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Socorro Independent School District

District Improvement Plan

2017-2018

Socorro Independent School DistrictGenerated by Plan4Learning.com 1 of 113 District #071909

February 16, 2018 10:02 am

Mission StatementThe mission of the Socorro Independent School District is to optimize our students’ academic, artistic,

athletic, and interpersonal skills.

VisionTomorrow's Leaders Learning Today

Superintendent & Board Members

Dr. José EspinozaSuperintendent of Schools


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Paul GuerraBoard President

District 4

Cynthia Ann NajeraVice President

District 2

Michael Anthony NajeraBoard SecretaryDistrict At-Large

Hector F. GonzalezTrustee

District 1

Gary GandaraTrustee

District 5

Antonio "Tony" AyubTrustee

District At-Large

Angelica RodriguezTrustee

District 3

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

Socorro I.S.D. is one of the fastest growing school districts in the state of Texas. The District has twenty-two(22) elementary schools, six (6) PK-8 schools,nine (9) middle schools, six (6) high schools, two (2) specialty campuses, one (1) elementary-level Disciplinary Alternative Education Program (DAEP)campus, one (1) secondary-level DAEP, one (1) Early Childhood Center, and a community education program. The Student Activities Complex includes an11,000-seat stadium, and the adjacent Aquatic Center, also open throughout the year, has indoor and outdoor pools.

The Socorro Independent School District is proud to be recognized throughout the state of Texas as an innovative educational leader. With over 45,000students, Socorro is one of the largest Year-Round school districts in Texas. The District's calendar features two-week breaks in the fall and spring as well asa two-week break during December.

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


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District departments work in collaboration in order to provide prompt response to campus needs and to minimize redundant actions between programs.The district-level decision-making committee (Educator's Professional Advisory Committee) works in congruence with campus-level decision-makingcommittees (School Improvement Team) to ensure communication between stakeholders.The Superintendent and other district leaders work in collaboration with committees to ensure the proper dissemination of information to districtstakeholders that include students, parents, business/community members, and district employees.


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Table of Contents

Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Needs Assessment Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Student Academic Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112015-2016 Additional Year to Year Comparative STAAR Results Available . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11District Processes & Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Instructional Technology Department . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Instructional Technology Department . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Perceptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

District Cimate Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31The SISD Climate Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31The Olweus Bullying Prevention Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Goal 1: SISD will ensure a safe school environment for students, staff, and community members by implementing both current and new initiativesto address safety concerns, keeping safety a top priority. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Goal 2: SISD students will receive a quality education with rigorous instructional standards that adequately prepares them for the college and careerof their choice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Goal 3: SISD will recruit and retain 100% Highly Qualified faculty, staff, and support personnel to improve student academic performance and toensure that students graduate college and career ready. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Goal 4: During the 2017-2018 school year, SISD will increase participation of parent and family members in parent and family engagementactivities to support the academic success of all students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76Goal 5: For increased accountability, SISD district leaders, campus leaders, faculty, and staff members will ensure that students receive a qualityeducation by working collaboratively towards the fulfillment of educational goals at the federal, state, and district level. . . . . . . . . . . . . . . . . . . . . . . . 89

System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92State Compensatory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

Budget for District Improvement Plan: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93Personnel for District Improvement Plan: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95


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Title I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96District Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102Addendums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113


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Comprehensive Needs Assessment

Needs Assessment Overview

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

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

The district is required by the Every Student Succeeds Act to implement the 4 multiple measures of data:

DemographicsStudent Academic AchievementDistrict Processes and ProgramsPerceptions

In addition to the 4 multiple measures of data, the following items are addressed within the framework of the Socorro District Improvement Plan: a) longrange goals; b) measurable performance objectives; c) strategies for improvement of student performance in support of objectives; d) staff responsible foraccomplishing strategies; e) specific timelines for implementation of each strategy; f) state and federal resources used to implement strategies g) evidence ofstrategy implementation; h) evidence of strategy impact; i) formative; and j) summative evaluation criteria.

In order to meet state and federal rules and regulations, the 2017-2018 DIP aligns directly with the Socorro ISD Policies established by the Board ofTrustees. Accordingly, monitoring of the strategies included in the DIP is accomplished through ongoing monitoring of the district policies and performanceindicators. Furthermore, goals from each of the campus improvement plans are aligned directly with the DIP. Law has established that the district plan andcampus plans be the primary record supporting expenditures attributed to the State Compensatory Education Program.

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

Substantial and elevated rigor surrounding our students' academic performance standards and expectations when coupled with the significant reduction inresources and revenue will demand that all school districts across Texas, but especially those districts with student demographics deemed highly at-risk,


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

Parents are the most powerful influence on the education of children, and SISD is proud to have many programs in place in order to secure theirinvolvement. Never before has it been so evident that it truly does take a village to raise a child. This is why SISD has instilled within its functions the effortto include parents and community members in the education of students. The Family Engagement Program, Communities In Schools, Inc., and the Partnersin Education program are three excellent verifications of this endeavor. An undeniable need with regards to this is that more parent-community engagementmust occur. With the positive presence of parents and community members, student achievement will be boosted to an even higher level.


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Demographics

Demographics Summary

The Socorro Independent School district resides in an area of elevated cultural and demographic diversity, and its proximity to the borders of 2 countries and3 states makes it a unique converging point in this respect. With regard to student demographics for the 2017-2018 school year, 22,432 of its 45,927 studentswere female, while 23,495 were male. The information below provides a breakdown of students by ethnicity and race. (2016-2017 Fall PEIMS 05/15/2017)

Ethnicity

Hispanic-Latino 42,511 92.56% Race

American Indian - Alaskan Native 77 0.17%Asian 278 0.61%Black - African American 1,021 2.22%Native Hawaiian - Pacific Islander 68 0.15%White 1,655 3.60%Two-or-More 317 0.69%

The information below provides additional insight into the makeup of students within the district. Departments and the programs that they oversee utilizetheir respective resources in order to address the needs of these populations.

Student by Program (2015 - 2016 Fall PEIMS file loaded05/24/2016) Count Percent

Bilingual 6,111 13.31%English as a Second Language (ESL) 2829 6.16%Career and Technical Education (CTE) 16,052 34.95%Free Lunch Participation 25,970 56.55%Reduced Lunch Participation 5,384 11.72%Other Economically Disadvantaged 1322 2.88%Gifted & Talented 2,450 5.33%


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Special Education (SPED) 4,079 8.88%Title 1 Participation 45,927 100.00%Dyslexia 393 0.86% Homeless Statuses

Homeless Status Total 473 1.03%Shelter 53 0.12%Doubled Up 407 0.89%Unsheltered 6 0.01%Hotel/Motel 7 0.02% At-Risk 20,960 45.64% Economically Disadvantaged 32,676 71.15% Immigrant 602 1.31% Limited English Proficient (LEP) 9,797 21.33% Migrant 73 0.16% Military Connected 3,057 6.66% Foster Care 47 0.10%

CTE Single Parent/Pregnant Teen 57

0.12%

Demographics Strengths

97.42% Average Daily AttendanceStandard leveled funding for tutoring services for all students in need of academic support at all campusesCoordinated professional development for teachers in order to serve special populationsProgressive technology programs to address students with different learning styles


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Student Academic Achievement

Student Academic Achievement Summary

2015-2016 Additional Year to Year Comparative STAAR Results Available

The tables in Addendum titled "2016 STAAR Summary 3-8 All Subjects" (found at the end of this plan) illustrate a comparison of Socorro ISD EOC scoresfor 2014-2015 and 2015-2016.

The tables in Addendum titled "2016 Spring EOC Summary By Campus" (also found at the end of this plan) illustrate a comparison of Socorro ISD STAARscores for the 2014-2015 and 2015-2016 for grades 3-8.

Student Academic Achievement Strengths

For the 2016-2017 school year, a majority of the district's campuses performed favorably, demonstrating acceptable scores.For students experiencing academic difficulties, support systems at both the district and campus levels are in place to respond to needs.Equitable formulas for providing services such as tutoring are utilized to ensure a quick response to students in need.


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District Processes & Programs

District Processes & Programs Summary

ACADEMIC SERVICES DIVISION - Intent and Purpose

The primary goal of the Academic Services Division is to ensure cohesive interaction between its departments towards providing positive and fulfillingeducational experiences for students. While the Division strives to fulfill the academic needs of students, the Division also strives to provide well-roundedgrowth for students, consciously aware of their physiological and emotional needs as well. The intent and purpose for each department in the AcademicServices Division is described below. Those departments include:

Advanced AcademicsBilingual/ESLCurriculum and InstrutionGrantsResearch and EvaluationSpecial EducationState and Federal Programs

Advanced Academics – Intent and Purpose

Advanced Academics’ purpose is to prepare students for post-secondary education, through Advanced Placement, Dual Credit and Pre-Advanced PlacementCourses. The students will be exposed to a rigorous comprehensive learning system focused on preparing students to successfully complete college-levelcourse work while in high school. As a support, AVID strategies are an integral component of SISD’s mission to ensure students are college bound. Advanced Academics also ensures that a fair and equal identification process is in place when identifying Gifted and Talented students. Through a campusplan, approved by the Advanced Academics Department, the needs of Gifted and Talented Students are met.

Title I, Part A - Intent and Purpose

Title I, Part A - Improving Basic Programs provides supplemental funding to state and school districts for resources to help schools with high concentrationsof students from low-income families in order to provide a high-quality education that will enable all children to meet the state’s student performancestandards. In order to assure that the performance of all students meet these standards, Title I funds provide supplemental support to the following programs:Parent and Family Engagement, Foster Care Education Program, Homeless Education Program, and Private and Non-Profit Schools.

SISD sets aside 1% of its total allocation to promote Parent and Family Engagement. Socorro Independent School DistrictGenerated by Plan4Learning.com 12 of 113 District #071909

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Outreach to all parents and families is conducted to connect families and community members to student learning and create a welcoming and invitingculture at all campuses.There is a Parent and Family Engagement Liaison on each campus that helps with engaging parents and family members in student achievement.Funds to support students experiencing homelessness to be academically successful are set aside and used for school supplies, uniforms, dental &vision screenings.Participating private non-profit schools are supported with allocations from Title I, Part A to assist their at-risk students residing within SISDboundaries.

Title I, Part C

The Migrant Education Program (MEP) assists identified migrant students overcome the challenges of mobility, cultural and language barriers, socialisolation, and other difficulties associated with a migratory lifestyle.

Title I, Part D

Title I, Part D funds are dedicated to improving educational services to children in facilities for the neglected or delinquent. Schaeffer Halfway House is atransitional living center under the direction of the Texas Youth Commission that houses juveniles who are rehabilitated and transitioned back into society. This center is within the boundaries of Socorro Independent School District (SISD); therefore, the district must provide GED instruction to all 17 and 18year old students who do not have the required credits to receive a high school diploma.

Title IV, Part A – Student Support and Academic Enrichment Grant (SSAEG)

Purpose of this title is to improve students’ academic achievement by “increasing the capacity of states, LEAs, schools, and communities by:

Providing students with a well-rounded education including programs such as college and career counseling, STEM, arts, civics and International1.Baccalaureate/Advanced Placement.Supporting safe and healthy students with comprehensive school mental health, drug and violence prevention, training on trauma-informed2.practices, and health and physical education.Supporting the effective use of technology that is backed by professional development, blended learning and educational technology devices. 3.

Research and Evaluation

Intent and Purpose

The office of Research and Evaluation oversees the administration of state mandated assessments such as STAAR 3-8, STAAR EOC, TAKS, TELPAS, anddistrict initiated assessments such as benchmark exams and mock tests. The Research and Evaluation Department plays a key role in the College ReadinessInitiative and oversees the ACCUPLACER assessment administrations. The Research and Evaluation department also provides data to the district and


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community stakeholders. In addition, all research conducted within the district must be approved by the Research and Evaluation Office.

Elementary Education

Secondary Education

Special Allotments

Bilingual Education

Intent and Purpose

The purpose of the Bilingual/ESL Program is to provide supplemental resources and support to ensure that English Language Learners successfully attainEnglish proficiency at high comprehensible levels in core academic subjects to meet state mandated achievement standards.

The program model implemented in our district is the transitional bilingual/early exit (PK-5). It is a bilingual program model that serves a student identifiedas limited English proficient in both English and Spanish, or another language, and transfers the student to English-only instruction. This model providesinstruction in literacy and academic content areas through the medium of the student's first language, along with instruction in English oral and academiclanguage development. Non-academic subjects such as art, music, and physical education may also be taught in English. Exiting of a student to an all-English program of instruction will occur no earlier than the end of Grade 1 or, if the student enrolls in school during or after Grade 1, no earlier than twoyears or later than five years after the student enrolls in school. A student who has met exit criteria in accordance with §89.1225(h), (j), and (k) of this title(relating to Testing and Classification of Students) may continue receiving services, but the school district will not receive the bilingual education allotmentfor that student.

Exiting of a student to an all-English program of instruction without English as a second language support will occur no earlier than the end of Grade 1 or, ifthe student enrolls in school during or after Grade 1, no earlier than two years or later than five years after the student enrolls in school. At the high schoollevel, the English language learner receives sheltered instruction in all content areas. A student who has met exit criteria in accordance with §89.1225(h), (j),and (k) of this title may continue receiving services, but the school district will not receive the bilingual education allotment for that student

English as a second language/pull-out program model is an English program that serves only students identified as English language learners (6-12), by


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providing a part-time teacher certified under the TEC, §29.061(c), to provide English language arts instruction exclusively, while the student remains in amainstream instructional arrangement in the remaining content areas. Instruction may be provided by the English as a second language teacher in a pull-outor inclusionary delivery model.

The LPAC plays a pivotal role in the education of ELL/LEP students. It serves as the foundation for the LPAC process as it becomes an advocate for theELL/LEP student. The LPAC becomes the voice that initiates, articulates, deliberates and determines the best instructional program for the student. Itfunctions as a link between the home and the in school making appropriate decisions regarding identification, assessment, placement, monitoring ofinstructional practices and/or interventions, conducting annual reviews, parental notifications and participation in special programs that impact the students’academic success (TEA Framework for LPAC Process Manual).

Special Education

Intent and Purpose

The purpose of the Special Education Department is to provide supports to students with disabilities to maximize the potential of each and every student inthe least restrictive environment appropriate. Each student’s IEPs, accommodations, and modifications are calculated for success. The ultimate goal of theprogram for students is to excel academically, socially, and behaviorally. Success will mean different things for different students. For some it will meanpost-secondary education, and for others it will be learning a vocation. For some students, it will be maintaining their quality of life. Within this department,we also supervise the dyslexia program, which is mandated by the state. Students who display characteristics of dyslexia and become eligible for the programmust have a reading intervention program that is systematic, explicit, cumulative, teacher-directed, and multi-sensory.

High School Allotment

Guidance and Counseling

Intent and Purpose

The purpose of the Socorro ISD Guidance and Counseling is to assist school counselors in meeting academic, social/emotional and career needs of students.SISD Guidance and Counseling provides training on the Free Application for Federal Student Aid (FAFSA) processes, goal setting, HB5, transition andcompetencies for college and career readiness. Students receive these skills through classroom lessons, presentations and transition guides. Five collegiateforums are also provided throughout the year. Guidance and Counseling also provides training and resources to assist school counselors in meeting thesocial/emotional needs of students on ADDES/BDS (attention and behavioral disorders), grief, trauma, anti-victimization with the WHO (We HelpOurselves) program, conflict resolution, transitioning families, crisis response, suicide interventions and prevention as well as child abuse interventions andsocial emotional learning.


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Career and Technical Education

Intent and Purpose

Career and Technical Education is a vital component of the high school curriculum. For many students, it represents as much as a third of their high schoolexperience. It is a critical component in meeting the needs of students in academic achievement, career exploration, career preparation, and leadershipdevelopment. Successful transition to postsecondary education, work, and/or the military is one of the goals of SISD's educational system.

State Compensatory Education - Intent and Purpose

State Compensatory Education (SCE) is defined in law as programs and/or services designed to supplement the regular education program for studentsidentified as at-risk of dropping out of school (TEC 29.081). Its purpose is to increase the academic achievement and reduce the drop-out rate of theseidentified students, while its goal is to provide direct instruction to close the achievement gap between children at risk of dropping out of school and theirpeers. To meet this goal, the Socorro Independent School District uses student performance data to design and implement appropriate compensatory,intensive, or accelerated instructional services that enable them to be performing at grade level at the conclusion of the school year.

Pregnancy Related Services are also SCE supported services, including Compensatory Education Home Instruction (CEHI) that a student receives duringthe pregnancy prenatal and postpartum periods to help her adjust academically, mentally, and physically and stay in school.These services are delivered to astudent when:

the student is pregnant and attending classes on a district campus,a valid medical necessity for confinement during the pregnancy prenatal period prevents the student from attending classes on a district campus, ora valid medical necessity for confinement during the pregnancy postpartum period prevents the student from attending classes on a district campus.

WIN Academy - The purpose of the WIN Academy is to ensure that students who have not been successful in a “traditional” school setting and have beenidentified as at-risk, will be able to gain two or more years’ worth of knowledge in a fast track, demanding, flexible education system, upon exiting theprogram. It is a student-centered program created to help ensure that all Team SISD children have the opportunities and support needed to achieve academicsuccess.

Options High School

The District also has an alternative high school or school of choice - Options High School with capacity to serve 150-200 At-Risk and recovered dropoutstudents. Admission to Options High School is based on recommendations from counselors at the main district high schools and on interviews withstudents and their families. Options High School offers academic options for students who want to complete the necessary requirements for obtaining ahigh school diploma. OHS is a competency-based learning system with flexible scheduling for young adults who are not successfully completing atraditional high school program. The student's commitment and desire to earn a high school diploma, combined with a caring, positive learning climate,determines the student's degree of success.


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Disciplinary Alternative Education Program (DAEP)/KEYS Academy

The Disciplinary Alternative Education Program (DAEP) provides a positive, highly structured and disciplined educational setting for at risk students. TheDAEP/KEYS Academy serves high school and middle school students in one facility. In another facility where elementary students are served, they areself-contained. Students are placed in an academic program that replicates their home campus schedule as closely as possible. Success in the program isenhanced with small classes, parental involvement, tutoring, individual counseling, group counseling, substance abuse counseling, mentor programthrough community involvement, and school survival skills classes consisting of improving self-concept, behavior, personal motivation, individualisticresponsibilities, study skills and awareness of career choices.

Summer/Intersession Intervention Programs

Summer/intersession intervention programs exist as yet another service for at-risk students. Each campus receives a state compensatory educationallotment to serve the needs of their at-risk student population. Campuses utilize these funds to purchase supplemental materials and resources andprovide intersession/tutoring sessions to help raise the academic achievement levels of their at-risk population. These programs provide supplementalinstructional support for students identified as at-risk based on low performance in core areas. Tutoring may focus on either academic standards or stateassessment preparation. Tutors work with students in small groups for limited periods of time to increase specific skills. A crucial component insuccessful tutoring programs is effective communication between classroom teachers and tutors. Tutors coordinate instruction with the classroomteacher to assure that tutoring strategies are supporting classroom instruction and that the student is benefiting from tutoring. To ensure that studentsare being offered proper services, the State Compensatory Education Instructional Specialist assists faculty and staff in improving and enhancing theregular education program for students in at-risk situations. The SCE Instructional Specialist ensures compensatory education increases the academicachievement of identified students in at-risk situations and reduces the dropout rate. Strategies are developed and resources are designated to meetidentified areas of need of the students at-risk. Compensatory education funds are used to provide support for students at risk of dropping out of schoolor for students who are not performing satisfactorily in an academic setting. The SCE Instructional Specialist works with program teachers, campusadministrators, and other appropriate staff in meeting instructional goals, objectives and methods. In addition, efforts to coordinate appropriateprograms PK-12 are maintained so that students have the opportunity to reach optimum performance.

Instructional Technology Department

Intent and Purpose

The Instructional Technology Department helps teachers integrate current technologies and their applications, including the internet, into their curriculaand provide support and education in technology to both teachers and students. Its ssion is to provide support for SISD teachers and students increating digital learning environments that transform learning for all students through dynamic, engaging learning experiences.

Human Resource Department

Intent and Purpose

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

Public Relations

Intent and Purpose


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The SISD Department of Public Relations exists to communicate accurate, timely information to engage stakeholders in the success of students andschools. The team is comprised of professional, creative artists, writers, technicians and support staff who strive to deliver excellent customer service toreflect transparency in the District.

District Processes & Programs Strengths

Advanced Academics

Strengths

Teachers are provided opportunities for professional development in the use of the AP Curriculum. All students have an opportunity to take multiple APcourses and are given the opportunity to take advanced placement test(s) in the attempt to earn college credit(s). Students are enabled to develop morerigorous study habits and take on more challenging course work that parallels what they might see in college level courses and develop college levelacademic skills. Students enrolled in an AP course(s) are challenged and allowed to build critical thinking skills while working on their ability tocollaborate in groups. AP courses are given priority when building the master schedule in the secondary campuses.

Advancement Via Individual Determination (A.V.I.D.)

