Y
SHAC BOT Report: May 2014yes
PID errors corrected Y PEIMS report yesImprovement plans (campus and district) that include each component required by statute
Y
CIP and DIP posted to campus and district web sites, updated yes
Required postings to web site in timely manner Y
Required items on NBISD web site to meet stagte and federal-Title I requirements yes
Accountability notices sent home with first report cards Y
Documentation of Accountability notices sent out/posted to web site yes
ce
Com
plia
nce
(DIP
Goa
l 3)
Area
1: C
urric
ulum
/ As
sess
men
t/ In
stru
ctio
n (D
IP
Goa
l 1)
Area
2:
Com
mun
ity
and
Fam
ily
Invo
lvem
ent
(DIP
Goa
l 2)
ME 16-17 Community and Student Engagement
18
Grant and/or federal funds expended in a timely manner and as provided for in grant application, inclusive of any amendments
Y
Grants/federal fund evaluation documents
yes
Staff evaluations completed by district deadlines Y
PDAS and other evaluation records in Eduphoria yes
IEP Implemented and documented for each Special Education student Y
IEP records reviewed at ARDSyes
Personal Graduation Plans (PGP's) with Endorsement established for each student prior to 9th grade, entered into Career Cruising (signature by parent due before end of 9th grade year)
NA
PGP's in Career Cruising for every enrolled 8th grade student by end of May 2014.
N/A
504 committee and plan implementation at each campus Y
504 committee records and annual review of 504 students yes
Home language surveys completed, on file in student cumulative folder (one only) Y
LEP student records reviewed at LPAC meetings yes
Low levels of risk in PBMAS data validation measures related to student discipline Y
PEIMS reportyes
Area
4: T
rain
ing/
Pr
ofes
sion
al
Dev
elop
men
t (D
IP
Goa
l 3)
100% NCLB Highly Qualified requirements are met and identified staff completed required training relevant to their jobs .
Y
HR records for teacher certification and Eduphoria Workshop records of required PD completion by staff member.
yes
Area
3: P
rogr
am/
Serv
ic
ME 16-17 Community and Student Engagement
19