Strengths

The AVID college readiness system provides an opportunity for students in the middle to take part of a support system preparing them for success in post-secondary education. Through the use of the AVID curriculum and the AVID elective class students are taught skills that will provide them with the abilityof becoming lifelong learners. The implementation of Writing, Inquiry, Collaboration, Organization, and Reading (WICOR) are essential components of theAVID college readiness system. Professional development is provided by AVID to teachers who are part of the AVID site team as well as to administratorsand counselors who support the AVID system through Summer Institute, Path Trainings and local/divisional trainings. Teachers attending AVIDprofessional development, train their peers in AVID best practices, so that those are used school-wide. Students in AVID show organizational skills tosupport academic self-management. Students are recommended to participate in field trips to universities and colleges, as the goal is for 100 % of AVIDstudents to attend college. Students must be enrolled in a rigorous curriculum to become prepared for post–secondary education and must be providedopportunities to take college readiness tests such as PSAT, SAT, ACT and TSI. Through AVID family nights, family engagement is a key component forstudent success in AVID.

Gifted and Talented Program (G.T.)

Strengths

The Gifted and Talented Program (GT) identifies and serves all qualifying GT students. Qualifying students are eligible to receive appropriate academicsupport based on the core areas as identified by the Texas Association for Gifted and Talented, (TAGT). Students are provided services where they work


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together with other GT students, students who are not GT, and independently. GT students are provided opportunities to enroll in Pre-AP, AP, Pre-IB, IB,Dual Credit, AVID and magnet programs throughout the district. The focus is to provide a rigorous curriculum and an array of educational programs in orderto prepare the GT student for a post-secondary education and to become a productive member of society. Opportunities for professional development areprovided for all teachers throughout the year in order to ensure they are qualified and knowledgeable on gifted competencies. All teachers are required toearn a 30 hour training certificate of the GT competencies within the first semester of their teaching contract. Additionally every year a 6 hour GT update isprovided for those teachers who already have the required 30 hour GT awareness training. Counselors and administrators who make decisions which pertainto GT students are also required to attend a 6 hour training focusing on the Nature and Needs of gifted learners.

Title I,Part A

Stengths

All 48 campuses in SISD are Title I school wide. The schoolwide program is designed to upgrade the entire educational program in each of the campuses.Through the Title I, Part A Program the district continues to provide campuses with the resources needed to support our economically disadvantagedstudents. Data shows that the district continues to make gains in closing the achievement gaps for many of our economically disadvantaged students. SISDutilizes funds to provide academic intervention for students experiencing homelessness by hiring additional Temporary Instructional Aides (TIAs) that workwith the Texas Education Support for Homeless Program (TEXSHEP) Grant funded TIAs. Students who are at-risk academically, reside within SISDboundaries, and attend private nonprofit (PNP) schools are eligible for instructional support through allocated funds.

SISD has a district level planning and decision-making committee, the Educator’s Professional Advisory Committee (EPAC), which works in conjunctionwith the Superintendent to annually develop, revise, and implement the District Improvement Plan. EPAC is an extension of the campus’ SchoolImprovement Team (SIT) whose duties are to (1) conduct a comprehensive needs assessment; (2) commit to specific district goals; (4) develop objectiveswith strategies to address needs and engage in continuous improvement; and (5) conduct mid-year and end-of-year reviews to determine the effectiveness ofthe district and school wide programs and revise the plans as necessary to help close the achievement gap.

Title I, Part C

Serving the needs of Migratory Agricultural Workers, the District continues to provide one on one academic support via Migrant Temporary InstructionalAides who respond to Priority for Service students as well as students demonstrating difficulty with learning. Campuses are also afforded the use of Migrantextra duty pay for teachers who provide supplemental tutoring to students in need, above and beyond the tutoring they are already receiving as Title I, Part Astudents. The District also continues to provide services such as dental and vision services for families without medical insurance, school supplies, andlaptops for those without technology resources who opt for assistance.

Title I, Part D

Funds are used to pay a portion of the salary for a full-time teacher who works with students at Schaeffer House to earn their GED.


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Research and Evaluation

The district has a dedicated person who provides support for Eduphoria Aware which allows the District to disaggregate data, track student performancefrom year to year on state district and local assessments. The district also creates and conducts student assessments, analyzes the data and build studentforms. They provide consistent logistical support for state and district mandated assessments including proper training on accommodations, test security andaccountability to various personnel involved in the testing process.

State Comp Ed.

SISD funds numerous supplemental programs and personnel in an effort to provide accelerated instructional services for students at risk of dropping out ofschool. Positions such as an SCE instructional specialist, SCE Intervention coaches, Communities in Schools (CIS) coordinators, Education HomeboundInstruction Teacher, class-size reductions (CSR) teachers, instructional aides, library aides, and master social workers, are all supplemental and fundedthrough SCE funds. Another service also provided with SCE funding is the Pregnant Related Services for pregnant students to continue to attend classes.Educational support is provided for students who have valid medical necessities for confinement during the pregnancy pre- and postnatal period.

At the District level, there is a State Compensatory Education Specialist who provides staff development training to individuals whose responsibilitiespertain to providing appropriate services to at-risk students including, but not limited to: At-Risk Instructional Aides, Library Instructional Aides,Supplemental SCE Teachers, Assistant Principals/campus At Risk Coordinator, SCE Intervention Coaches, CSR teachers, and PEIMS Clerks.

The WIN Academy is a district program for identified at-risk students. The program utilizes a blended-learning model and provides more meaningful skills-development during the extended school day. These students expand their learning opportunities and have grown academically, as a result.

Special Allotments

Bilingual Education

Strengths

STAAR Percent-Reading Performance

2015-2016


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Grade State Region District ELL3 73% 77% 81% 75%4 75% 78% 81% 69%5 81% 84% 86% 67%6 69% 68% 73% 42%7 71% 69% 75% 36%8 87% 87% 91% 69%English I- EOC 65% 63% 66% 34%English II- EOC 67% 64% 68% 32%

STAAR Percent-- Writing Performance

2015-2016

Grade State Region District ELL4 69% 74% 78% 64%7 69% 70% 75% 41%

The data demonstrates that the district as a whole is at or above state averages in reading and writing.The district has been 100% compliant with highlyqualified bilingual teachers, resulting in the district not requesting state waivers for any bilingual teacher. The district is in the process of training all bilingualteachers in sheltered instruction in order to better serve ELL’s.

Special Education

Strengths

In the first administration of the 2015-16 STAAR Tests, our 5th and 8th grade students with special needs, achieved a 43.7% district passing rate for math andSocorro Independent School DistrictGenerated by Plan4Learning.com 21 of 113 District #071909

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37.4% district rate for reading. For the 2016-17 STAAR Test, our students achieved a 56.1% district passing rate for math and 36.9% district passing rate forreading. These numbers reflect a 12.37% district rate increase in math and a -0.53% slight district decrease in reading.

Guidance and Counseling

Strengths

During the 2016-2017 school year, SISD Department of Guidance and Counseling has had many successes. At the high school level, as of May 5, 2017(compared to May 3, 2016) the total amount of scholarship, grant and military award money awarded to SISD seniors is $36,305,120.00. This compares to$29,087,549.00 at this same time last year. This is a $7,217,571.00 increase. The Free Application for Federal Student Aid (FAFSA) completions rates as of4-1-16 were 34%, as per TxCAN. The current FAFSA completion rate as of 3-31-17 is 48.60%. This is a 14.6 point increase.

At the middle school level, there have also been many successes. At the 8th grade level, middle school counselors have met with parents and students toassist students in selecting their high school endorsement. 1,893 parents have attended the HB5 parent meetings as of May 1, 2017. This equates to 54% ofparents working with counselors and students on their high school endorsement. More meetings are planned for May of 2017. 100% of middle schoolcampuses have completed the Apply Texas, PAMM and TSI process with 8th grade students. Students that make the scale score will be eligible to take dualcredit in high school. At the elementary level, 100% of 5th grade students have received information on middle school course offering to include middleschool courses for high school credit.

Counseling programs in Socorro ISD follow the American School Counselor Association (ASCA) National Model, which is data driven. 28 counselingprograms in the state of Texas received the Lone Star recognition for exemplary data drive, comprehensive programs. Eighteen of the recipients were fromSISD. ASCA also recognizes school counseling programs that are data driven. One hundred and four school counseling programs from across the countryreceived the recognition. SISD had the only Texas school to receive the recognition.

Career and Technical Education

Strengths

Over 16,000 students are enrolled in at least one CTE course from grades 6 through 12. SISD CTE offers at least one career education strand in each of the16 career clusters to their students. Through state and federal funding sources, CTE has been able to update technology, software, equipment, supplies, andequipment in support of the core areas that CTE supports as well as the regular CTE endorsement program. Also using available funding, CTE has assistedwith providing students opportunities to challenge industry recognized certifications, assisted in providing CTSO participation opportunities, and provideteacher training. All CTE programs continue to meet at the beginning of each year to review areas of needs of each program. Program meet biyearly to review the entire


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program as a whole and through recommendations determine a large part of the CTE budget.

Career and Technical Education is a vital component of the high school curriculum. For many students, it represents as much as a third of their high schoolexperience. It is a critical component in meeting the needs of students in academic achievement, career exploration, career preparation, and leadershipdevelopment. Successful transition to postsecondary education, work, and/or the military is one of the goals of SISD's educational system.

CTE Supports both the state prescribed endorsement curriculum as well as support the attainment of the advanced educational program to include articulatedand dual credit as well as attainment of industry recognized certifications.

College

All students in grades 6-12 have access to college preparatory software where they can prepare for the TSIA, SAT, ACT and ASVAB. Through theirCollege and Career Readiness course, students are guided through the use of this diagnostic, self-paced preparatory software from which they haveaccess to 24/7.Through the 8th grade College and Career Readiness class, student complete Apply Texas, receive their college identification number and challengethe Reading portions of the Texas Success Initiative.All students take a semester long Financial Literacy course while in 10th grade that supports their college and career readiness goals. ThroughFinancial Literacy, students review their career pathway and change it if needed, further explore the importance of college and the importance ofearning dual credit and/or certifications while in high school.While in Financial Literacy, all students challenge the full battery of TSI Assessments.Students are offered the opportunity to take TSI prep courses during each of SISD’s three intersessions. Upon completion of the week long session,students are TSIA tested in all three areas of the assessmentInstructors take their students to post-secondary institutions to provide them with insight on the options that are available to them. They provideinformation on the type of degrees available and the cost associated with each type of institution they visit to include public, private and technical. Students learn about the difference between transferrable courses and degrees as well as attending courses that lead to a degree or certificate andattending a program that leads to a certificate or degree.

Career Exploration

8th grade students take one semester College and Career course to learn about the sixteen career clusters, pathways that lead to a career and howcollege is important. Students create their Texas Achievement Plan and an endorsement is determined. Student and parent information night.5th-8th grade students participate in Career Awareness Showcase6th-8th grades students offered and opportunity to explore STEM through Gateway to Technology Electives3rd-8th grade students provided an opportunity to participate in districtwide robotics competition.Students within the WIN Academy have access to Career Cruising SPARK which is a career exploration program that is designed for students fromKindergarten through fifth grade.Students in grades 6-12 have access to Career Cruising and Campus2Careers that allow students to take career surveys and explore colleges, careers aswell as search for scholarships


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Skills Development

In each CTE course, students explore the all aspects of industry that the specific course supports. Students have an opportunity to explore the differentand diverse pathways that the specific course leads.

Students learn the general and specific skills that are required of them to be proficient in so that they may enter directly into the workforce uponcompletion of their high school experience.Students have an opportunity to challenge an Industry accepted certification that indicates the student is competent as an entry level employee and cansuccessfully support the needs of the industry as an entry level employee.Students in middle and high school are provided the opportunity to participate in field trips that allow for exploration of potential careers.Shadowing and Internships provide opportunities for students to better learn about the careers of interest. By participating in these experiences,students can better determine or gauge if the specific career is the one the wish to continue to pursue.Leadership – Students in middle and high school have the opportunity to participate in Career and Technical Student organization that provideleadership and opportunities to compete in skills competitions.Team Building – Robotics Robocom, BEST Robotics, Vex Robotics, First Lego League, First Technical Challenge, First Robotics CompetitionRegional Initiatives – Workforce STEAM Fest, Adventures for Your Future, El Paso STEM Foundation’s Five Star Challenge

Initiatives

Schaeffer House – CTE Provides a teacher for half day who provides career oriented instruction. Student are provided with modules and are able toobtain certificates of completion for the modules learned and earned.Options High School – Students are able to take a career pathway that will lead to an EPCC Career Certification and/or a degree while they completetheir high school coursework. Program is to be expanded for the 2017-2018 school year.Criminal Justice – The pathway of Criminal Justice has been opened up that will allow the students to take all courses required to complete anassociate’s degree

State Compensatory Education

Strengths

To ensure at-risk students are receiving a meaningful and effective program, SISD funds numerous supplemental programs and personnel in an effort toprovide accelerated instructional services for students at risk of dropping out of school. Positions such as an SCE instructional specialist, SCE Interventioncoaches, Communities in Schools (CIS) coordinators, reading/ESL and lab teachers, Compensatory Education Homebound Instruction Teacher, class-sizereductions teachers, instructional aides, library aides, and master social workers, are all supplemental and funded through SCE funds. SCE fundedpersonnel participate in professional development that are both related and beneficial to the state compensatory education program and the studentsserved. Professional development is not only key but essential for the delivery of instructional services for at-risk students. In addition to fundingpositions, programs, and/or activities that are supplemental to the basic instructional program funded through SCE dollars, the department examines


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data to improve academic performance through direct instructional services. Due to increased accountability, systems are in place to document thevarious SCE supplemental programs and or services that are undertaken by the district. The department maintains documents such as improvementplans, signed job descriptions, purchase orders, FTE lists, personnel action forms, time sheets, weekly logs, time and effort logs, lesson plans, and at riskstudent rosters to justify the use of SCE funding. Auditable documents include sign-in sheets, agendas, and evaluations.

SISD prides itself in the way that students who are at risk of dropping out of school are identified and offered support in a timely fashion. Good teachingincludes proven, research-based methods by which teachers respond to students who are experiencing difficulty academically. Academic interventions,are vital to supporting at-risk students, and must be documented per state guidelines. SISD has made it possible for teachers to document the differentmethods by which they support their Tier III at-risk students online in Eduphoria. To further ensure students are being provided with interventions,campus administrators, identified as campus At-Risk Coordinators, also receive training by State and Federal Programs staff, in the identification of at-risk students, using the Financial Accountability System Resource Guide (FASRG) at-risk indicators. These at-risk indicators are used in an effort toprovide the students with a compensatory education program that will address the identified student needs.

Supplemental SCE teachers at various campuses, impact student performance as these individuals provide additional interventions. Teachers can addressthe needs of struggling students who have deficits in their understanding of the core content material. Programs that help teachers address these deficitsinclude: Read 180, Math labs, and Science labs.

Additionally, at least one full-time Library Media Center Aide position, who also serves as an at-risk instructional aide for fifty (50) percent of the day,provides instructional assistance to students throughout the school day. Through the collaboration between classroom teachers and the librarian, at-riskstudents are identified and modified instruction is delivered by the library media center aide to ensure student achievement through the library program.

For further support, SISD has implemented the use of State Compensatory Education Intervention (SCE-I) Coaches to serve at-risk students with directintervention and to provide support to teachers in the form of lesson modeling, training, and intervention delivery. Additionally, Class Size Reduction(CSR) teachers are in place at elementary campuses to alleviate class loads in 5th grade and to implement a more favorable student-teacher ratio. Atsecondary campuses, CSR teachers are used to provide additional support to students in the content area(s) that each campus has defined as priority.Data is used to deliver proper direct instruction to at-risk students most in need. Approximately 25 campuses have an assigned at-risk instructional aidewho works with small groups and who can assist struggling students on a one-to-one basis. Some campuses utilize Communities in Schools (CIS)coordinators who assist struggling students via community services.

Communities In Schools (CIS)

Communities in Schools is a program that provides support services to at-risk students and their families in order prevent student dropout and to helpstudents follow positive paths towards successful futures. SISD implements the use of CIS coordinators at several campuses to help at-risk studentsovercome obstacles that they sometimes encounter, not only in school, but in other areas of life. On the Communities in Schools of El Paso website, theprogram states: We implement the following six components to all of our direct caseload students:

Educational Enhancement Supportive Guidance Enrichment Health and Human Services Parental Involvement Career Awareness/EmploymentAdditionally, CIS coordinators and four master social workers assist students who have a high absentee rate as well as those students who have a historyof delinquent conduct and social service needs. CIS and the social workers focus their services on at-risk students at their respective campuses. Both CISand the social workers provide extensive follow-up services, additional tutoring and supportive guidance service; coordinate with health and humanservices to provide supportive guidance for students and parents in order to improve student attendance and to increase parental involvement; andprovide drop out recovery. The services that Socorro ISD campuses offer to at-risk students have been greatly enhanced by those offered by CIScoordinators. The cooperative efforts of SISD and CIS to support these students illustrate how school-community partnerships are so crucial.

At the District level, there is a State Compensatory Education Specialist who provides staff development training to individuals whose responsibilitiespertain to providing appropriate services to at-risk students including, but not limited to: At-Risk Instructional Aides, Library Instructional Aides,Supplemental SCE Teachers, Assistant Principals/campus At Risk Coordinator, SCE Intervention Coaches, CSR teachers, and PEIMS Clerks. Trainings willcover topics such as: TEA Module 9 Regulations and Guidelines, at-risk student eligibility/exit criteria, personnel job descriptions/responsibilities, and the


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campus improvement plan, specifically, the goal, objectives, and strategies addressing student academic achievement.

Pregnancy Related Services (PRS)

Pregnancy Related Services are support services, including Compensatory Education Home Instruction (CEHI) that a student receives during thepregnancy prenatal and postpartum periods to help her adjust academically, mentally, and physically and stay in school. These services are delivered toa student when:

the student is pregnant and attending classes on a district campus, a valid medical necessity for confinement during the pregnancy prenatal periodprevents the student from attending classes on a district campus, or a valid medical necessity for confinement during the pregnancy postpartum periodprevents the student from attending classes on a district campus. Since the SISD offers a PRS program, the District also offers CEHI services, fundedthrough State Compensatory Education, as part of the program. The District receives 2.41 PRS weighted funding while Pregnancy Related Services arebeing provided to the student.

Options High School

The District also has an alternative high school or school of choice - Options High School with capacity to serve 150-200 At-Risk and recovered dropoutstudents. Admission to Options High School is based on recommendations from counselors at the main district high schools and on interviews withstudents and their families. Options High School offers academic options for students who want to complete the necessary requirements for obtaining ahigh school diploma. OHS is a competency-based learning system with flexible scheduling for young adults who are not successfully completing atraditional high school program. The student's commitment and desire to earn a high school diploma, combined with a caring, positive learning climate,determines the student's degree of success.

Disciplinary Alternative Education Program (DAEP)/KEYS Academy

The Disciplinary Alternative Education Program (DAEP) provides a positive, highly structured and disciplined educational setting for at risk students. TheDAEP/KEYS Academy serves high school and middle school students in one facility. In another facility where elementary students are served, they areself-contained. Students are placed in an academic program that replicates their home campus schedule as closely as possible. Success in the program isenhanced with small classes, parental involvement, tutoring, individual counseling, group counseling, substance abuse counseling, mentor programthrough community involvement, and school survival skills classes consisting of improving self-concept, behavior, personal motivation, individualisticresponsibilities, study skills and awareness of career choices.

Summer/Intersession Intervention Programs

Summer/intersession intervention programs exist as yet another service for at-risk students. Each campus receives a state compensatory educationallotment to serve the needs of their at-risk student population. Campuses utilize these funds to purchase supplemental materials and resources andprovide intersession/tutoring sessions to help raise the academic achievement levels of their at-risk population. These programs provide supplementalinstructional support for students identified as at-risk based on low performance in core areas. Tutoring may focus on either academic standards or stateassessment preparation. Tutors work with students in small groups for limited periods of time to increase specific skills. A crucial component insuccessful tutoring programs is effective communication between classroom teachers and tutors. Tutors coordinate instruction with the classroomteacher to assure that tutoring strategies are supporting classroom instruction and that the student is benefiting from tutoring. To ensure that studentsare being offered proper services, the State Compensatory Education Instructional Specialist assists faculty and staff in improving and enhancing theregular education program for students in at-risk situations. The SCE Instructional Specialist ensures compensatory education increases the academicachievement of identified students in at-risk situations and reduces the dropout rate. Strategies are developed and resources are designated to meetidentified areas of need of the students at-risk. Compensatory education funds are used to provide support for students at risk of dropping out of schoolor for students who are not performing satisfactorily in an academic setting. The SCE Instructional Specialist works with program teachers, campusadministrators, and other appropriate staff in meeting instructional goals, objectives and methods. In addition, efforts to coordinate appropriateprograms PK-12 are maintained so that students have the opportunity to reach optimum performance.


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Instructional Technology Department

Strengths

The Instructional Technology Department provides staff development and direct support to SISD teachers on the proper integration of current technologiesto support instruction. Collaborating with other departments to provide purposeful staff development and learning opportunities, specialists work withteachers and students at all grade levels and in all content areas via an embedded coaching model. This model includes co-teaching, conferencing, planning,and lesson modeling with technology integration. Lessons focus on technology to support targeted standards as well as dynamic, engaging learningexperiences that promote college, career readiness and global citizenship. The team of specialists have the strategic ability and innovation in leading,planning and implementing district programs, such as the Digitally Nurturing Academics (DNA) 1:1 Program and WIN Academy. The team of specialists isa highly committed group of individuals who self-train, doing their own research on innovative tools, resources, and ideas that students and teachers canbenefit from. As a liaison between the district and schools, a high level of customer service develops continued partnerships with campus staff to frequentlyassess and respond to campus needs. Overall, the team of Instructional Technology Specialists is a group of highly qualified, adaptable, innovative, risk-taking, customer service-driven, persistent, and patient individuals focused on student needs to provide them with 21st century skills and to be Future Ready.

Human Resource Department

Strengths

Socorro ISD promotes excellence among all stakeholders. As educators, it is the expectation of the District, that we have the necessary credentials in order to promote excellence among allstakeholders. Socorro ISD is committed to ensuring that every student is provided with highly qualified teachers and staff. To that end, all applicants recommended for hire are screened to ensurethey meet the criteria to be considered highly qualified for the position in which they are recommended. In addition, all current employees are accountable for ensuring that their certification andcredentials are up to date and continue to meet the new requirements under Every Student Succeeds Act (ESSA).

Public Relations

Strengths

-SISD-TV News The SISD-TV news program has served as an important vehicle to deliver news, student achievements, staff success and districthighlights for the entire SISD community. It is a way to communicate important messages in an engaging, easy to access format and serves as anarchive of district news on the district’s YouTube channel. Producing an interactive SISD-TV news program highlighting the district’s strategic directionsoffers the opportunity to deliver key messages on topics such as safety, college and career readiness and community partnerships in the same easy toaccess format. It also offers the opportunity for the Superintendent to address the SISD community and general public in this innovative news show.

-Facebook Polls The District’s Facebook page is an excellent social media tool to deliver quick news flashes, student and staff achievements, informationon school and/or district events, and key messages on district initiatives. The Facebook page has been useful in delivering daily messages and answeringquestions from parents. Posting Facebook polls allows us to gain insight into parents’ opinions about district initiatives and the idea of a team mentality.We can use the Facebook polls to initiate feedback on how to improve teamwork and unity in the District.

-SISD e-News The SISD e-News community newsletter is delivered to parents, business and community members who have signed up to receive thepublication via e-mail. It is a useful tool to deliver key messages from the district about the latest news, student and staff achievements, school and


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district events, and district initiatives. By regularly delivering the SISD e-News to key SISD stakeholders it provides them with a consistent stream ofnews and updates from the district. Parents, business leaders and community members receive important and relevant information for student successstraight into their e-mail inbox. It also gives them direct access via links to the district website, photo gallery, YouTube page and Facebook page.

-District Facebook Page The district’s Facebook page and Twitter feed are excellent social media tools to deliver quick news flashes, student and staffachievements, information on school and/or district events, and key messages on district initiatives. The Facebook page and Twitter feed have beenuseful in delivering daily messages and answering questions from parents. By sending more Facebook and Twitter messages about school or districtevents, it keeps parents, business and community members informed about SISD. These social media tools continue to be important resources indisseminating timely, accurate information about the district to a large audience in a quick and effective manner.

-Street Teams The Socorro ISD Partners in Education Program strives to cultivate partnerships that are collaborative, dynamic and rewarding. The StreetTeam helps to achieve the overall goal of creating relationships that are highly responsive to the needs of both businesses and the school district. Indeveloping these relationships, SISD embraces a spirit of teamwork where students, educators and the community come together to shape great mindsand a great school district. The exchange of ideas and shared initiatives moves SISD and the business community forward to reach their goals. TheStreet Team is designed to publicly promote district initiatives and to educate the community about the good things happening in Socorro ISD throughthe use of printed materials posted in business establishments. The team assists in communicating consistent messages from and about SISD in thecommunities that our parents and students are also consumers in.

-Power Lunches The Partners in Education Program has made a positive impact on our district and has been possible thanks to the generosity and visionof our business community. It has allowed us to draw some of the city’s finest faculty, build state-of-the-art facilities, and create model educationalprograms and promote reciprocal partnerships with the business community. Power Lunches help further support the success that PIE has generated forthe district. Power Lunches are designed to invite businesses to network with other businesses already involved with the district. In addition, the lunchesgive the opportunity to deliver information about district goals and initiatives and gain valuable feedback from our business and community partners.

Problem Statements Identifying District Processes & Programs Needs

Problem Statement 1: Walkthrough observations for AVID Elementary Initial Self-Study Continuum rating reveal that AVID Elementary campuses needcontinuing support and training on the AVID Elementary Components. Root Cause: Attendance is extremely low in AVID Elementary ProfessionalDevelopment which are offered on Saturday’s once in the fall and once in the spring. Also, AVID Elementary does not have an AVID campus coordinator tosupport the principal.

Problem Statement 2: Through the Gifted and Talented Campus Program Design there is no consistency in how the elementary and middle schoolcampuses will differentiate curriculum for the Gifted & Talented students within the classroom and in the campuses pull out program. Root Cause: Lack ofawareness in the state regulations and information regarding G/T. Low attendance in the 6 hour update professional development for administrators andcounselors

Problem Statement 3: Students are not succeeding in earning college credit when taking the Advanced Placement Exams course and/or students taking theTexas Success Initiative Assessment are not being successful in qualifying for a Dual Credit Course Root Cause: Lack of a differentiating curriculum in thePre-Advanced Courses and lack of professional development in advanced academics for teachers in differentiating curriculum.

Problem Statement 4: Out of a total of 51 3rd-8th grade Migrant students tested on the state assessment for Mathematics, only 36 passed and out of a totalof 12 high school Migrant students tested, only 7 passed. Root Cause: Pacing issues, differentiation for varied student levels, training (for teachers, aides,


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etc.), lowered resource awareness and resource use by both campuses and parents.

Problem Statement 5: Out of a total of 51 3rd-8th grade Migrant students tested on the state assessment in Reading, only 31 passed and out of a total of 29high school Migrant students tested on the state assessment for English Language Arts, only 12 passed. Root Cause: Pacing issues, differentiation for variedstudent levels, training (for teachers, aides, etc.), lowered resource awareness and resource use by both campuses and parents.

Problem Statement 6: Over the course of the year, an average of 25 non-district attendees participated at Migrant Parent Advisory Council meetings. RootCause: Time of day, awareness of events, topics at events, incentives offered (school supplies, laptops, etc.).

Problem Statement 7: Students in Foster Care are highly mobile and many who enroll in the district lack documents. Root Cause: The academic needs ofFoster Care students need to be informally assessed upon entry so that interventions can be provided as soon as possible.

Problem Statement 8: Campus personnel are not aware of the academic support required and provided for students experiencing homelessness. Root Cause:High turn-over of personnel at campuses causes lack of understanding of state and federal requirements as they relate to homeless students.

Problem Statement 9: There is a need to train teachers in sheltered instruction in order to improve STAAR scores and Language Proficiency levels in the2017-18 school year. Root Cause: SIOP strategies are not being used by teachers in all content areas due to lack of training and follow up implementation.Lack of disaggregation of TELPAS scores results in students not showing consistent language proficiency growth.

Problem Statement 10: There is a need to ensure that LPAC administrators continue to receive training and adhere to all LPAC guidelines Root Cause:Lack of awareness of LPAC guidelines due to high mobility of LPAC Administrators Also, there is a lack of ongoing sustainable support for all LPACcoordinators.

Problem Statement 11: Although gains were made in the STAAR Test for math, our records still reveal a need in our middle school, for both reading andmath. In the 2016-2017 first STAAR administration, our 8th grade students with special needs, had a -1.47% decrease in math and a -10.69% decrease inreading, as compared to the 2015-2016 first STAAR administration. Root Cause: During the 16-17 SPED Instructional Rounds, it was noted that not all co-teaching teams are implanting the co-teaching the works models with fidelity.

Problem Statement 12: As per the 2016 PBMAS SPED Report, we received PLs 2 and 3 in Grades 3-8, for math, reading, science, social studies andwriting Root Cause: During classroom observations and trainings, it has been noted that training is needed in distinguishing the difference betweendifferentiated instruction and specially designed instruction

Problem Statement 13: As per the 2016 Safeguards, all scores in the areas of reading, writing, science, math and social studies, were under the 60% passingrate. Root Cause: When reviewing Present Level of Academic Achievement and Functional Performance (PLAAFP) statements at ARDs, it has been noted,that more training is needed in the area of writing PLAAFP statements.

Problem Statement 14: Gaps in learning, attendance issues, and disciplinary problems are demonstrated across the district for students experiencinghomelessness. Root Cause: Students experiencing homelessness are highly mobile and need immediate intervention to be successful.


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Problem Statement 15: Measuring gains in academic success for students enrolled at private nonprofit schools is difficult. Root Cause: Assessment data isbased on a variety of tests utilized by private schools.

Problem Statement 16: Counselors in Socorro ISD follow the ASCA National Model which includes a comprehensive program including guidance lessons,responsive services and system support. Student competencies are taught in academic, social/emotional and career domains. Root Cause: El Paso isgeographically isolated from the rest of Texas and the country. SISD counselors are unable to attend quality professional development within driving range.Therefore, we must bring quality professional development to SISD counselors and provide a means for them to attend the state counseling conference aswell as the national conference.

Problem Statement 17: Student transition guides must be printed and distributed to all 9th-12th graders to teach students academic, social/emotional andcareer skills for success. Skills include FAFSA and Apply Texas process, scholarship and resume writing, and graduation reequipments to include advancedacademic testing. Personal/Social skills such as dating violence and sexual harassment are also taught. Root Cause: Not all parents or students have internetaccess at home. Campuses do not have the technology infrastructure to support counselors teaching ASCA mindsets and behaviors, academic,social/emotional and career skills electronically in the computer labs on campus.

Problem Statement 18: SISD students and parents must receive information about college admissions and financial aid from collegiate forums Root Cause:El Paso is geographically isolated from other parts of Texas and the country. Therefore, many students are unable to physically visit campuses to receiveadmissions and financial aid information.

Problem Statement 19: Data from the 2015-2016 PBMAS report indicates that, 46.2% LEP students compared to 63.4% non-LEP students passed the MathCTE EOC Exams and 38.7% LEP students compared to 77% non-LEP students passed the English Language Arts EOC Exams. Root Cause: LEP studentsenrolling in CTE courses don’t receive the specialized support they need to be successful within their academic content area state exam.

Problem Statement 20: During the 2015-2016 school year, SISD received a low rating in the area of students not completing their coherent sequence forCTE courses they initially enrolled in. Root Cause: Students are being scheduled in courses that do not follow their coherent sequence endorsement.

Problem Statement 21: During the 2015-2016 school year, data shows that SISD students enrolled in SPED programs that are also CTE students, earnedless than 1% of the Industry Recognized certifications. Root Cause: SPED students are not challenging the state exams for industry recognizedcertifications.

Problem Statement 22: Of the 19 students who received GED instruction 13 students showed gains of one or more grade levels on post-test exams. RootCause: The students at Schaeffer House are highly mobile with a percentage not making gains on a yearly basis.


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Perceptions

Perceptions Summary

District Cimate Survey

The SISD Climate Survey

SISD Superintendent Dr. José Espinoza implemented the use of the SISD Climate Survey, specifically created to gather information about the perceptions ofdistrict stakeholders. It is carried out every other year (next time the climate survey will be done is 2018-2019) to provide direction for the district, first andforemost, in raising student academic achievement, and, secondly, to improve upon itself in response to the overall perception of its constituents. Quitesimply, the basic premise is "how is the district doing?" The results of the Climate Survey provide a starting point for the district to respond to the needs ofits parents, students, and employees. While Dr. Espinoza, the Department of Technology Services, and the Department of Public Relations comprehensivelypresented the Climate Survey and its results in a formal release, the district-level results pages have been extracted and are displayed below. SISD campusesmay post their own survey results within their own online campus improvement plans.

To improve things such as customer service, district and campus administrators meet with their teams to respond to the results of the survey, examiningitems that were reported as favorable as well as things that were reported as needing improvement. Overall, the survey indicated that stakeholders viewed thedistrict and its actions in a favorable light. Results of the 2016-2017 survey can be found on the district website.

The Olweus Bullying Prevention Program

The Olweus Bullying Prevention Program (OBPP) is the method by which Socorro ISD formally addresses the goal of diminishing bullying incidents at all campuses. It has been implemented district-wide to address some of the new requirements that came about during the regular session of the 82nd Texas Legislature in 2011. Texas school boards are required by law to adopt new or amendexisting board policies that prohibit bullying, including cyber-bullying. State law encouraged, but did not require, school districts to provide staff training on identifying, responding to, and reportingincidents of bullying. Legislation required state agencies to provide school districts with new training resources for students, teachers and other district staff, aimed at raising awareness of behaviorsthat may lead to bullying.

Perceptions StrengthsSocorro Independent School DistrictGenerated by Plan4Learning.com 31 of 113 District #071909

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District Climate Survey

Positive responses on the 2017 Socorro ISD Campus Climate Survey increased by 15 percent from the district’s first comprehensive survey administered with students, parents, and employees justfour years ago. In all, nearly 39,000 parents, campus employees and students completed the survey. Overall, the survey results demonstrate Socorro ISD stakeholders’ pride in their school districtand appreciation of Team SISD’s commitment in ensuring student safety, a supportive and rigorous learning environment, and high morale. Collectively, there was an increase of 52 percentage pointsin positive responses regarding school safety. Ninety-six percent of elementary (87 percent in 2013) and 85 percent of secondary students (64 percent in 2013) believe that they attend a goodschool. Ninety-one percent of parents agreed that teachers/schools have high expectations of students (83 percent in 2013); 91 percent of parents stated that they like their child’s school (83 percentin 2013); and 90 percent said they are satisfied with their child’s academic progress (83 percent in 2013). The number of employees that believe the climate or atmosphere at their school is positiveand helps students learn increased by 18 percent (86 percent in 2017 compared with 68 percent in 2013).

Olweus Bullying Prevention Program

Strengths

The Olweus Bullying Prevention Program has helped the district diminish bullying incidents through the implementation of the Olweus Classroom meetings that take place weekly in the classrooms.The program teaches children and young adults how to handle themselves in a bullying situation. Students who are sometimes bystanders in bullying situations learn that they have a voice and canhelp students who are being bullied by speaking up or by seeking help from an adult at the campus. The K12 Alert Reporting System supplements the Olweus Bullying Prevention Program, is alsoworking to keep students safe when reporting incidents. By using this tool the students and parents can remain anonymous while helping themselves or other students who might be in danger or mayneed help with other sensitive issues.

Problem Statements Identifying Perceptions Needs

Problem Statement 1: Students and teachers are expressing a need to revamp the Olweus Bullying Prevention Program Root Cause: Students expressedthat they have already heard all the classroom lesson being taught.

Problem Statement 2: The program is not being implemented with fidelity on some campuses. Root Cause: Connectivity to Connect With kids is notalways functioning which causes login trouble.


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Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis:


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Goals

Goal 1: SISD will ensure a safe school environment for students, staff, and community members by implementing bothcurrent and new initiatives to address safety concerns, keeping safety a top priority.

Performance Objective 1: For the 2017-2018 school year, SISD will implement a plan of action to ensure that district stakeholders feel safe at school andschool events, increasing the number of students that strongly agree that they feel safe by an actual number of 70 on the next SISD climate survey.

Evaluation Data Source(s) 1: 2016-2017 and 2017-2018 student climate survey results

Summative Evaluation 1:

TEA Priorities: 2. Build a foundation of reading and math.

Strategy Description Title I Monitor Strategy's Expected Result/ImpactFormativeReviews

Oct Jan May1) Revise the district and campus Emergency Operations Plan(EOP) to evaluate emergency procedures for both instructionaland non instructional facilities.

District EOP Manager The EOP for instructional and non-instructional facilities will becurrent and will address as many actual events as possible.

2) Provide reviews, drills and audit exercises following theNational Incident Command Systems, the National IncidentManagement Systems and state law. Plan schedules of drills andaudit exercises to create well prepared, confident students andstaff.

District EOP Manager The District Emergency Operations Procedure (EOP) Managerwill confirm with all campuses that they are able to respond tomultiple emergency scenarios. Well scheduled drills will createwell prepared, confident students and staff.

3) Maintain consistent staffing levels to ensure the presence of aPolice Services officer at every campus, coordinating with theactions of the Human Resources Department.

Chief of PoliceServices; Director ofStaffing, HumanResources

Minimized incidents due to increased deterrents and officervisibility

4) Provide SISD School Nurses with School Emergency TriageTraining to be better equipped to respond to a school massemergency situation. Training will occur at the NationalAssociation of School Nurses Conference, held locally.

District Nurse Manager Campus ERT is prepared for an emergency

Funding Sources: 199 - General - 5500.00


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5) Facilitate volunteer registration and criminal backgroundchecks to increase the number of (1) parents, (2) communitymembers, (3) business partners, (4) UTEP Gear UP Programvolunteers, (5) EPCC School of Nursing Health Rotations, (6)Watch Dogs Program volunteers, and (7) Members of theMilitary at each campus. to provide a safe learning and workingenvironment for students and school personnel.

Volunteer ProgramCoordinator

15% increase in the number of volunteers serving on campuses inan effort to provide safer learning and working environments forstudents and school personnel.

= Accomplished = Considerable = Some Progress = No Progress = Discontinue


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Goal 1: SISD will ensure a safe school environment for students, staff, and community members by implementing both current and new initiatives to addresssafety concerns, keeping safety a top priority.

Performance Objective 2: For the 2017-2018 school year, the number of bullying-related incidents reported across the district (all campuses) will decreasefrom 484 in 2016-2017 to 425 or lower in 2017-2018.

Evaluation Data Source(s) 2: PEIMS Bully-related incident reports for 2016-2017 and 2017-2018




Oct Jan May1) Complete annual purchase of student pamphlet, books andmaterials in support of the District's Anti-Bullying PreventionProgram.

1, 2 Director, State andFederal Programs

?

Funding Sources: 211 - Title I, Part A - 20000.00

2) Provide campuses with new Connect with Kids online videoprogram as supplemental resources to be used in congruencewith the Olweus Bullying Prevention Program.

1, 2 Director, State andFederal Programs

Principals confirm that supplemental videos are being usedconsistently and in congruence with the Olweus BullyingPrevention Program.


3) Send an email once per semester to parents providinginformation about the K-12 Anonymous Alerts for parents andstudents to encourage safe and anonymous bullying incidentreporting.

2 Director, State andFederal Programs

Confirmation that emails were sent. _____ or less parentsdistrictwide report to an administrator that they did not knowabout K-12 Anonymous Alerts.




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Goal 2: SISD students will receive a quality education with rigorous instructional standards that adequately prepares themfor the college and career of their choice

Performance Objective 1: SISD campuses identified as Tier III will exit Tier III status within three years or less.

Evaluation Data Source(s) 1: Tier III exit list




Oct Jan May1) Utilize the accountability connect 2017 (ac17) support serviceto respond to campuses with students experiencing academicdifficulty by scheduling district-level department visits. Providesupport with data analysis, the development of interventions,professional development planning, etc.

1, 2, 10 School ImprovementOfficer

Meeting agendas, sign-in sheets and school support visit forms




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Goal 2: SISD students will receive a quality education with rigorous instructional standards that adequately prepares them for the college and career of theirchoice

Performance Objective 2: For the 2017-2018 school year, the district-wide percentage of students that meet the approaches grade level standard on the stateassessment in Reading/ELA will improve from 80% to 83%.

Evaluation Data Source(s) 2: Student state assessment data


TEA Priorities: 2. Build a foundation of reading and math. 4. Improve low-performing schools.

Strategy Description Title I Monitor Strategy's Expected Result/Impact Formative ReviewsOct Jan May

1) Provide tutoring services to students during intersessionsand summer.

1, 2, 3, 8,9, 10

Chief FinancialOfficer; Director, Stateand Federal Programs

Increase in Reading scores / 9-week; grades, MOY, EOY,student rosters, teacher lists, extra-duty pay time sheets

Funding Sources: 199 - General Fund: SCE - 652082.00

2) Plan lessons that utilize the Interactive Note-taking Binder,incorporate high levels/text-dependent questioning, and thatimplement writing across the curriculum.

School ImprovementOfficer, InstructionalSupport; InstructionalOfficers-ELAR;CampusAdministrators; SCEICoaches; Teachers;Instructional Aides

Improved report card grades, lesson plans, agendas, sign-insheets

Funding Sources: 255 - Title II, Part A TPTR - 2000.00

3) Plan targeted lessons that are data-driven and address theTEKS as stated on the TEKS Resource System YAG. Use theTEKS Resource System Performance Indicators to increaserigor in ELAR.

School ImprovementOfficer, InstructionalSupport; InstructionalOfficers-ELAR;CampusAdministrators; SCEICoaches; Teachers;Instructional Aide




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4) Integrate the Balanced Literacy framework into the 90minute block of Reading and use Close Reading to targetspecific areas of weakness as indicated by student assessmentdata.




5) Plan instruction using cooperative learning and brain-basedstrategies.




6) Prioritize and implement Reading and Word Studynotebooks K-5 and use the TEKS Resource rubrics.

School ImprovementOfficer, InstructionalSupport; InstructionalOfficers-ELAR;CampusAdministrators; SCEICoaches; Teachers;Instructional Aide



7) Utilize the SISD Milestones (K-2) to monitor studentprogress and set goals for students.




8) Implement instructional strategies that address genrestudies (expository texts; poetry) and that can be integratedinto any lesson to help students be successful in STAAR/EOCReading.

1, 2, 9, 10 School ImprovementOfficer, InstructionalSupport; InstructionalOfficer-SecondaryELAR; SCEI Coaches

Fall and Spring benchmark scores; STAAR scores, Genre studybinders; student artifacts

Funding Sources: 211 - Title I, Part A - 1000.00, 255 - Title II, Part A TPTR - 3000.00


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9) Purchase and implement the use of the Lexia Program forWIN Academy students.

Director of State andFederal Programs

Lexia data logs, improved student academic performance ongrades and tests, meeting agendas, sign-in sheets


10) Plan and facilitate a writing workshop in all K-5classrooms using the writing process.

1, 2, 7, 9 School ImprovementOfficer, InstructionalSupport; InstructionalOfficer-ElementaryELAR



11) Purchase library books for the purpose of motivatingstudents in the development of Reading skills and to drive forthe improvement of Reading scores. This also supports theBlue Bonnet Book Club for 3rd & 4th graders.

1, 2, 9, 10 Director, State andFederal Programs

Improved reading skills as demonstrated on classroom gradesand assessments, purchase order, book list


12) Fund the continued implementation of IStation and C-PALLS to improve student performance.

School ImprovementOfficer, InstructionalSupport; InstructionalOfficer-SecondaryELAR

Improved Fall and Spring benchmark Scores; improvedSTAAR scores.


13) Purchase and implement the Thrive Curriculum fromMcGraw-Hill Education to enhance skills for WIN Academystudents.

1, 9, 10 Director, State andFederal Programs

Purchase order, enhanced WIN Academy student scores.

Funding Sources: 199 - General - 54000.00System Safeguard Strategy

14) Provide resources for students to participate in extracurricular activities such as Read Across America , Math Beeand literary Anthology

Academic Services Increase in STAAR Reading Scores


15) Utilize Eduphoria School Objects to track teacher andstudent progress and to analyze associated assessments.Funding is also provided for the Lead4Ward module inEduphoria Aware as well as for the acquisition of new serversfor Eduphoria School Objects.

Director, Research andEvaluation

District data reports provided to campuses for increased studentprogress


16) Implement the use of STAAR Test Maker by ProgressTesting


District data reports and Item Bank used for districtbenchmarks


17) Provide funding to cover the printing cost of districtspring and fall benchmarks and district writing initiative.


District data reports provided to campuses for increased studentprogress




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Performance Objective 3: For the 2017-2018 school year, the district-wide percentage of students that meet the approaches grade level standard on the stateassessment in Writing will improve from 75% to 78%.

Evaluation Data Source(s) 3: STAAR Writing scores




Oct Jan May1) Plan and facilitate a writing workshop in all K-5 classroomsusing the writing process (Refer to Strategy 2.2.10 for fundingamounts).

1, 2, 7, 9 School ImprovementOfficer, InstructionalSupport; InstructionalOfficer-ElementaryELAR

Improved report card grades, lesson plans, agendas, sign-in sheets



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Performance Objective 4: For the 2017-2018 school year, the district-wide percentage of students that meet the approaches grade level standard on the stateassessment in Mathematics will improve from 86% to 88%.





Oct Jan May1) Provide tutoring services to students during intersessions andsummer.

State and FederalPrograms

Increase in Math scores / 9-week; grades, MOY, EOY, studentrosters, teacher lists, extra-duty pay time sheets


2) Implement all 7 components of the 90 minute math model. School ImprovementOfficer, InstructionalSupport; InstructionalOfficers-Math; CampusAdministrators;Teachers (K-5);Instructional Aides

Increase student engagement, increase rigor in instructionaldelivery, increased student success, classroom schedules, planningsessions, lesson plans, professional development sessions


3) Teach and plan instruction using the Math TEKS and engagestudents in the problem solving process on a daily basis, usingthe Math Process Skills TEKS.

School ImprovementOfficer, InstructionalSupport; InstructionalOfficers-Math; CampusAdministrators; SCEICoaches; Teachers (K-5); Instructional Aides

Increase student engagement, increase rigor in instructionaldelivery, increased student success, planning session agendas,whole group and small group lesson plans, observations



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4) Utilize math manipulatives and technology resources(apps/IWB) to effectively teach math concepts.




5) Participate in the unpacking of the Math TEKS to plan andexecute instruction. Plan and use the TEKS Resource Systemand the Performance Indicators to teach new Math TEKS.


Planning session agendas, whole group and small group lessonplans, observations, planning sessions, lesson plans, PerformanceIndicators


6) Integrate Reading and Writing Strategies, from the InteractiveNote-taking Binder into Math Instruction.

1, 3 School ImprovementOfficer, InstructionalSupport; InstructionalOfficers-Math; CampusAdministrators; SCEICoaches; Teachers (K-5); Instructional Aides



7) Use data and standards to plan whole class instruction, Mathworkshops, small group instruction


Increase student engagement, increase rigor in instructionaldelivery, increased student success, planning session agendas,whole group, math workshop small group lesson plans,observations


8) Purchase TI-Nspire calculators for use in classrooms daily tosupport instruction.

Director, State andFederal Programs

Increase student engagement, increase rigor in instructionaldelivery, increased student success, planning sessions, lessonplans, observations




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Performance Objective 5: For the 2017-2018 school year, the district-wide percentage of students that meet the approaches grade level standard on the stateassessment in Science will improve from 83% to 85%.





Oct Jan May1) Provide tutoring services to students during intersessions andsummer.


Increase in Science scores / 9-week; grades, MOY, EOY, studentrosters, teacher lists, extra-duty pay time sheets


2) Provide training and organizational materials for roboticscompetitions (ROBOCOM) for all campuses grades 3-8.

School ImprovementOfficer, InstructionalSupport; InstructionalOfficer-Science,Elementary;Instructional Officer-Science, Secondary

Improve report card grades and benchmark assessment results,increased participation in program activities, program agendas,lesson plans, monitoring visits, and sign-in sheets


3) Provide opportunities for students to participate in academicactivities such as the Socorro Independent School DistrictElementary, Middle, and High School Science Fairs, and receiveawards and recognition for such participation. Advancingstudents and coordinators will participate at the Regional, Stateand International Levels with room, travel and per diemaccommodations paid accordingly. Judges and coordinators willbe provided with breakfast and lunch will be provided tocoordinators during tabulation on the Science Fair dates.

School ImprovementOfficer, InstructionalSupport; InstructionalOfficer-Science,Elementary;Instructional Officer-Science, Secondary

Improve report card grades and benchmark assessment results,increased participation in program activities, sign in sheets


4) Support STEM (Science, Technology, Engineering,Mathematics) curriculum via the purchase and implementationof tools such as iPads, Spheros, and Ozobots to provide studentswith opportunities to interact with and learn about developingtechnologies.


Improved classroom grades and state assessment scores.



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Performance Objective 6: For the 2017-2018 school year, the district-wide percentage of students that meet the approaches grade level standard on the stateassessment in Social Studies will improve from 71% to 75%.





Oct Jan May1) Provide study materials for 8th grade and HS US Historyteachers to include flip charts on key social studies concepts.

Director, State andFederal Programs andSchool ImprovementOfficer

Increase in Social Studies scores / 9-week; grades, MOY, EOY,student rosters, teacher lists, extra-duty pay time sheets


2) Facilitate and/or assist in Project Based Learningopportunities, integrating all the core subjects (Ex: LemonadeDay, Projectile Warfare, etc.)

School ImprovementOfficer, InstructionalSupport; InstructionalOfficers-Social Studies

Evaluations, principal walkthroughs, student scores, lesson plans,student artifacts, surveys, sign in sheets, agendas, training dates,materials, student artifacts


3) Form Content Advisory Committees (horizontal alignmentgroups) in order to facilitate and assist in, but not limited to, thecreation of lesson plans, check points, district benchmarks,YAGs, pacing guides, study reviews.


Evaluations, principal walkthroughs, student scores, lesson plans,student artifacts, surveys, sign in sheets, agendas, training dates,materials, student artifacts, lesson plans, surveys, evaluations


4) Facilitate the professional development of, creation of, anddistribution of common assessments for grades 3-11.

School ImprovementOfficer, InstructionalSupport; InstructionalOfficers; ContentAdvisory Committees

Evaluations, principal walkthroughs, student scores, lesson plans,student artifacts, surveys, data reports, lesson plans, surveys,assessment results, benchmark exams


5) Implement Constitution Week, in observance of ConstitutionDay and Citizenship Day, to provide students educationalprogramming on the history of the American Constitutionthrough various activities and contests.


Surveys, student scores, lesson plans, student artifacts, sign insheets, agendas, pictures, student artifacts, schedule of events



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Performance Objective 7: For the 2017-2018 school year, the overall number of students enrolled in dual-credit courses will increase by 4% as compared tothe overall enrollment for the 2016-2017 year.

Evaluation Data Source(s) 7: The overall number of students enrolled in dual credit courses will increase by 4%.


TEA Priorities: 3. Connect high school to career and college.


Oct Jan May1) Continue to add additional Dual Credit courses and pay forbooks and resources needed for courses.

Director, Career andTechnical Education;Advanced AcademicsPersonnel

Number of classes offered, purchase orders

Problem Statements: School Processes & Programs 3Funding Sources: 199 - General - 500000.00, 199-CTE-PIC22 - 50000.00

2) Continue to provide teachers with technology, equipment, andsupplies in order to teach TEKS and Articulated/Dual Creditrequired curriculum.


More students with certification and competency profiles,purchase orders

Problem Statements: School Processes & Programs 21Funding Sources: 199-CTE-PIC22 - 150000.00

3) Provide guidance lessons to students addressing studentcompetencies in college and career readiness.

Chief AcademicOfficer; Coordinator,Guidance andCounseling

Increase in dual credit enrollment, lesson plans, sign in sign in atparent meetings


4) Implement college preparatory curriculum such asAdvancement Via Individual Achievement (AVID) and adifferentiated curriculum for pre-advanced placement coursesthrough NMSI LTF training for middle, and high school mathand english teachers in order to increase success in dual creditcourses.

Chief AcademicOfficer; DistrictAdvanced AcademicsPersonnel; CampusAdministrators

Increased number of students enrolled in dual credit courses,campus planning, meeting agendas, lesson plans, curriculumguides



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Performance Objective 7 Problem Statements:

School Processes & ProgramsProblem Statement 3: Students are not succeeding in earning college credit when taking the Advanced Placement Exams course and/or students taking the Texas Success InitiativeAssessment are not being successful in qualifying for a Dual Credit Course Root Cause 3: Lack of a differentiating curriculum in the Pre-Advanced Courses and lack of professionaldevelopment in advanced academics for teachers in differentiating curriculum.Problem Statement 21: During the 2015-2016 school year, data shows that SISD students enrolled in SPED programs that are also CTE students, earned less than 1% of the IndustryRecognized certifications. Root Cause 21: SPED students are not challenging the state exams for industry recognized certifications.


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Performance Objective 8: For the 2017-2018 school year, 100% of SISD students, encompassing all special and sub populations, will be placed in properlearning environments and proper grade levels to ensure that they reach their full potential.

Evaluation Data Source(s) 8: 100% of SISD students, encompassing all special and sub-populations, will be placed in proper learningenvironments and proper grade levels to ensure that they reach their full potential.




Oct Jan May1) Maintain and improve educational achievement for SchaefferHouse students by providing a full time teacher to offer GEDinstruction and CTE courses. The improvement of educationalachievement for Schaeffer House students also includes thepurchase of supplies, resources and materials. The teacherprovides instruction, guidance, and leadership to the GEDstudents of Schaeffer House as they complete their classwork totake their GED Exam.

Director, State andFederal Programs;Director, Career andTechnical Education

Post TABE (Test for Adult Basic Education), number of studentscompleting GED, promotion and retention reports, Teacherrecords, lesson plans, enrollment reports, Pre TABE (Test forAdult Basic Education), number of students completing GED

Funding Sources: 244 - CTE - 26000.00, Title I, Part D - 27000.00

2) Provide technology services to Schaeffer House students tocomplete GED graduation requirements and /or obtainemployment after leaving the facility

1, 9, 10 Director, State andFederal Programs;Director, TechnologyServices

Better scores and GED completion rate,Purchase orders of internet service and computers.


3) Provide intervention services for students enrolled inCompensatory Education Home Instruction (CEHI) andPregnancy related services program through supports providedby Homebound instructors.

Director, SpecialEducation; Asst.Director of SpecialEducation; Home-boundTeachers; PRSTeachers; CampusAdministrators

Student grades, grade leveladvancement, teacher schedules for services providedto students, student rosters, lesson plans.



February 16, 2018 10:02 am

4) Provide targeted assistance, supplemental support, andintervention for At-Risk Students to increase student passingrates in all content areas.

State and FederalPrograms; Director,Special Education; Asst.Director of SpecialEducation; InstructionalSpecialist

Increased state assessment scores for atÃ‚Â risk students,personnel Action Forms, duty schedules, signed job descriptions,teacher schedules, student rosters, lesson plans, signÃ‚Â in sheets.

Critical Success FactorsCSF 1

5) Increase SISD homeless student achievement in core contentareas through: improved identification and immediateenrollment, timely distribution of school supplies and/orrequested articles of clothing, dental and vision screenings,expeditious evaluation of students in need of intervention and/orspecial education.

Homeless Liaison Increase in state assessment scores results by 5% in all corecontent areas


6) Provide academic interventions to include intersession,transportation costs, materials, and/or technology equipmentpurchases to assist homeless students identified most at-riskbased on STAAR/EOC assessment results, retention rates,district initiatives for targeting student achievement, attendancerates, teacher/staff referral, etc.

Homeless Liaison Increase in state assessment results, promotion, graduation rates

Problem Statements: School Processes & Programs 8, 14Funding Sources: 206 - TEXSHEP - 40996.00, 211 - Title I, Part A - 21698.00

7) Provide an Intervention Convention to assure targetedinterventions in all content areas.

School ImprovementOfficer, InstructionalSupport; InstructionalOfficers

Increase in student participation during intersession, observedpositive learning experiences with students during campus visits


8) Employ a State Compensatory Education Specialist in theSISD Department of State and Federal Programs to work incollaboration with SCE funded personnel to ensure services forat risk students.

Director, State andFederal Programs; SCEInstructional Specialist

Increased availability of mentoring and academic support for atrisk students, Personnel Action Form, Signed job description, dutyschedule


9) Provide supplemental State Compensatory Education fundedclass-size reduction teaching positions to work with at riskstudents.

1, 2, 8, 9,10

Chief Financial Officer;Director, State andFederal Programs; SCEInstructional Specialist

Increased grades and increased test scores every 9 weeks,Personnel Action Forms; signed job descriptions; duty schedules;student rosters; intervention reports.


10) Implement the use of State Compensatory EducationIntervention (SCEI) Coaches to assist teachers in the delivery ofcurriculum and instruction, as well as to provide academicsupport services to at risk students.

1, 2, 8, 9 Chief Financial Officer;Director, State andFederal Programs; SCEInstructional Specialist

Increased grades and increased test scores every 9 weeks, Signedjob descriptions; duty schedules; student rosters documented ontime and effort logs, weekly activity binders



February 16, 2018 10:02 am

11) Provide an alternative high school for students at risk of notgraduating due to exit level state assessments, and/or lack ofcredits. Options High School serves as the District's creditrecovery alternative high school.

1, 2, 3, 8, 9,10

Chief Financial Officer;Director, State andFederal Programs;Options HSAdministration

Increased grades and increased test scores every 9 weeks, Stateassessment data for each student; plan of action for improvementin state assessment.

12) Increase the rigor of professional development expectationsand follow-ups at the campus through SCEI academies and otherprofessional development activities.

1, 4, 9 School ImprovementOfficer, InstructionalSupport; InstructionalOfficers

Increase in student success rate academically, Increase in contentarea(s) performances for varied schools


13) By the end of the first semester in the 2017-2018 schoolyear, all campus personnel will be provided with training on therequirement to immediately enroll and provide academic supportfor students experiencing homelessness and for students in fostercare.

Homeless/Foster CareLiaison

Sign in sheets, agenda, training materials

Problem Statements: School Processes & Programs 8

14) Provide funds for supplemental instructional support, HighlyQualified teachers for tutoring, and/or summer school services tostudents attending Private-Nonprofit schools along withtechnical support to house data on a web-based system and mailannual Intent to Participate invitations to all area Private-Nonprofit schools through ESC Region 19.


Improved student performance in regular classroom, improvedassessment scores


15) Provide funds for supplemental instructional materials,including technology items, for use by SISD Title I eligiblestudents attending Private-Nonprofit schools.

Director, State andFederal Programs; PNPLiaison

Improved yearly assessment scores

Funding Sources: 211 - Title I, Part A - 703.00System Safeguard Strategy

PBMAS16) Provide supplemental materials for all grade levelBilingual/ESL students during the school year, secondary ESLacademies during intersession, and summer school.

1, 2, 3 Director of BilingualEducation

Improved student performance in the regular classroom, andimproved state assessment scores

Problem Statements: School Processes & Programs 9Funding Sources: 263 - Title III, LEP - 20000.00

17) Provide scientifically research-based supplementalresources, equipment and materials for instruction and/orintervention materials in the entire core curriculum.(STEMscopes, etc.)

School ImprovementOfficer

Improved student scores to include classroom grades and stateassessments.




School Processes & Programs


February 16, 2018 10:02 am

Problem Statement 8: Campus personnel are not aware of the academic support required and provided for students experiencing homelessness. Root Cause 8: High turn-over of personnel atcampuses causes lack of understanding of state and federal requirements as they relate to homeless students.Problem Statement 9: There is a need to train teachers in sheltered instruction in order to improve STAAR scores and Language Proficiency levels in the 2017-18 school year. Root Cause 9:SIOP strategies are not being used by teachers in all content areas due to lack of training and follow up implementation. Lack of disaggregation of TELPAS scores results in students notshowing consistent language proficiency growth.Problem Statement 14: Gaps in learning, attendance issues, and disciplinary problems are demonstrated across the district for students experiencing homelessness. Root Cause 14: Studentsexperiencing homelessness are highly mobile and need immediate intervention to be successful.


February 16, 2018 10:02 am


Performance Objective 9: For the 2017- 2018 school year, SISD LEP students will meet or exceed the system safeguard standards (60%).

Evaluation Data Source(s) 9: PBMAS


TEA Priorities: 1. Recruit, support, retain teachers and principals. 2. Build a foundation of reading and math. 3. Connect high school to careerand college. 4. Improve low-performing schools.


Oct Jan May1) Ensure that each campus LPAC administrator holds monthlymeetings to accurately identify, place and serve all ELL studentseffectively.

2, 6, 8, 9,10

Director, Bilingual/ESLEducation; CampusLPAC administrators

Accurate data submission to PEIMS for snapshot, LPAC minutes,agendas, monitoring sheets.

2) Provide students with every opportunity to graduate on timeby contracting with LUCHA transcript services to retrieve, ifnecessary, transcripts for immigrant students from Mexico to theUnited States entering a SISD high school. SPANTRAN will becontracted to evaluate transcripts for immigrant students comingto the District from countries other than Mexico. SPANTRANwill provide a Graduation Credit Analysis (GCA) to placestudents into proper grade level and core Âcontent area courses.

1, 9 Chief AcademicOfficer; Coordinator,Guidance andCounseling; AcademicCompliance Officer

Increased number of students graduating with their cohort,transcript Analysis Form and Studentâ€™s AAR.


3) Provide an instructional Aide at 44 assigned campuses thatwill assist with small group instruction, guidance and targetedassistance for all LEP students in all core subject areas.

Director, Bilingual/ESLEducation

Increase overall report card grades, assessments, and stateassessment results

Funding Sources: 263 - Title III, LEP - 800000.00

4) Develop and implement fall, spring and summer intersessionESL academies to Pre-K and K students in need of linguisticsupport.

Director, Bilingual/ESLEducation

Increase in language proficiency for each student by domain

Funding Sources: 199 - General Fund: Bilingual - 120000.00

5) Ensure the use of English Language Proficiency Standards(ELPS) by all content teachers to increase overall studentpassing rates for ELL's served, denials, and exited students.

1, 2, 8, 9,10

Director, Bilingual/ESLEducation;Bilingual/ESLInstructional Specialists

Increased passing rate of ELL students, Lesson plans,walkthroughs



February 16, 2018 10:02 am

6) To purchase IPADs for Bilingual students who need to useTranslator and other software applications

1, 2 Director of BilingualEducationCampus Principal

Increase in student academic performacne


7) To Purchase Nearpod to use by campuses 1, 2 principalTeachersBilingual Director

Increase in Student Academic Performance


8) To Provide Bilingual Professional Development training andresources to Teachers and Instructional Aides to supportBilingual/ESL students.

Bilingual DirectorInstructional Specialists

Increase in Student Academic Performance.



February 16, 2018 10:02 am


Performance Objective 10: For the 2017-2018 school year, the percentage of Special Education students that meet standard on the state assessment inReading, Writing and Math will improve to 55.0% in Reading, 55.0% in Writing and 60.0% in Math, respectively, to address indicators reported on the 2018Performance-Based Monitoring Analysis System.

Evaluation Data Source(s) 10: 2018 PBMAS Results




Oct Jan May1) Purchase licenses for Unique Learning Systems in order toprovide specialized lessons for Special Education students takingthe STAAR-ALT.

Director, SpecialEducation

Instructional rounds data in specialized support classrooms: FLS,SLU, ILC and PAS, improvement on the STAA-ALT, Lessonplan documentation, user log-ins, observations duringwalkthroughs.


2) Provide tours for special needs students and teachers toshowcase CTED programs offered throughout the district.

Director, Career andTechnical Education;District CTE Counselor

Number of students enrolled in CTED Programs, and tourschedule.


3) Provide online connectivity (hot spot), equipment, andinstructional materials to aid homebound students.


Usage reports, lesson plans, work orders, purchase orders, bid list,teacher logs.

Funding Sources: 199 - General Fund : Special Education - 3200.00

4) Develop contractual relationships with other entities to ensurethat all Special Education students living within our boundariesreceive appropriate services.

1, 2, 8, 9,10


contracts and payment procedures


5) Provide access for Special Education students to medical andspecialized services within the community and specific to theirdisabilities to ensure success in the classroom.


Increase in academic performance of Special Education students,Purchase orders, executed medical services


6) Provide transportation and travel costs for student served inSpecial Education as determined by an ARD.

1, 6, 10 Director, SpecialEducation; ARDCommittees;Transportation Director

Travel documentation, detailed travel requests

Random survey of parents

Funding Sources: 224 - IDEA A, SPED - 500.00


February 16, 2018 10:02 am

7) Provide assistive technology and materials for students servedin Special Education, as required by an ARD.

1, 6, 10 Director, SpecialEducation; CampusAdministrators

Purchase orders

Parent surveysFunding Sources: 224 - IDEA A, SPED - 2000.00



School Processes & ProgramsProblem Statement 19: Data from the 2015-2016 PBMAS report indicates that, 46.2% LEP students compared to 63.4% non-LEP students passed the Math CTE EOC Exams and 38.7% LEPstudents compared to 77% non-LEP students passed the English Language Arts EOC Exams. Root Cause 19: LEP students enrolling in CTE courses don’t receive the specialized support theyneed to be successful within their academic content area state exam.


February 16, 2018 10:02 am


Performance Objective 11: For the 2017-2018 school year, the percentage of 3rd-8th grade SISD Migrant students meeting the approaches grade levelstandard on the state assessment in Reading will increase from 61% to 63%.

Evaluation Data Source(s) 11: State assessment scores




Oct Jan May1) Increase SISD Migrant student readiness (early childhood)and achievement in core content areas through: timelydistribution of school materials, supplies and/or requestedarticles of clothing, dental and vision screening, expeditiousevaluation and monitoring of students in need of intervention,provide Temporary Instructional Aides for struggling and"Priority for Service" migrant students.


Improved report card grades and benchmark assessmentresults,Sign in sheets, agendas, monitoring visits

Funding Sources: 212 - Title I , Part C Migrant - 91446.00

2) Provide supplementalservices to include intersession, all materials, replace existingtechnology with more up-to-date technology, snacks, andprogram costs (including visits to universities) for students in theMigrant Education Program to increase extended academicopportunities through enrolling them in various programs(Robotics Camp, Educational Field Trips, and Reading Program)that will focus on Science, Reading and/or Math.


Improved report card grades and benchmark assessment results,increased participation in programactivities, program agendas, lesson plans, monitoring visits, andsign in sheets.


3) Employ a NGS/Migrant recruiter to identify, recruit, andprovide services to migrant children and youth, includingconducting annual residency verification and other identificationand recruitment (ID&R) activities according to specifictimelines, as outlined in the Texas Manual for the identificationand Recruitment of Migrant Students. In addition, ensuremigrant vans used for recruiting are adequately maintained andserviced.

1, 3, 9, 10 Director , State andFederal Programs

Improved academic achievement of migrant students, Certificateof Eligibility forms Student rosters, student grades, Vehicle workorders from transportation.




February 16, 2018 10:02 am


Performance Objective 12: By the beginning of the 2017-2018 school year, the numbers of students enrolled in Career and Technical Education classeswill increase by 3% as compared to the 2016-2017 Beginning-Of-Year enrollment.

Evaluation Data Source(s) 12: The number of students enrolled in Career and Technical Education classes will increase by 3%.




Oct Jan May1) Ensure proper placement for Special Populations regardingHouse Bill 5 via meetings between CTE staff andDiagnosticians.

Director, Career andTechnical Education;District CTE Counselor

IEPs match PGP,agendas, sign in sheets.

Funding Sources: 199-CTE-PIC22 - 100.00

2) CTE will support academic interventions through Region 19staff development strategies and CTE curriculum integration ofcore subject areas to improve student learning.

Director, Career andTechnical Education

Improved student scores

3) All CTE students will have an opportunity to challenge atleast one industry recognized credential within their four creditendorsement area prior to graduating from high school. (CPRequired Use of Funds 7.0 Expand Quality of CTE Programs)


100% of students completing a CTE Endorsement will haveearned an Industry Recognized Certification.


4) The number of students taking CTE dual credit or Articulatedclasses will increase by 20%. (CP Required Use of Funds 1.0Academic/CTE Integration)


Provide CTE students with a minimum of 15 Dual and/orArticulated Credits by the time they graduate from high school.

5) Each campus will double the number students attaining anindustry recognized certification. (CP Required Use of Funds 4.0Expand Quality of CTE Programs)


All students who receive a CTE Endorsement will have earned atleast one Industry Recognized Certification.


6) The number of CTE students who are enrolled in LEP andSPEC courses and who participate in CTSOs will increase by25%. (CP Required Use of Funds 2.0 Link to Post-secondaryCTE


There will be an equal representation of SPED and LEP studentswho participate in Career and Technical Student Organizations



February 16, 2018 10:02 am

7) For the 2017-2018 school year, 75% of SISD students willgraduate successfully completing a Coherent Sequence of CTEcourses. CP Required Use of Funds 8.0 Sufficient Size, Scope,and Quality


More students will leave completing their chosen endorsement.More students will leave school college and career ready


8) For the 2017-2018 school year, 90% of SISD students willgraduate successfully completing an endorsement of CTEcourses. (CP Required Use of Funds 8.0 Sufficient Size, Scope,and Quality)


It is expected that all students achieve the endorsement that theyhave selected which would be a positive for accountability.

Funding Sources: 199-CTE-PIC22 - 1515000.00, 244 - CTE - 200000.00

9) For the 2017-2018 school year, 100% of all 8th grade studentand 100% of all 10th grade students will have completed ApplyTexas and will have taken at lease one of the TSI Assessments.(CP Required Use of Funds 2.0 Link to Post-Secondary CTE)


More students will leave high school college ready and with DualCredit.

Funding Sources: 199-CTE-PIC22 - 76000.00, 199 - General - 260000.00

10) For the 2017-2018 School year, 100% of all 8th gradestudents and 100% or all 10th grade students will have receivedtraining on and have started using the Edmentum Plato Test PrepSoftware. (CP Required Use of Funds 2.0 Link to Post-Secondary CTE)


More student will pass college readiness tests on the first try.


11) 100% of CTE students will have the opportunity toparticipate in a shadowing and/or internship experience throughtheir program prior to graduation. (CP Required Use of Funds8.0 Sufficient Size, Scope, and Quality)


Students will leave high school having explored different careersand will enter college with a better Idea of a degree plan toregister for.


12) Provide students at Schaeffer House the opportunity toprepare for College and Career. (CP Required Use of Funds 7.0Expand Quality CTE Programs)


Students will leave Schaeffer House with the skills to be able tosearch for a job, interview and present a resume. Students will beable to be successful working in an environment of collaborationand communication.


13) 100% of CTE Students will be provided instruction and willbe certified in First Aid and all students in Trades and Industryprograms will certify in OSHA-10 (CP Required Use of Funds 3.All Aspects of Industry)


Students will be prepared to extend life of an individual who hasbecome incapacitated.


14) 100% of CTE Students who receive instruction in alaboratory setting will receive appropriate safety training andwill pass their safety exams (CP Required Use of Funds 3. AllAspects of Industry)


No student should be injured while working in a CTE lab.


15) All students in grades 4-12 will have an opportunity toparticipate in a college and career fair. (CP Required Use ofFunds 1.0 Academic/CTE Integration


All students will enter high school with a definite idea of whatcareer area the would like prepare for. All students leaving highschool will enter a career that they are prepared for or entercollege knowing their desired degree plan.




February 16, 2018 10:02 am


School Processes & ProgramsProblem Statement 19: Data from the 2015-2016 PBMAS report indicates that, 46.2% LEP students compared to 63.4% non-LEP students passed the Math CTE EOC Exams and 38.7% LEPstudents compared to 77% non-LEP students passed the English Language Arts EOC Exams. Root Cause 19: LEP students enrolling in CTE courses don’t receive the specialized support theyneed to be successful within their academic content area state exam.


February 16, 2018 10:02 am


Performance Objective 13: For the 2017-2018 school year, the College and Career Readiness Domain for the Texas Accountability System for students in acoherent sequence will increase to a C or equivalent.

Evaluation Data Source(s) 13: Texas A-F Accountability System Rating.




Oct Jan May1) By the end of the 2017-2018 school year, the numbers ofseniors completing the Free Application for Federal Student Aid(FAFSA) will increase to 65%

Director of Guidanceand Counseling

More students completing the FAFSA process and therefore, morestudents applying for 2 year, 4 year or technical/trade colleges anduniversities.


2) By the end of the 2017-2018 school year, the number ofseniors completing the Apply Texas process will increase to96%.


More students completing the Apply Texas process and therefore,more students applying to Texas 2 year, 4 year or technical/tradecolleges and universities.


3) Provide supplemental funding for Fine Arts (via programs,extra duty pay, student travel, general supplies, and summercamps) to support students utilizing Fine Arts as a bridgetowards college and avenues of higher learning. This includesathletic development programs.


Improved Fine Arts and Athletic skills bridging success towardscollege achievement; improved state assessment scores.

Funding Sources: 289 - Title IV - 111000.00



February 16, 2018 10:02 am

Goal 3: SISD will recruit and retain 100% Highly Qualified faculty, staff, and support personnel to improve studentacademic performance and to ensure that students graduate college and career ready.

Performance Objective 1: For the 2017-2018 school year, the percentage of observed teachers that achieve "Proficient" on T-TESS will be at least 60%,district-wide.

Evaluation Data Source(s) 1: Observed teachers that achieve "Proficient" on T-TESS will be at least 60%.


TEA Priorities: 1. Recruit, support, retain teachers and principals.


Oct Jan May1) Provide professional development opportunities to campusteachers, SCE Intervention Coaches, SCE intervention teachers,SCE Instructional Specialist, instructional aides, parent liaisons,CIS Coordinators, and master social workers in order to enhancethe academic support services for at risk students to includeproviding supplies, materials, refreshments, and snacks.


Master Professional Development calendar; Session agendas withtopics, dates, hours, presenter(s); sign-in sheets

Continuous improved academic performance of at risk students.

Funding Sources: 211 - Title I, Part A - 200000.00, 199 - General - 75000.00

2) Provide training and support of English Language ProficiencyStandards (ELPS) to all content teachers to increase overallstudent passing rates for ELL's served, denials, and exitedstudents.

1, 2, 4, 8,10


Sign-in sheets, agendas, training materials & resources, lessonplans

Increase of use of ELPS in core content areas and lesson plansFunding Sources: 263 - Title III, LEP - 20000.00

3) Continue to recruit and retain 100% Highly Qualified Facultyby supporting them through a ACP program for certification andretention.

1, 3, 5, 10 Director, Career andTechnical Education;Director of Staffing,Human Resources

CTE Highly Qualified Teachers

Retention of 100% HQ Staff

4) Implement the New Teacher Induction Academy to provide asolid foundation for new educators in the district.

1, 3, 4, 5 School ImprovementOfficer, InstructionalSupport; InstructionalOfficers

Attendance sheets and participation expectations and projectsassigned throughout the year

Teacher success rate and retention of highly qualified teacherFunding Sources: 255 - Title II, Part A TPTR - 8000.00

5) Utilize and support the Teacher Mentor Program (BuildingFirm Foundations) created by the Academic ServicesDepartment. Provide additional professional developmenttraining to ensure the success of teacher mentor-ship, newteacher induction, and continued support.


Attendance sheets and participation expectations and projectsassigned throughout the year

Teacher success rate and retention of Highly Qualified TeacherFunding Sources: 255 - Title II, Part A TPTR - 5000.00


February 16, 2018 10:02 am



February 16, 2018 10:02 am

Goal 3: SISD will recruit and retain 100% Highly Qualified faculty, staff, and support personnel to improve student academic performance and to ensurethat students graduate college and career ready.

Performance Objective 2: For the 2017-2018 school year, the District will maintain 100% Highly Qualified teachers in all core academic subjects.

Evaluation Data Source(s) 2: All core academic teachers meet the 100% Highly Qualified status




Oct Jan MaySystem Safeguard Strategy

PBMAS1) Increase the number of teachers, support staff, andadministrators that attend SIOP Boot Camp



Increase of use of SIOP in core content areas and lesson plansFunding Sources: 263 - Title III, LEP - 25000.00

2) Provide Instructional Support Team professional developmentsessions at campuses identified as needing added support.


Walk-through data, campus support visits, administrativedebriefings

Increase student performance in assessments in varied contentareas


3) Support the integration of technology via equipmentacquisition, attendance of local and/or state conferences, andprofessional development into the four core subjects of ELAR,Math, Science, and Social Studies.

1, 4 School ImprovementOfficer, InstructionalSupport; InstructionalOfficers


Increased access to technology for all teachers and the integrationof technology into all areas of curriculum




February 16, 2018 10:02 am


Performance Objective 3: During the 2017-2018 school year, the number of professional development opportunities offered to SISD employees,encompassing all content areas, will increase from 211 to 230.

Evaluation Data Source(s) 3: District employees will be offered a minimum of 280 professional development opportunities.




Oct Jan May1) Attend state and/or national conferences such as, but notlimited to, the Association of Compensatory Educators ofTexas, Olweus Bullying Prevention, Homeless Education, theNational Association of State Directors of Migrant Education(NASME), and Migrant Educators of Texas that address stateand/or federal compliance issues.

1, 4, 10 Director, State and FederalPrograms

Approved trip requests, conference agendas, conferenceprograms, certificates of completion, turn-around training's

All deadlines for applications and reports to TEA are met on aconsistent and continuous manner which equals to the Districtreceiving state and federal funds to improve the basic programs.

Funding Sources: 211 - Title I, Part A - 5000.00, 212 - Title I , Part C Migrant - 5000.00

2) Provide training and on-going support to campus clerks toensure that coding is accurate in Tyler Munis based on LPACdocumentation for accountability, assessment and curriculumpurposes.

1, 2, 4, 9,10

Director, Bilingual/ESLDirector, Campus LPACAdministrators, CampusClerks,Technology Services

Sign-in sheets, agendas, LPAC documentation

Accurate data submissions to PEIMs for snapshot

3) Provide training workshops to teachers and campus staff inthe Latino Family Literacy Project to work with Latino parentsand their children in building a regular reading routine andstrong English-language skills.

1, 3, 4, 10 Director, Bilingual/ESL;School ImprovementOfficer, Campus Staff


Increase of use of ELPS in core content areas and lesson plans

4) Offer opportunities via CTE for teachers to attend staffdevelopment training's offered locally and throughout the stateof Texas.

1, 3, 4, 5,10


Trip requests

Student achievement and completion of certifications

5) Provide staff awareness training's to district personnel toinclude classroom teachers on the issues surroundinghomelessness.

1, 2, 4, 10 Director, State and FederalPrograms

Sign-in sheets, agenda, conferences, professional development

Evaluations, turn-around trainingsFunding Sources: 211 - Title I, Part A - 200.00


February 16, 2018 10:02 am

6) Provide opportunities for district personnel to becomemembers of organizations / coalitions and attend statewideconferences that support the District's Homeless EducationProgram.

1, 3, 4, 5,10

Director, State and FederalPrograms

Conference information, teacher schedules, student rosters, andservices provided

Increased number of homeless students passing all areas of stateassessment


7) Provide teacher training and support through ScienceAcademies/Science Blitz (STAAR Rotations) in an array ofmediums, such as interactive workshops, classroom modeling,lesson planning and assessment samples.

1, 3, 4, 5,8, 9, 10

School ImprovementOfficer, InstructionalSupport; InstructionalOfficer-Science, Elementary;Instructional Officer-Science, Secondary

Program agendas and sign-in sheets

Participant, surveys, evaluations, principal walkthroughs,student scores, and lesson plans


8) Attend state and/or national conferences such as NationalScience Teachers Association (NSTA), Science TeachersAssociation of Texas (STAT) and others that address Sciencecontent.

1, 3, 4, 5,10

School ImprovementOfficer, Academic Support;Instructional Officer-Science, Elementary;Instructional Officer-Science, Secondary

Agenda, Conferences, Professional Development

Evaluations, Turn-around trainings and provide agendas


9) Provide support and training for Social Studies teachers inan array of mediums, to include, but not limited to, interactiveworkshops, online activities, mentoring, classroomobservations, and model classrooms.

1, 3, 4, 9 School ImprovementOfficer, InstructionalSupport; InstructionalOfficers-Social Studies

Sign-in sheets, agendas, training dates, materials, studentartifacts, evaluations, surveys

Evaluations, principal walkthroughs, student scores, lessonplans, student artifacts, surveys


10) Facilitate an Intervention Convention to include all subjectareas where intervention support to teachers will be provided,including but not limited to resource development, lessonplanning, common lesson planning, data analysis forinstructional focus, development of pre- and post-assessments,formative assessment, and evidence of impact.


School participation, agendas, sign-in sheets

Evaluations, principal walkthroughs, student scores, lessonplans, student artifacts, surveys


11) Facilitate the professional development in, development ofand distribution of teacher-created materials in Social Studies,including, but not limited to the development of and copies ofunit plans, pacing guides, Social Studies-based studenthandouts, electronic resources, common assessments, etc.

1, 2, 3, 4,9, 10


School Improvement Officer, Instructional Support;Instructional Officers-Social Studies

Evaluations, principal walk-throughs, student scores, lessonplans, student artifacts, surveys



February 16, 2018 10:02 am

12) Provide Social Studies Cadres for elementary TexasHistory and U.S. History in order for teachers to unpack theTEKS and gain a better understanding of the content, as well aslesson ideas, activities, and strategies.

1, 4, 5, 8,9, 10


Sign-in sheets, agendas, training dates, materials, studentartifacts



13) Provide professional development opportunities showinghow Social Studies content can be integrated into Reading andWriting.


Sign-in sheets, agendas, training dates, materials, studentartifacts



14) Provide content-specific professional developmentconnected to the Texas Student Expectations for Social StudiesK-12.

1, 4 School ImprovementOfficer, InstructionalSupport; InstructionalOfficers-Social Studies

Sign-in sheets, agendas, training dates, materials



15) Provide professional development to supportimplementation, development and use of TI-Nspire calculatorsin the classroom

1, 4 School ImprovementOfficer, InstructionalSupport; InstructionalOfficers-Math; SCEICoaches

Attendance sheets, planning agendas, teacher attendance

Increase teacher capacity and build content knowledge of thenew TEKS and their specificity. Teachers will be able to chooselessons that are directly aligned to the standards


16) Offer monthly planning sessions for teachers in grades K-8using Math TEKS.

1, 4 School ImprovementOfficer, InstructionalSupport; InstructionalOfficers-Math

Attendance sheets, planning agendas, teacher attendance

Increase teacher capacity and build content knowledge of thenew TEKS and their specificity. Teachers will be able to chooselessons that are directly aligned to the standards


17) Provide opportunities for Instructional leaders, campus anddistrict, to attend state and national conferences in the contentareas.

1, 4 School ImprovementOfficer, InstructionalSupport; InstructionalOfficers-Math

Professional development offerings, lesson plans, districtinitiatives

Increase instructional leader capacity and knowledge on cuttingedge issues involving content, pedagogy and best practices.



February 16, 2018 10:02 am

18) Provide Parent Liaisons with professional developmenttraining to promote and increase parental involvement. Includecosts for generating hard copies of the district parentalinvolvement policies for distribution to campus parents.Provide food, snacks and refreshments as needed forworkshops and trainings.

Parent Liaison professional development will occur in July,November, and April.

1, 6, 10 Director, State and FederalPrograms

Sign-in sheets, agendas, hard copies of policies, receipts

Evidence of increased attendance


19) Provide professional development on the Close Readingstrategy, Text Dependent Questioning, Genre Studies(expository texts; poetry), and on Figure 19.

1, 4, 5, 10 School ImprovementOfficer, InstructionalSupport; InstructionalOfficer- Secondary ELAR

Close Reading binders; Genre study binders; student artifacts

Fall and Spring Benchmark Scores; STAAR Scores


20) Provide additional professional development on the use ofthe TEKS Resource System, highlighting the significance ofPerformance Indicators.

1, 4, 5, 10 School ImprovementOfficer, InstructionalSupport; InstructionalOfficers-ELAR

Student artifacts

Fall and Spring Benchmark Scores; STAAR Scores


21) Notify district personnel of professional developmentopportunities via a variety of media, such as the Now Trendingin Academics (NTIA) Newsletter, in order to bolsterprofessional growth and increase academic achievement.


Copies of NTIA newsletter and other notifications

Increased attendance at professional development sessions


22) Provide teachers with training on co-teaching. 1, 2, 3, 4,5, 9

Director, Special Education;District Co-TeachingTrainers; InstructionalSpecialist

Sign-in sheets, purchase orders, Stetson Online training reports

Training evaluations, walk-through observations

23) Provide information for campus administrators andteachers in the Continuum of Services (Co-Teaching, SupportFacilitation, Specialized Support, and Units) in order toprovide a continuum of services (LRE).

1, 4, 9, 10 Director, SpecialEducation;Asst. Director ofSpecial Education;Instructional Specialist

Meeting agendas, sign-in sheets, campus visit forms, purchaseorders, monthly assessment meeting meetings

Staffing Data, Scheduling data, Improvement in academicperformance of Special Education students of teachers who havereceived training


24) Provide extra-duty pay, travel funds for Special EducationPersonnel for staff development and trainings.

1, 3, 4, 5,10

Director, Special Education Extra duty pay sheets, sign-in sheets, agendas, state and nationalconference registrations, tutorials, professional developmentturn-around training's


February 16, 2018 10:02 am

25) Provide staff development to teachers on the use of UniqueLearning System (ULS), to bolster the academic progress ofspecial education students in self-contained programs.

1, 2, 3, 4,9, 10

Director, Special Education;Asst. Director of SpecialEducation;InstructionalSpecialist; CampusAdministrators

Meeting agendas, sign-in sheets, purchase orders, campus visitforms

Classroom walk-throughs and observations, lesson plandocumentation, user log-ins, improvement on state assessment


26) Provide professional development in an array of mediums:interactive workshops, online activities (to include T-TESStraining and "Prioritizing Sub population Assignments" forcampus administrators, counselors, curriculum specialists, andteachers), newsletters, mentoring, coaching, classroomobservations, model lessons, etc.

1, 3, 4, 5,10

Chief Academic Officer;Assistant Superintendent,Secondary; SchoolImprovement Officer,Instructional Support;Instructional Officers; SCEIntervention Coaches

Campus and district calendars, sign-in sheets, agendas

Increased student performance, better placement of EnglishLanguage Learners (ELL) and Special Education students.

27) Purchase and implement professional developmentsessions for McGraw-Hill Education's Thrive Curriculum toenhance content delivery to WIN Academy students.

1, 4, 5, 8,10

Director, State and FederalPrograms; SchoolImprovement Officer

Training agendas, sign-in sheets, teacher rosters, enhanced WINAcademy scores.




February 16, 2018 10:02 am


Performance Objective 4: During the 2017-2018 school year, the District will provide funding to purchase evidence-based programs, materials, and/orresources for professional development training in order to ensure that at least 30 campuses meet System Safeguard standards.

Evaluation Data Source(s) 4: 30 SISD campuses will meet System Safeguards.


TEA Priorities: 1. Recruit, support, retain teachers and principals. 2. Build a foundation of reading and math.


Oct Jan May1) Provide Dual Credit Scholarship for teachers interested inteaching Dual Credit CTE courses to increase the number ofDual Credit offerings through CTE.


Number of Teachers enrolled in graduate courses = TRs

Number of teachers qualified to teach dual credit


2) Provide laser-focused professional development sessions forTier 3 schools.

1, 3, 4 School ImprovementOfficer, InstructionalSupport; InstructionalOfficers

Sign in sheets, walk-through data , campus visits, follow ups

Decrease safeguards missed and increase in student performancein core areas


3) Continue the use of Instructional Rounds to strengtheninstructional best practices and to ensure a networking potentialbetween campuses.


Sign-in sheets, walk-through data, campus visits, follow-ups


4) Ensure that Special Education administrative costs, includingequipment, printing, postage, part-time pay, supplies, furniture,and various fees (to include publishing fees) are incurred tosupport staff in their responsibilities.

1, 2, 5, 6 Director, SpecialEducation

Sign-in sheets, agendas, campus and district calendars

Improved student performance

5) Teachers will be provided training on the district dyslexiaprograms.

1, 2, 3, 4, 5,9, 10

Director, SpecialEducation; DyslexiaSpecialist; CampusAdministrators

Sign-in sheets, extra duty pay sheets, contracts

Training evaluations, walkthrough observations



February 16, 2018 10:02 am

6) Provide funding for district personnel to attend the "NationalTrain-the-Trainer Institute: Co-Teaching That Works" programin Boston, Massachusetts that will concentrate on thedevelopment of enhanced co-teaching models for SpecialEducation students. This trainer-of-trainers staff developmentwill improve pedagogy for Special Education students.(Response to PBMAS results).

1, 2, 3, 4,10

Director, State andFederal Programs;School ImprovementOfficer,

Travel requests, turn-around training's

Improved scores for Special Educations students on grades andassessments


7) Provide campus coaching sessions and new teacherprofessional development for Read180

Reading Interventionand Dyslexia Specialists

Walk-throughs

Increase in STAAR Reading performance for MiddleSchools/High Schools


8) Provide professional development for teachers on Social-Emotional learning via onsite training sessions given by TheMaster Teacher consultants / trainers, to impact the District'smost vulnerable populations.


Purchase orders, attendee rosters, agendas, sign-in sheets.

Improved student grades/scoresFunding Sources: 211 - Title I, Part A - 66000.00

9) Acquire professional development services from SolutionTree, Inc. on the Response To Intervention (RTI) at WorkWorkshop. Workshop will be made available to districtpersonnel to improve student academic support.


Purchase order, agendas, sign-in sheets.

Improved academic performance for students of multiple levelsand populations.


10) Carry out PLC at Work professional development sessionsfrom Solution Tree, Inc. for K12 teachers and administrators inorder to bolster curriculum effectiveness for SISD students.

Director, State andFederal Programs;School ImprovementOfficer

Enhanced student grades and state assessment scores.




February 16, 2018 10:02 am


Performance Objective 5: During the 2017-2018 school year, the number of teachers certified in Bilingual Education, English as a Second Language,and/or Special Education will increase by at least 7% district wide.

Evaluation Data Source(s) 5: 7% increase in Bilingual/ESL/SpEd certification amongst teachers.




Oct Jan May1) Increase the number of instructional specialist, instructionalcoaches, teachers, administrators, support staff, SCE coaches,campus based dyslexia providers, and counselors that receiveSheltered Instruction Observation Protocol Training (SIOP),Response to Intervention (RtI), At-Risk, and other differentiatedapproaches to instructional support and provide follow upsupport, with emphasis on differentiated instruction specific tostudent needs.

1, 3, 4, 5,10

Director, SpecialEducation; SchoolImprovement Officer,Instructional Support;Campus Administrators

Sign-in sheets, agendas, campus and district calendars

Higher student attendance rate, increased student performance




February 16, 2018 10:02 am


Performance Objective 6: For the 2017-2018 school year 100% of CTE teachers will have the opportunity to attend staff development to support effectiveinstruction. (CP Required Use of Funds 5.0 Professional Development

Evaluation Data Source(s) 6: CTE Database Reports


TEA Priorities: 1. Recruit, support, retain teachers and principals. 2. Build a foundation of reading and math. 3. Connect high school to careerand college. 4. Improve low-performing schools.


Oct Jan May1) 25% or a total of 50 High School CTE teachers willparticipate in externship activities within local business &Industry as well as Post-Secondary Education. (CP Required Useof Funds 5.0 Provide Professional Development)

Director of Career andTechnical Education

Teachers will update curriculum to add newly identified skillsrequired in the workforce.


2) 100% of CTE teachers will have an opportunity to attendprogram meetings with their colleagues to review facility,equipment, technology, software, and curriculum needs of theirprograms as well as plan for instruction and determine unifiedstudent outcomes. (CP Required Use of Funds 6.0 EvaluatePerkins Funded Programs)


Teachers teaching in like areas will be teaching the samecurriculum following the same scope and sequences using thesame resources.Students will all have a uniform experience no matter where theyare.


3) Provide teachers resources to certify themselves and theirstudents in at least one industry recognized credential. (CPRequired Use of Funds 7.0 Expand Quality of CTE Programs)


Teachers will do a better job of preparing their students tochallenge certifications.




February 16, 2018 10:02 am


Performance Objective 7: By the end of the 2017-2018 school year, the Department of Guidance and Counseling will offer a minimum of 6 trainingopportunities to educate district personnel on Academics, Social Emotional Learning and Career and College Readiness

Evaluation Data Source(s) 7: Agendas, sign-in sheets




Oct Jan May1) By the end of the 2017-2018 school year, 3 district schoolcounseling programs will qualify for Recognized AmericanSchool Counselor Association (RAMP) status for excellentcounseling programs for students and 20 district schoolcounseling programs will qualify for the state of Texasexcellence in counseling programs (Lone Star) status.


More SISD campus counseling programs will be implementing acomprehensive developmental data driven program using districtand campus data to write and achieve goals that will increasestudent academic and attendance performance and decreasebehavior concerns.




February 16, 2018 10:02 am

Goal 4: During the 2017-2018 school year, SISD will increase participation of parent and family members in parent andfamily engagement activities to support the academic success of all students

Performance Objective 1: During the 2017-2018 school year, the District will provide at least 10 collaborative educational involvement activities andevents for parents and community members in order to promote teamwork and unity in the education of students.

Evaluation Data Source(s) 1: At least 10 events will be offered by the district for parent and community members.




Oct Jan May1) Utilize the Latino Family Literacy Project to work with Latinoparents and their children in building a regular reading routingand strong English-language skills.

1, 6, 9, 10 Director, Bilingual/ESLEducation,Bilingual/ESLInstructional Specialists,Campus Staff


Increase of use of ELPS in core content areas and lesson plans

2) Provide informational meetings to Migrant EducationProgram (MEP) parents on how to access resources that areappropriate for timely, at-home, interventions for their children.Provide materials and resources to parents who speak little or noEnglish to assist in eliminating the language barrier tocommunication between school and home in ensuring studentacademic success. Provide light snacks at evening meetings toensure increased attendance. For presenters at MEP meetings,provide funding for contracted services.


Sign-in sheets, agendas, progress reports

At-Risk Management System reports, progress reports, reportcards, recruiter's daily log


3) Hold a minimum of two CTE sponsored meetings perprogram per year where students, parents, instructors andbusiness and industry representatives discuss program outcomesand program improvement.

Director, Career andTechnical Education;Meeting Facilitator;Teachers and CulinaryArts Programs

Agendas, sign-in sheets

Plan for program improvement


4) Purchase and implement scientifically research-basedprograms, materials, books, and other resources in support ofParent Liaison activities meant to increase campus parentalinvolvement.


Purchase orders, Parent rosters, Parent workshop schedules

Parent workshop agendas, sign-in sheets, Parent workshopproducts.



February 16, 2018 10:02 am

5) Offer SISD "Guiding Your Gifted" meetings to parents of GTidentified students.

1, 2, 6, 10 Chief AcademicOfficer; District GTPersonnel; Campus GTCoordinators

Flyers, calendars, sign-in sheets

Increased number of parents attending demonstrated on sign-insheets

Funding Sources: 199 - General: Gifted and Talented - 100.00

6) Offer AVID meetings for parents of students participating inAVID at campuses with AVID college readiness system.

1, 2, 6, 10 Chief AcademicOfficer; DistrictAdvanced AcademicsPersonnel; CampusAVID Coordinators

Flyers, calendars, sign-in sheets



7) Host a father/son conference and a mother/daughterconference in order to increase parental engagement.

Father/Son - Sept, 2017Mother/Daughter - Jan, 2018


Sign-in sheets, agendas

Increase parental awareness on district programs and services aswell as providing employment college and career readiness forstudents.


8) Facilitate on a monthly basis informational & educationalworkshops and presentations that promote awareness of childcrisis and youth related issues that influence academics andsocial behavior. Conduct volunteer orientations and trainings atthe campus level. Recognize and honor volunteers at an annualluncheon and present volunteer awards to outstandingindividuals and parent groups from each campus for their hoursof service. Update Volunteer Coordinator's Manual to containbest practices. Develop training materials for VolunteerCoordinators to manage the campus volunteer program. Updateguideline manuals for parent organization's training (boosterclubs, PTAs & PTOs). Bylaws and IRS training. Provide mealsfor workshops and Trainings.

1, 6, 9, 10 AssistantSuperintendent,AdministrativeServices; VolunteerProgram Coordinator

Assistant Superintendent, Administrative Services; VolunteerProgram Coordinator

Sign-in sheets, agendas, and scheduled programs


9) Develop and implement a multimedia campaign celebratingmembers of Team SISD. The campaign will foster unity andpride within the community and provide dynamic materials topromote the progress and success achieved in the district.

Chief CommunicationsOfficer, PublicRelations

Produced segments highlighting SISD members.

Number of hits on SISD YouTube posts.Funding Sources: 199 - General - 0.00

10) Provide funding support for events such as fairs, workshops,and conferences for parent attendees.


Event agendas and sign-in sheets.

Funding Sources: 211 - Title I, Part A - 2000.00, 212 - Title I , Part C Migrant - 200.00

11) Provide funds to Private Nonprofit schools to supportequitable parental involvement activities for parents of SISDTitle I eligible students.


Agendas, purchase ordersSign-in sheets

Improved academic achievementFunding Sources: 211 - Title I, Part A - 300.00


February 16, 2018 10:02 am



February 16, 2018 10:02 am

Goal 4: During the 2017-2018 school year, SISD will increase participation of parent and family members in parent and family engagement activities tosupport the academic success of all students

Performance Objective 2: For the 2017-2018 school year, the District and campuses will increase the number of notifications, sent via newsletters, email,etc. to parents, business, and community members by 4%.

Evaluation Data Source(s) 2: The number of notifications sent from the district and the campuses will increase by 4% in efforts of bolsteringcommunication between parents and schools.




Oct Jan May1) Send SISD e-News community newsletter to parents, businessand community members.


E-mail to all SISD stakeholders signed up to receive the e-newsletter.Increased parent and community awareness on SISD projects.Review feedback from community, requests to share informationin newsletter


2) Send Facebook and Twitter messages about school or districtevents, initiatives.


Facebook and Twitter postings

Review Facebook and Twitter comments from SISD community.Increased parent and community awareness on SISD projects


3) Purchase and provide campuses with brochures and posters tocommunicate with parents and the community membersregarding programs (Olweus Bullying Prevention Program,Migrant Education Program, HANDS Program, etc.) and how itis being implemented in the schools to help diminish bullyingincidents and improve school climate. (previously mentioned inStrategy 1.3.1)


Purchase orders, Actual brochures and posters, student surveyresults, attendance rates.A 2% increase in the number of students who report feeling safeat school on surveys.

Measureable increase in the number of students who reportfeeling safe at school on surveys, increase in attendance rate

Decrease in bullying referrals at the campuses.Funding Sources: 211 - Title I, Part A - 200.00


February 16, 2018 10:02 am

4) Provide parents calendar of events, use district messenger, andemails to inform of workshops, conferences, and schoolmeetings.


Distribution of District Parental Involvement Policy, signaturepage by administrator. Parent surveys, sign-in sheets, attendance.Increased parental involvement


5) Support attendance and activities of a Parent AdvisoryCommittee/Coffee with the Director meeting. Funding is forrefreshments and snacks.

1, 2, 6, 10 Director, SpecialEducation; Asst.Director of SpecialEducation

Meeting agendas, sign-in sheets, emails to parents on mailing list,Purchase orders, Special Education website publication, espednews.Increase in parental participation

Parent evaluation and feedback after meetings, mid-year increasein parental involvement

Funding Sources: IDEA B, Preschool - 200.00

6) Notify parents of all GT students about scheduled meetings atthe beginning of the year and in the Spring to invite them for theGT Showcase and campus showcases and meetings.

1, 2, 6, 10 Chief AcademicOfficer; District GTCoordinators; CampusGT Coordinators

Flyers, calendars, sign-in sheetsSign-in sheets, flyers, agendas, handouts, electronic mail


7) As required by the Texas Education Agency, provide SchoolReport Cards (SRCs) to parents/guardians in printed orelectronic format to inform them of the performance andcharacteristics of the district and its campuses for the previousyear.

1, 6, 9, 10 Director, State andFederal Programs; ChiefCommunicationsOfficer, PublicRelations

Printed SRCs, online posting of SRCs, purchase order for printingcosts.

Increased awareness of school performance among parents andcommunity members. Increase in attendance of parentalinvolvement sessions regarding school performance.


8) Develop brochures and informational leaflets about theVolunteer Program. Post a list of volunteer trainings andworkshop on the SISD Volunteer Webpage and send out noticesvia e-mail and notices to campuses. Provide volunteers andparent organizations a calendar of events. Provide online accessto volunteer's registration, volunteer guidelines and parentorganization training manuals and PowerPoint trainingpresentations.

1, 6, 9, 10 AssistantSuperintendent,AdministrativeServices; VolunteerProgram Coordinator

Volunteer workshop schedules, volunteer coordinator's rosters,parent volunteer rosters, and purchase orders.

Number of webpage visit hits and number of volunteerregistration forms submitted to the volunteer program and sign-insheets



February 16, 2018 10:02 am


Performance Objective 3: By the end of the 2017-2018 school year, the District will offer a minimum of 6 partnership activities with businesses, highereducation institutions, and other outside agencies to support student education.

Evaluation Data Source(s) 3: Increase the number of partnership activities to at least 6.




Oct Jan May1) Maximize the Partners in Education Program to help promotedistrict initiatives and to educate the community about the goodthings happening in Socorro ISD.

1, 6, 9, 10 Chief CommunicationsOfficer, PublicRelations

Visibility in local establishments.Increased parent and community awareness of SISD projects

Evaluation cards at the end of school year.2) Invite Realtors and professionals in the real estate industry toan annual meeting to update them on district demographics,school information, boundaries, facilities updates, andregistration requirements.

1, 6, 10 Chief CommunicationsOfficer, PublicRelations

Attendance of at least 15 to 25 participants. Increased parent andcommunity awareness of SISD projects

Evaluation cards at end of meeting

3) Conduct Annual Senior Seminar where seniors presentprojects to parents, instructors, and business and industrypartners.

Director, Career andTechnical Education;CTE Facilitators;Campus Administrators;Teachers

Agenda, sign-in sheets

Visibility of local establishments.Increased parent and community awareness of SISD projects


4) Increase the number of College and Career ReadinessEnrichment opportunities offered by teachers to a minimum oftwo per year per program (Guest Speakers, College Visits,Career Days/Fairs, Science Fairs and Industry visits)

Director, Career andTechnical Education;Campus Administrators;Teachers

Number of activities conductedNumber of students participating

Funding Sources: 199-CTE-PIC22 - 10000.00, Title I, Part D - 15000.00

5) Provide opportunities for district personnel to attend regularmeetings of the Foster Care Education Coalition to ensureacademic and community support for students in foster care.


Agendas and meeting materials.

Increased number of foster care students passing all areas of stateassessment


February 16, 2018 10:02 am

6) Implement the Annual Spring Games in Memory of JamesButler, the Celebration Day Events. Timeline pertains tomonthly meetings for planning and funding pertains torefreshments, snacks, flyers, and participation medals.

1, 2, 6, 9,10

Director, SpecialEducation; Asst.Director of SpecialEducation; SpringGames Committee;Celebration DayCommittee

Meeting agendas, sign-in sheets, publications, purchase orders.

Attendance data, sign-in sheets, registrations

Funding Sources: IDEA B, Preschool - 500.00

7) Develop a community engagement, giving back initiative toserve the greater SISD community.

1, 6, 9, 10 Chief CommunicationsOfficer, PublicRelations

Engagement costs and plansIncreased parent and community awareness of SISD projectsVisibility in local establishments.



February 16, 2018 10:02 am


Performance Objective 4: For the 2017-2018 school year, the District will offer at least 2 customer service training sessions by to ensure a positive andwelcoming school climate for parents and community members.

Evaluation Data Source(s) 4: The district will provide at least 2 customer service training sessions.




Oct Jan May1) All Parent liaisons will attend the two district customerservice trainings

2 Principal Increase in positive results on campus Climate survey



February 16, 2018 10:02 am


Performance Objective 5: By the end of September 2017 the district will increase the overall participation in the Title I Annual Meeting by 5%.

Evaluation Data Source(s) 5: Overall participation in Title I Annual meetings will increase by 5%.




Oct Jan May1) Fund a Title I Parent and Family Engagement Liaison or CISat each SISD campus to build capacity. Responsibilities includefacilitating and offering parent workshop opportunities aminimum of twice a month to bolster parent involvement inorder to increase student academic performance.

6 Title I Specialist AgendasSign-In SheetsMeeting Minutes

Funding Sources: 211 - Title I, Part A - 742717.00, 199 - General Fund: SCE - 455000.00



February 16, 2018 10:02 am


Performance Objective 6: The district will communicate 100% with parents and family members in the format and to the extent practical in a language thatparents and family members can understand.

Evaluation Data Source(s) 6: Communication with parents and family members will be in the format and to the extent practical in a thelanguage they understand 100%.




Oct Jan May1) All campus communication will be sent home in theappropriate language to the degree possible

6 Campus principals Increase in communication sent home to parents




February 16, 2018 10:02 am


Performance Objective 7: By the end of the 2017-2018 school year, 100% of our school communities will be made aware of the Parent and FamilyEngagement Program.

Evaluation Data Source(s) 7: 100% of our school communities will be made aware of the Parent and Family Engagement Program.




Oct Jan May1) Campuses will host monthly meetings, and sent outnewsletters inviting parents to participate in their schoolcommunity as stakeholders

6 Campus principalParent LiaisonTitle I specialist

Increase in parental involvement activities




February 16, 2018 10:02 am


Performance Objective 8: By the end of the 2017-18 school year, 100% of SISD elementary campuses will be provided with professional development onthe value of working with parents and families as partners with the goal of improving student achievement.

Evaluation Data Source(s) 8: 100% of elementary campuses will be provided with professional development on the value of working withparents and families as partners with the goal of improving student achievement.




Oct Jan May1) Parent and Family Engagement Liaisons will provideinformation to teachers,principals, and other staffmembers, with the assistanceof parents, in how to reach out to, communicate with, and workwith parents as equal partners, implement and coordinate parentprograms, and build ties between parents and schools.

6 Title I Specialsit AgendasSign-In Sheets




February 16, 2018 10:02 am


Performance Objective 9: For the 1718 school year, the Career and Technical Education Department will hold a minimum of 5 events for business andcommunity members to participate in CTE related activities promoting college and career readiness.

Evaluation Data Source(s) 9: Event agendas, Sign-in sheets




Oct Jan May1) 100% of non-core CTE teacher will participate in a ProgramAdvisory Meeting that is comprised of current and formerstudents and their parents as well as partners from industry andpost-secondary education. (CP Required Use of Funds 6.0Evaluate Perkins Funded Programs)


Programs will be audited and suggestions provided to improve allprograms.




February 16, 2018 10:02 am

Goal 5: For increased accountability, SISD district leaders, campus leaders, faculty, and staff members will ensure thatstudents receive a quality education by working collaboratively towards the fulfillment of educational goals at the federal,state, and district level.

Performance Objective 1: For the 2017-2018 school year, the average daily attendance for students, district-wide, will increase from 96.3% to 96.5%.

Evaluation Data Source(s) 1: Student attendance reports




Oct Jan May1) Provide training to campus attendance committees in order toincrease student attendance.

1, 2, 10 District ComplianceOfficer

Training agendas, sign-in sheets, campus attendance reports.

2) Provide funding to conduct meetings of the Educator'sProfessional Advisory Committee (EPAC), the district-leveldecision-making entity mandated by district policies BQA Legaland Local. At least 6 meetings per year are conducted to addressareas the areas of planning, budgeting, curriculum, staffingpatterns, staff development, and school organization.

Chief Financial Officer,Financial Services;Director, State andFederal Programs

Agendas, sign-in sheets available;

Improved communication between the district-level and campus-level decision-making committees (EPAC and SIT, respectively)


3) Keep abreast of compliance requirements through thepurchase of federal and state publications and referencematerials.


Purchase orders

Increase awareness of current compliance requirementsFunding Sources: 211 - Title I, Part A - 3500.00

4) Implement the use of Plan4Learning and Title I Crate tocreate, monitor, and refine Socorro ISD's annual DistrictImprovement Plan and Campus Improvement Plans to improvethe academic performance of students. Services acquired includetraining for district personnel on the use of the tool(s).


Purchase order, online district and campus improvement plans

Increase in the academic achievement of students, enhancedutilization of state and federal funding district-wide




February 16, 2018 10:02 am

Goal 5: For increased accountability, SISD district leaders, campus leaders, faculty, and staff members will ensure that students receive a quality educationby working collaboratively towards the fulfillment of educational goals at the federal, state, and district level.

Performance Objective 2: For the 2017-2018 school year, SISD district-level departments will execute at least 5 academic assistance strategies to campusesto further enhance student academic achievement rates.

Evaluation Data Source(s) 2: Carry out at least 5 academic assistance strategies for campuses.




Oct Jan May1) Ensure that district personnel are notified of professionaldevelopment opportunities via a variety of media, such as theNow Trending in Academics (NTIA) Newsletter, in order tobolster professional growth and increase academic achievement.


Copies of NTIA newsletter and other notifications

Increased attendance at professional development sessions

2) Ensure the continuation of Instructional Rounds to strengtheninstructional best practices and to ensure a networking potentialbetween campuses.


Sign in sheets, walk-through data, campus visits, follow ups


3) Carry out Tier 2 and Tier 3 campus support visits in order toprovide essential planning resources and courses of action forcampuses in need. Administrative debriefings are embedded aspart of this strategy.

1, 2, 3, 9,10


Campus data collected

Student and teacher performance increase


4) Ensure the carrying out of general campus support visits inorder to advise campus teams on academic improvement.Administrative debriefings are embedded as part of this strategy.


Campus data collected

Student and teacher performance increase

5) Ensure assistance to campuses for additional professionaldevelopment in Gifted and Talented Education.

1, 2, 4, 10 Chief AcademicOfficer; District GTCoordinators

GT training materials, GT district website, staff developmentwebsite, training brochures, agendas, sign-in sheets

GT training evaluations6) Ensure assistance to campuses for additional professionaldevelopment in the AVID college readiness system.

1, 2, 4, 10 Chief AcademicOfficer; DistrictAdvanced AcademicsPersonnel

AVID training materials, AVID on district website, staffdevelopment website, training brochures, agendas, sign-in sheets

AVID training evaluations


February 16, 2018 10:02 am



February 16, 2018 10:02 am

System Safeguard Strategies

Goal Objective Strategy Description

2 2 14 Provide resources for students to participate in extra curricular activities such as Read Across America , Math Bee and literaryAnthology

2 8 16 Provide supplemental materials for all grade level Bilingual/ESL students during the school year, secondary ESL academiesduring intersession, and summer school.

3 2 1 Increase the number of teachers, support staff, and administrators that attend SIOP Boot Camp


February 16, 2018 10:02 am

State Compensatory

Budget for District Improvement Plan:

Account Code Account Title Budget

6100 Payroll Costs199.11.6118.99.999.7.30.0.00. 6118 Extra Duty Stipend - Locally Defined $144,352.68199.11.6141.99.999.7.30.0.00. 6141 Social Security/Medicare $2,450.00199.11.6141.99.999.7.30.5.00. 6141 Social Security/Medicare $14,500.00199.11.6141.99.999.7.30.9.00. 6141 Social Security/Medicare $8,700.00199.11.6143.99.999.7.30.0.00. 6143 Workers' Compensation $748.00199.11.6143.99.999.7.30.5.00. 6143 Workers' Compensation $4,424.00199.11.6143.99.999.7.30.9.00. 6143 Workers' Compensation $2,655.00199.11.6146.99.999.7.30.0.00. 6146 Teacher Retirement/TRS Care $73.00199.11.6146.99.999.7.30.5.00. 6146 Teacher Retirement/TRS Care $5,500.00199.11.6146.99.999.7.30.9.00. 6146 Teacher Retirement/TRS Care $3,300.00199.11.6149.99.999.7.30.5.00. 6149 Employee Benefits $15,000.00199.11.6149.99.999.7.30.9.00. 6149 Employee Benefits $9,000.00199.11.6149.99.999.7.30.0.00. 6149 Employee Benefits $17.00

6100 Subtotal: $210,719.68 6200 Professional and Contracted Services199.11.6299.99.999.7.30.0.00. 6299 Miscellaneous Contracted Services $73,000.00199.13.6299.99.999.7.30.0.00. 6299 Miscellaneous Contracted Services $41,784.00199.32.6299.99.999.7.30.0.00. 6299 Miscellaneous Contracted Services $67,083.36

6200 Subtotal: $181,867.36 6300 Supplies and Services


February 16, 2018 10:02 am

199.11.6395.99.999.7.30.0.00. 6395 Supplies, DP Operations - Locally Defined $149,000.00199.11.6399.99.999.7.30.0.00. 6399 General Supplies $8,825.00

6300 Subtotal: $157,825.00


February 16, 2018 10:02 am

Personnel for District Improvement Plan:

Name Position Program FTE

205804 - SEGAPELI, LINDA K SPED-TEACHER SCE 1207932 - KEFFER, JOSIE L SPED-TEACHER SCE 1Segovia, Aneth Program Specialist SCE 1


February 16, 2018 10:02 am

Title I

1: Comprehensive Needs Assessment

Definition

The comprehensive needs assessment is the centerpiece of the planning process and is the driving force most impacting the district and campus improvementplans. Using internal and external data assists the planning team in developing its vision of the future in a systematic effort to acquire an accurate, thoroughpicture of a school district. The comprehensive needs assessment should identify the educational strengths and areas in need of improvement by examiningstudent performance, staff and curriculum objectives, parent and community involvement, and campus facilities.

Public Law (PL) 107-110, Section 1114(b)(1)(A)

Examples of Possible Activities

•Establish a planning team composed of educators, parents, community members, and business representatives.

•Create a vision for schoolwide reform.

•Use data to create a campus profile.

•Identify data sources to substantiate planning recommendations.

•Analyze data.

Evaluation

•Provide documentation of the planning team and its required members.

•Ensure and document that the ten Title I components were effectively addressed.

•Provide documentation of checks and balances established in order to ensure that the comprehensive needs assessment drives the schoolwide plan.

2: Schoolwide Reform StrategiesSocorro Independent School DistrictGenerated by Plan4Learning.com 96 of 113 District #071909

February 16, 2018 10:02 am

Definition

Schoolwide reform strategies must provide opportunities for all children to meet the state’s proficient or advanced levels of student performance. Thesestrategies should be based on effective means of improving achievement of children. Statute specifies guidelines in five different areas for use by campuseswhen evaluating effective instructional strategies.

PL 107-110, Section 1114(b)(1)(B)


•Review program documentation to ensure that all instructional programs/instructional strategies are supported by scientifically-based research.

•Identify how each activity in your school strengthens the core academic program.

•Identify scientifically-based research programs that increase the amount and quality of learning time.

•Review the master schedule to identify opportunities for extended learning time.

•Investigate how manipulatives are used in the various core areas.

•Identify programs within your school that address enriched and accelerated curriculum issues.

•Conduct a curriculum alignment audit.

•Disaggregate the data by sub-groups to determine your programs’ effectiveness in meeting the needs of historically underserved student populations.

Evaluation

•Provide documentation of extended learning processes/strategies that improved quality of learning.

•In the areas of core curriculum, enrichment curriculum, and accelerated curriculum, provide documentation of how rigor and relevance was determined.

•Indicate the instructional and schoolwide strategies being used to address the needs of all students to meet or exceed the AYP standards.


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•Document the specific strategies being used to address the needs of low achieving students and those at risk of not meeting the

required AYP standards.

•Provide evidence of the assessments used to measure student achievement on a continual basis.

3: Instruction by highly qualified professional teachers

Definition

Instruction by highly qualified teachers must be provided to all students. High poverty, low-performing schools are sometimes staffed withdisproportionately high numbers of teachers who are not highly qualified. To address this disproportionality, the ESEA requires that all teachers of coreacademic subjects and instructional paraprofessionals in a schoolwide program school meet the qualifications required to be highly qualified.

PL 107-110, Section 1114(b)(1)(C)


•Record highly qualified status of teachers, their teaching position, the course(s) they teach, and their service records.

•Record highly qualified status of paraprofessionals, their assignments, and their service records.

•Record paraprofessional duties that increase the opportunities for all students to meet the academic achievement standards.

•Assist teachers with monetary or non-monetary support for continuing education classes.

•Provide time off for professional development.

•Provide an effective Buddy/Mentoring system.

•Assign teachers for a "best fit" of their strengths.

•Professional development of "in-place" programs prior to school year with ongoing evaluations of effectiveness.

•Monitor effectiveness of teachers by frequent walk-throughs.


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•Provide time for teachers to observe master teachers in the classroom.

•Provide opportunity for teachers to have classroom materials explained as to their use in instruction.

•Provide opportunities for collaboration in looking at benchmark and testing results and analyzing teaching strategies to provide needed instruction for non-mastered instruction.

4: High-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, student servicespersonnel, parents, and other staff

High-Quality and Ongoing Professional Development

Definition

Teachers and other staff in schoolwide program schools must be equipped to face the challenge of helping all students meet the State’s academicachievement standards. To do this, they must be familiar with the goals and objectives of the schoolwide plan, and receive the sustained, high-qualityprofessional development required to implement them. The statute requires that professional development be extended, as appropriate, to those who partnerwith teachers to support student achievement, such as principals, paraprofessionals, and parents.

PL 107-110, Section 1114(b)(1)(D)


•Select the professional development to meet the needs of all principals, teachers, paraprofessionals, parents, and others as appropriate.

•Seek waivers for additional in-service days and base it on needs assessment.

•Utilize book study groups and department led training.

•The LEA will provide opportunities for all employees to obtain training in programs and initiatives that are already in place.

•Utilize video conferencing equipment and/or online training to meet the schedules of teachers.

•The LEA will provide professional development opportunities for all personnel to meet the identified needs of all student populations to increase studentperformance.

•Allow teachers to attend professional developments through the year on content areas specific to teacher’s assignment.Socorro Independent School DistrictGenerated by Plan4Learning.com 99 of 113 District #071909

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•Rearrange the school day to include a block of time before, during, or after school for collaborative meetings or planning time across grade levels andcontent areas.

•Hire "permanent substitutes" to rotate through classrooms to periodically "free up" teachers to attend meetings during the day rather than before or afterschool.

•Schedule "specials" (e.g., art, music), clubs, and tutorials during the same time blocks so teachers have time to collaborate or receive training.

5: Strategies to attract highly qualified teachers

Strategies to Attract Highly Qualified Teachers

Definition

Although recruiting and retaining highly qualified teachers is an on-going challenge in high poverty schools, low-performing students in these schools

have a special need for excellent teachers. Therefore, the schoolwide plan must describe the strategies it will use to attract and retain highly qualifiedteachers.

PL 107-110, Section 1114(b)(1)(E)


•Advertise in the newspaper, on the web, television, radio.

•Advertise in subject-related professional publications.

•Attend college and ESC job fairs.

•Provide salary based incentives for high-need content areas, i.e. math and science.

•Guarantee small classroom size.

•Provide mentoring program.


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•Assist teachers with monetary and/or non-monetary support to complete graduate coursework.

•Assist teachers in receiving incentives for additional certifications.

•Provide incentives, monetary and non-monetary, for teachers teaching at low-performing campuses.

•Retain teaching staff through reform strategies to change the characteristics of the campus to become more personally and professionally satisfying.

•Provide salary adjustments and additional resources for campuses that are "hard-to-staff" when hiring highly-qualified teachers.

•Promote quality leadership (campus administration).

•Provide opportunities for teacher input in developing local compensation policies.

•Provide on-going and "catch-up" training for programs that are in place on a campus for both teachers and instructional paraprofessionals.


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District Funding Summary

199 - GeneralGoal Objective Strategy Resources Needed Account Code Amount

1 1 4 School Emergency Triage Training for school nurses $5,500.002 2 7 $1,000.002 2 13 Thrive Curriculum for WIN Academy $54,000.002 2 14 $0.002 4 7 $2,000.00

2 5 2 Services, snacks, and program costs of programs such as Roboticsand Science Camps $25,000.00

2 5 3 Science event opportunities at regional, state, and international levels $25,000.002 6 2 $6,000.002 6 3 $4,000.00

2 6 4 Professional development of common assessments for middle schoolSocial Studies $5,000.00

2 6 5 Implement Constitution Week and Citizenship Day $1,000.002 7 1 Local 199 6321 $500,000.002 7 3 curriculum and materials $2,000.002 12 9 TDI Preparation Software 6299 $60,000.002 12 9 TSI Vouchers 6299 $100,000.002 12 9 Extra Duty Pay for Tutoring and TSI Camps 6118 $100,000.002 13 1 Mail Out Reminders Postcards for Seniors Students $300.002 13 2 No resources neeeded $0.003 1 1 Professional development sessions $75,000.00

3 2 2 Instructional Support Team monthly professional developmentsessions for campuses $5,000.00

3 3 21 Save-Our-Schools newsletter and other notifications $0.003 3 27 Thrive curriculum training to support WIN Academy $169,000.00


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3 7 1 Professional development on the ASCA National Model CounselingProgram. $15,000.00

4 1 8 Volunteer Program Activities $1,500.004 1 9 $0.004 2 1 $0.004 2 2 $0.005 1 2 Funding for district-level decision-making meetings. $2,000.00

Sub-Total $1,158,300.00199 - General Fund: SCE

Goal Objective Strategy Resources Needed Account Code Amount2 2 1 Provide for Intersession and Summer Reading/ELA tutoring $652,082.002 4 1 Provide for Intersession and Summer Math tutoring $652,082.002 5 1 Provide for Intersession and Summer Science tutoring $163,020.002 6 1 Provide for Intersession and Summer Social Studies tutoring $163,020.002 8 3 Employ teachers to provide services through PRS Program $152,630.002 8 8 SCE Specialist salary and travel $74,300.002 8 9 Fund Class Size Reduction Teachers $2,566,635.002 8 10 Fund State Compensatory Education Intervention Coaches $4,745,905.004 5 1 Fund for a CIS $455,000.00

Sub-Total $9,624,674.00199 - General Fund : Special Education

Goal Objective Strategy Resources Needed Account Code Amount2 10 3 $3,200.002 10 4 Contracted Services for Special Education students $7,500.002 10 5 Medical and specialized services for Special Education students $10,000.003 3 23 Training and monitoring system for co-teaching models $500.003 3 25 Training on Unique Learning System, Lexia, MVRC, and FLRT $500.003 4 5 Dyslexia training for teachers $15,000.00


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Sub-Total $36,700.00211 - Title I, Part A

Goal Objective Strategy Resources Needed Account Code Amount

1 2 1 Materials in support of the District's Anti-Bullying PreventionProgram. $20,000.00

1 2 2 Purchase license for Connect With kids $14,400.001 2 3 K-12 Anonymous Alert-Anonymous reporting tool $11,705.002 1 1 Utilize the accountability connect 2017 (ac17) support service $3,500.002 2 8 Strategies to support genre studies and poetry (Reading) $1,000.002 2 10 Writing Process workshop for K-5 classrooms $4,000.00

2 2 11 Library books to improve Reading skills, supports Blue BonnetBook Club $10,000.00

2 2 12 IStation $125,000.002 2 12 C-PALLS $20,000.002 2 15 Costs for Eduphoria School Objects $120,750.002 2 16 Cost of STAAR Test Maker $70,000.002 2 17 Costs of Fall and Spring benchmarks $117,000.002 4 3 Instruction utilizing new Math TEKS $29,998.002 4 8 TI-Nspire calculator purchase $10,000.002 5 4 iPads and Spheros robots (Title IV Expenditure) $20,000.002 5 4 iPads and Ozobots $25,000.002 8 2 Technology equipment/services to Schaeffer House $4,025.502 8 5 School supplies and other materials for Homeless students $11,500.00

2 8 6 Academic interventions including transportation and resources forHomeless students $21,698.00

2 8 7 Intervention Convention for intersession learning $1,000.002 8 12 Materials for SCE-I Academies $1,000.002 8 14 Private Nonprofit supplemental instructional support $13,800.00


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2 8 15 Private Nonprofit supplemental instructional materials includingtechnology $703.00

2 8 17 Purchase of STEMscopes $29,000.002 9 2 LUCHA transcript service $25,000.002 9 2 SPANTRAN graduation credit analysis service $10,000.00

2 10 1 Licenses for Unique Learning Systems for Special Educationstudents $40,000.00

3 1 1 Professional development sessions $200,000.003 3 1 Association of Compensatory Educators of Texas Conference $5,000.003 3 5 Staff awareness training on Homelessness $200.00

3 3 6 Support for district personnel to join Homeless organizations andcoalitions $100.00

3 3 7 Training for teachers on Super Science Academies/Science Blitz $4,000.003 3 9 Social Studies interactive workshops $4,000.003 3 10 Intervention Convention training for teachers in all subjects $4,000.003 3 11 Professional development sessions for Social Studies $4,000.00

3 3 12 Professional development sessions for Social Studies unpacking ofTEKS $4,000.00

3 3 13 Training to integrate Social Studies into Reading and Writing $4,000.003 3 14 Training for Student Expectations in Social Studies $4,000.003 3 15 Professional Development on TI-Nspire calculators $4,000.003 3 16 Monthly planning for Math TEKS $4,000.003 3 17 Attend state/national conferences on content areas $4,000.003 3 18 Parent Liaison professional development $8,000.003 3 19 Professional development in Close Reading $4,000.003 3 20 Training on TEKS Resources System $4,000.003 4 6 National Train-the-Trainer Institute on Co-Teaching $30,000.003 4 7 Provide professional development for new teachers $30,000.00


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3 4 8 The Master Teacher Consultants for Training on Social EmotionalLearning $66,000.00

3 4 9 Solution Tree Professional Development - RTI at Work Workshop &Followup Days $49,000.00

4 1 4 Programs, materials, books, and resources for parental involvement $20,000.004 1 6 AVID meetings for parents $1,000.004 1 7 Father/Son and Mother/Daughter Conferences $18,300.004 1 10 Funds for SISD Military Fair (8-13-16) $200.004 1 10 Regional Conference for parents. $1,800.004 1 11 Private Nonprofit parental involvement activities $300.004 2 3 Olweus Bullying Prevention Program brochures and posters $200.00

4 2 4 Calendar and communication activities to provide information toparents $8,000.00

4 2 7 Dissemination of District and School Report Cards from TEA toparents $4,500.00

4 5 1 Fund for a Parent Liaison $742,717.00

4 6 1 Provide for translation of communication going to parents- fundedthrough 4.5.1 $0.00

4 7 1 Campuses will host monthly meetings- Already funded through 4.5.1 $0.00

4 8 1 Provide training to Principals and staff members on ParentalEngagement- Funded 4.5.1 $0.00

5 1 3 Federal and state publications & reference materials. $3,500.005 1 4 Funding for Plan4Learning and Title I Crate. $12,200.00

Sub-Total $2,009,096.50212 - Title I , Part C Migrant

Goal Objective Strategy Resources Needed Account Code Amount2 11 1 Materials, supplies, and medical for Migrant students $84,446.002 11 1 Migrant Education Program summer school teacher pay $7,000.002 11 2 Tech - iPads, Android tablets, & Osmo Brilliant Game Kits $48,000.00


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2 11 2 Migrant Education Program costs (snacks, etc.) $5,000.002 11 2 University Visits $15,000.002 11 2 STEM Associated Camps $22,000.002 11 2 Creative Kids $2,500.002 11 3 NGS/ Migrant Recruiter Salary $36,000.003 3 1 Migrant Educators of Texas Conference $1,000.003 3 1 NASME Migrant National Conference $4,000.004 1 2 Migrant Education Program informational meetings for parents $6,000.004 1 10 Regional Conference for migrant parents. $200.00

Sub-Total $231,146.00224 - IDEA A, SPED

Goal Objective Strategy Resources Needed Account Code Amount2 10 6 Transportation/Travel costs for parents of Special Education students $500.00

2 10 7 Supplies and materials to support Special Education parents andstudents $2,000.00

Sub-Total $2,500.00IDEA B, Preschool

Goal Objective Strategy Resources Needed Account Code Amount4 2 5 Special Education Parent Advisory Committee refreshments $200.004 3 6 Funding for James Butler Spring Games $500.00

Sub-Total $700.00244 - CTE

Goal Objective Strategy Resources Needed Account Code Amount2 8 1 $26,000.002 12 8 Technology 6395 $150,000.002 12 8 Equipment 6396 $50,000.00

Sub-Total $226,000.00255 - Title II, Part A TPTR


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Goal Objective Strategy Resources Needed Account Code Amount2 2 2 Planning of lessons using Interactive Note-taking binder $2,000.002 2 3 Planning of targeted lessons using TEKS resource YAG $2,000.002 2 4 $2,000.002 2 5 $7,000.002 2 6 Reading and Word Study notebooks $2,000.002 2 8 Strategies to support genre studies and poetry (Reading) $3,000.002 2 9 $5,000.002 2 10 Writing Process workshop for K-5 classrooms $4,000.002 2 12 IStation/C-PALLS $2,000.002 4 2 $2,000.002 4 3 Instruction utilizing new Math TEKS $1,000.002 4 4 Math manipulatives and tech resources $2,000.002 4 5 $2,000.00

2 4 6 Reading and Writing strategies from Interactive Note-taking intoMath $5,000.00

2 8 7 Intervention Convention for intersession learning $10,000.002 8 12 Materials for SCE-I Academies $5,000.003 1 4 New Teacher Induction Academy $8,000.003 1 5 Teacher Mentor Program $5,000.00

3 2 3 Integration of technology via equipment acquisition, attendance ofconferences $10,000.00

3 3 7 Training for teachers on Super Science Academies/Science Blitz $3,000.003 3 8 Attend state/national Science conferences $10,000.003 3 9 Social Studies interactive workshops $5,000.003 3 10 Intervention Convention training for teachers in all subjects $4,000.003 3 11 Professional development sessions for Social Studies $5,000.00

3 3 12 Professional development sessions for Social Studies unpacking ofTEKS $2,000.00


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3 3 13 Training to integrate Social Studies into Reading and Writing $2,000.003 3 14 Training for Student Expectations in Social Studies $2,000.003 3 15 Professional Development on TI-Nspire calculators $5,000.003 3 16 Monthly planning for Math TEKS $2,000.003 3 17 Attend state/national conferences on content areas $2,000.003 3 19 Professional development in Close Reading $3,000.003 3 20 Training on TEKS Resources System $3,000.003 4 2 Professional development for Tier 3 schools $3,000.003 4 10 PLC at Work Professional Development from Solution Tree, Inc. $17,050.003 5 1 Increase differentiated instruction at multiple levels $3,000.00

5 2 3 Tier 2 and 3 campus support visits conducted by InstructionalSupport Dept $2,000.00

Sub-Total $152,050.00263 - Title III, LEP

Goal Objective Strategy Resources Needed Account Code Amount2 8 16 Classroom Supplies and Materials $20,000.002 9 3 Pay for Instructional Aides $800,000.002 9 5 English Language Proficiency Standards training $10,000.002 9 6 $7,700.002 9 7 $10,845.00

3 1 2 Provide training and support of English Language ProficiencyStandards (ELPS) $20,000.00

3 2 1 $25,000.00Sub-Total $893,545.00

199 - General Fund: BilingualGoal Objective Strategy Resources Needed Account Code Amount

2 9 4 PIC 25 Pay for ESL Academy Personnel $120,000.00Sub-Total $120,000.00


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199 - General: Gifted and TalentedGoal Objective Strategy Resources Needed Account Code Amount

4 1 5 "Guiding Your Gifted" meetings for GT parents $100.00Sub-Total $100.00

206 - TEXSHEPGoal Objective Strategy Resources Needed Account Code Amount

2 8 6McKinney-Vento Sub Grant: $40,996 (.5 FTEs x 4); Title I, Part A:$10,249 (.5 FTE); Title I, Part A: $1,000; Title I, Part A: $1200 (NoExcuses Camp)

$40,996.00

Sub-Total $40,996.00Title I, Part D

Goal Objective Strategy Resources Needed Account Code Amount2 8 1 $27,000.004 3 4 Substitutes 6112 $15,000.00

Sub-Total $42,000.00199-CTE-PIC22

Goal Objective Strategy Resources Needed Account Code Amount2 7 1 Local 199 6321 $50,000.002 7 2 Certification Vouchers 6299 $150,000.002 10 2 Buses and Substitutes $1,000.002 12 1 Process Chart and Training 6399 $100.002 12 3 6299 $150,000.002 12 5 Certification Voucher 6299 $0.002 12 6 Dues and Buses 6299 $10,000.00

2 12 7 Contracted Services to work with campus to clean up coherentsequences 6299 $20,000.00

2 12 7 Financial Literacy Courses to verify/solidify students' pathways andCollege Readiness 6119 $750,000.00

2 12 8 Supplies 6399 $475,000.00


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2 12 8 Furniture and Equipment 6396 $100,000.002 12 8 Technology 6395 $250,000.002 12 8 Vans and Trailors 6631 $115,000.002 12 8 Student Travel 6412 $250,000.002 12 8 Teacher PD 6411 $225,000.002 12 8 Misc. Operating Expenses 6499 $100,000.002 12 9 TSI Preparation Software 6299 $40,000.002 12 9 Extra Duty Pay for Tutoring and TSI Camps 6118 $36,000.002 12 10 College Prepratory Software 6299 $40,000.002 12 11 Transportation 6299 $10,000.002 12 11 Literature for Business and Industry 6499 $10,000.002 12 12 Teacher 6119 $25,000.002 12 12 Supplies 6399 $1,000.002 12 13 Trainers Training 6299 $3,000.002 12 13 College Student Worker Trainers 6119 $36,000.002 12 14 Update Curriculum 6118 $2,000.002 12 14 Extra Duty Pay 6118 $10,000.002 12 15 Extra Duty Pay 6118 $20,000.002 12 15 Bussing 6494 $20,000.002 12 15 Supplies 6399 $5,000.003 4 1 Fundint for Books 6321 $3,000.003 4 1 Funding for Courses 6221 $15,000.003 6 1 Extra Duty Funds 6118 $24,000.003 6 2 Substitutes 6112 $30,000.003 6 3 Certificate Vouchers 6299 $20,000.003 6 3 Teacher Training 6411 $100,000.004 1 3 Supplies 6399 $5,000.004 3 3 Purchase Supplies 6399 $500.00


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4 3 3 Purchase Coins and Certiifcates 6399 $1,000.004 3 3 Extra Duty Pay $4,000.004 3 4 Buses 6494 $10,000.004 9 1 Supplies 6399 $5,000.00

Sub-Total $3,121,600.00289 - Title IV

Goal Objective Strategy Resources Needed Account Code Amount2 13 3 Athletics - Andrew Behl's Pole Vault Clinic paid out of Title IV $50,000.00

2 13 3 Fine Arts Programs, Extra Duty Pay, Student Travel, GeneralSupplies, and Summer Camps $61,000.00

Sub-Total $111,000.00Grand Total $17,770,407.50


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Addendums


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SOCORRO ISDSTAAR SPRING 2014‐15 AND 2015‐16

COMPARISON BY CAMPUS

2015 Percent Met

2015 Total Tested

Campus

SPRING 20152015

Percent Advanced

2016

Percent Met

2016 Total Tested

SPRING 20162016

Percent Advanced

ALGEBRA I

Percent Change Met

Percent Change

Advanced

CHANGE

BILL SYBERT SCH 21 100.0% 81.0% 21 100.0% 100.0% 0.0% 19.0%

CAPT WALTER E C 27 100.0% 85.2% 23 100.0% 100.0% 0.0% 14.8%

PASO DEL NORTE 27 100.0% 88.9% 23 100.0% 95.7% 0.0% 6.8%

SPEC RAFAEL HER 43 100.0% 60.5% 21 100.0% 90.5% 0.0% 30.0%

SSG MANUEL R PU 49 100.0% 59.2% 21 100.0% 90.5% 0.0% 31.3%

SUN RIDGE MIDDL 21 100.0% 76.2% 23 100.0% 87.0% 0.0% 10.8%

JOHN DRUGAN SCH 28 100.0% 82.1% 33 100.0% 84.8% 0.0% 2.7%

COL JOHN O ENSO 79 100.0% 55.7% 71 100.0% 77.5% 0.0% 21.8%

SOCORRO MIDDLE 25 100.0% 48.0% 26 100.0% 76.9% 0.0% 28.9%

JANE A HAMBRIC 30 100.0% 50.0% 35 100.0% 74.3% 0.0% 24.3%

WILLIAM D SLIDE 41 100.0% 75.6% 26 100.0% 73.1% 0.0% ‐2.5%MONTWOOD MIDDLE 55 100.0% 69.1% 53 100.0% 69.8% 0.0% 0.7%

SALVADOR SANCHE 50 100.0% 54.0% 65 100.0% 58.5% 0.0% 4.5%

DESERT WIND EL 28 100.0% 53.6% 25 100.0% 52.0% 0.0% ‐1.6%ERNESTO SERNA S 31 100.0% 48.4% 29 100.0% 27.6% 0.0% ‐20.8%

555 100.0% 64.0% 495 100.0% 74.3% 0.0% 10.4%Grade Level Totals

MISSION EARLY C 64 98.4% 40.6% 57 100.0% 45.6% 1.6% 5.0%

EASTLAKE H S 441 76.4% 9.5% 486 82.7% 14.8% 6.3% 5.3%

EL DORADO H S 133 33.8% 2.3% 486 81.1% 11.3% 47.2% 9.1%

MONTWOOD H S 570 79.6% 9.1% 589 80.8% 14.1% 1.2% 5.0%

AMERICAS H S 607 76.9% 6.3% 523 77.6% 11.7% 0.7% 5.4%

PEBBLE HILLS H 888 83.6% 12.4% 586 73.0% 8.4% ‐10.5% ‐4.0%SOCORRO H S 579 63.7% 4.1% 652 58.9% 5.4% ‐4.8% 1.2%

OPTIONS H S 1 0.0% 0.0% 2 0.0% 0.0% 0.0% 0.0%

3283 75.4% 9.0% 3381 75.3% 11.3% ‐0.1% 2.3%Grade Level Totals

3838 79.0% 16.9% 3876 78.5% 19.3% ‐0.5% 2.4%District Totals

Dept. of Research and Evaluation 5/25/2016

*Only PEIMS snapshot students were included in results. All test versions were included in results.



2015 Percent Met

2015 Total Tested

Campus

SPRING 20152015

Percent Advanced

2016

Percent Met

2016 Total Tested

SPRING 20162016

Percent Advanced

BIOLOGY

Percent Change Met

Percent Change

Advanced

CHANGE

MISSION EARLY C 120 99.2% 32.5% 128 100.0% 35.2% 0.8% 2.7%

EL DORADO H S 121 64.5% 2.5% 546 93.2% 15.2% 28.8% 12.7%

AMERICAS H S 630 91.9% 15.4% 557 90.1% 12.0% ‐1.8% ‐3.4%EASTLAKE H S 523 91.6% 15.5% 557 88.5% 13.8% ‐3.1% ‐1.7%

MONTWOOD H S 670 91.6% 14.0% 677 88.2% 7.4% ‐3.5% ‐6.6%PEBBLE HILLS H 999 93.1% 10.4% 632 85.4% 7.3% ‐7.7% ‐3.1%SOCORRO H S 662 79.0% 6.0% 754 67.2% 6.1% ‐11.8% 0.1%

3725 89.2% 12.3% 3851 85.1% 10.8% ‐4.1% ‐1.5%Grade Level Totals

3725 89.2% 12.3% 3851 85.1% 10.8% ‐4.1% ‐1.5%District Totals





2015 Percent Met

2015 Total Tested

Campus

SPRING 20152015

Percent Advanced

2016

Percent Met

2016 Total Tested

SPRING 20162016

Percent Advanced

ENGLISH I

Percent Change Met

Percent Change

Advanced

CHANGE

MISSION EARLY C 121 95.9% 14.9% 129 96.9% 20.2% 1.0% 5.3%

MONTWOOD H S 715 62.7% 5.7% 744 66.9% 4.4% 4.3% ‐1.3%PEBBLE HILLS H 1003 73.7% 6.7% 674 66.3% 3.9% ‐7.4% ‐2.8%AMERICAS H S 688 65.3% 5.7% 630 63.5% 6.0% ‐1.8% 0.4%

EL DORADO H S 187 13.4% 1.1% 601 62.9% 5.3% 49.5% 4.3%

EASTLAKE H S 603 60.4% 2.8% 684 60.8% 5.4% 0.5% 2.6%

SOCORRO H S 765 40.8% 1.3% 893 40.4% 2.5% ‐0.4% 1.2%

OPTIONS H S 2 0.0% 0.0% 4 25.0% 0.0% 25.0% 0.0%


4084 60.1% 4.8% 4359 60.2% 4.9% 0.2% 0.2%District Totals





2015 Percent Met

2015 Total Tested

Campus

SPRING 20152015

Percent Advanced

2016

Percent Met

2016 Total Tested

SPRING 20162016

Percent Advanced

ENGLISH II

Percent Change Met

Percent Change

Advanced

CHANGE

MISSION EARLY C 110 100.0% 6.4% 104 100.0% 28.8% 0.0% 22.5%

PEBBLE HILLS H 645 75.0% 4.2%

AMERICAS H S 655 74.4% 4.3% 662 68.4% 5.9% ‐5.9% 1.6%

MONTWOOD H S 690 65.1% 1.3% 732 68.2% 5.3% 3.1% 4.0%

EL DORADO H S 1102 63.9% 3.4% 526 59.3% 7.2% ‐4.6% 3.8%

EASTLAKE H S 541 61.7% 1.5% 601 59.1% 1.7% ‐2.7% 0.2%

SOCORRO H S 736 44.7% 0.8% 805 43.2% 0.7% ‐1.5% ‐0.1%OPTIONS H S 2 0.0% 0.0% 8 0.0% 0.0% 0.0% 0.0%

3836 62.9% 2.5% 4083 62.6% 4.6% ‐0.3% 2.1%Grade Level Totals

3836 62.9% 2.5% 4083 62.6% 4.6% ‐0.3% 2.1%District Totals





2015 Percent Met

2015 Total Tested

Campus

SPRING 20152015

Percent Advanced

2016

Percent Met

2016 Total Tested

SPRING 20162016

Percent Advanced

US HISTORY

Percent Change Met

Percent Change

Advanced

CHANGE

MISSION EARLY C 109 100.0% 50.5% 110 100.0% 53.6% 0.0% 3.2%

EL DORADO H S 924 90.0% 24.4% 983 95.2% 34.7% 5.2% 10.3%

AMERICAS H S 551 92.0% 25.2% 597 94.5% 34.0% 2.5% 8.8%

MONTWOOD H S 635 93.4% 32.8% 611 93.6% 28.0% 0.2% ‐4.8%EASTLAKE H S 405 90.4% 17.0% 462 90.3% 22.9% ‐0.1% 5.9%

SOCORRO H S 579 81.0% 13.1% 637 83.0% 15.7% 2.0% 2.6%

OPTIONS H S 2 100.0% 0.0% 4 75.0% 0.0% ‐25.0% 0.0%


3205 89.8% 24.1% 3404 92.0% 28.8% 2.2% 4.7%District Totals




COMPARISON BY GRADEMATH

2015 Percent Met

2015 Total Tested

Campus

SPRING 20152015

Percent Advanced

2016

Percent Met

2016 Total Tested

SPRING 20162016

Percent Advanced

03Grade:

Met Percent Change

Advanced Percent Change

CHANGE

O'SHEA KELEHER 80 82.5% 13.8% 78 96.2% 33.3% 13.7% 19.6%

MYRTLE COOPER E 71 85.9% 18.3% 76 93.4% 22.4% 7.5% 4.1%

JAMES P BUTLER 141 88.7% 17.7% 170 91.8% 26.5% 3.1% 8.7%

LOMA VERDE 99 85.9% 27.3% 123 91.1% 30.9% 5.2% 3.6%

JOHN DRUGAN SCH 84 95.2% 28.6% 86 90.7% 33.7% ‐4.5% 5.1%

DR SUE A SHOOK 117 88.0% 23.1% 126 90.5% 31.0% 2.4% 7.9%

LUJAN‐CHAVEZ EL 192 83.3% 15.6% 166 89.8% 31.3% 6.4% 15.7%

HUECO EL 85 84.7% 10.6% 73 89.0% 13.7% 4.3% 3.1%

ELFIDA CHAVEZ E 105 89.5% 22.9% 120 88.3% 33.3% ‐1.2% 10.5%

ESCONTRIAS EL 146 81.5% 13.7% 145 88.3% 21.4% 6.8% 7.7%

SGT ROBERTO ITU 152 87.5% 15.8% 156 87.8% 17.3% 0.3% 1.5%

DESERT WIND EL 77 85.7% 16.9% 73 87.7% 20.5% 2.0% 3.7%

VISTA DEL SOL E 103 90.3% 20.4% 93 86.0% 40.9% ‐4.3% 20.5%

CHESTER E JORDA 122 80.3% 12.3% 110 85.5% 9.1% 5.1% ‐3.2%PASO DEL NORTE 109 94.5% 30.3% 123 85.4% 28.5% ‐9.1% ‐1.8%H D HILLEY EL 93 91.4% 17.2% 103 84.5% 11.7% ‐6.9% ‐5.6%

ERNESTO SERNA S 43 74.4% 9.3% 41 82.9% 12.2% 8.5% 2.9%

CAMPESTRE EL 83 90.4% 8.4% 99 82.8% 18.2% ‐7.5% 9.7%

HORIZON HEIGHTS 104 86.5% 24.0% 97 82.5% 19.6% ‐4.1% ‐4.5%JANE A HAMBRIC 148 74.3% 12.2% 131 82.4% 24.4% 8.1% 12.3%

HELEN BALL EL 137 85.4% 26.3% 153 81.7% 15.7% ‐3.7% ‐10.6%BILL SYBERT SCH 113 77.9% 9.7% 114 78.9% 8.8% 1.1% ‐1.0%MISSION RIDGE 121 85.1% 21.5% 114 77.2% 8.8% ‐7.9% ‐12.7%

HURSHEL ANTWINE 184 74.5% 7.1% 138 73.2% 12.3% ‐1.3% 5.3%

BENITO MARTINEZ 83 78.3% 9.6% 95 72.6% 7.4% ‐5.7% ‐2.3%SIERRA VISTA EL 114 73.7% 14.0% 114 68.4% 14.0% ‐5.3% 0.0%

PURPLE HEART EL 110 63.6% 16.4%

ROBERT R ROJAS 74 77.0% 10.8% 83 61.4% 14.5% ‐15.6% 3.6%

Grade Total: 2980 83.9% 16.9% 3110 83.5% 21.0% ‐0.4% 4.1%


*Only PEIMS snapshot students were included in results. STAAR, STAAR L, STAAR A and STAAR Alt test version results were included. Shading indicates Campus percent is equal to or higher than the District grade level percent. Reading and Math results for 5th and 8th Grade include May admin.



2015 Percent Met

2015 Total Tested

Campus

SPRING 20152015

Percent Advanced

2016

Percent Met

2016 Total Tested

SPRING 20162016

Percent Advanced

04Grade:

Met Percent Change


CHANGE

MYRTLE COOPER E 61 73.8% 6.6% 67 95.5% 14.9% 21.8% 8.4%

JOHN DRUGAN SCH 72 81.9% 15.3% 84 92.9% 38.1% 10.9% 22.8%

ELFIDA CHAVEZ E 151 88.7% 27.8% 106 88.7% 22.6% ‐0.1% ‐5.2%LOMA VERDE 113 85.0% 27.4% 108 88.0% 37.0% 3.0% 9.6%

DR SUE A SHOOK 111 80.2% 28.8% 112 87.5% 34.8% 7.3% 6.0%

PASO DEL NORTE 126 79.4% 17.5% 116 86.2% 24.1% 6.8% 6.7%

JAMES P BUTLER 140 85.7% 18.6% 144 86.1% 20.8% 0.4% 2.3%

ERNESTO SERNA S 62 82.3% 11.3% 43 86.0% 20.9% 3.8% 9.6%

ESCONTRIAS EL 154 83.1% 11.0% 155 85.8% 22.6% 2.7% 11.5%

VISTA DEL SOL E 104 77.9% 21.2% 97 84.5% 26.8% 6.7% 5.7%

HORIZON HEIGHTS 107 72.9% 10.3% 121 83.5% 19.8% 10.6% 9.6%

CHESTER E JORDA 149 70.5% 10.7% 113 81.4% 10.6% 10.9% ‐0.1%SGT ROBERTO ITU 142 81.0% 19.7% 144 79.9% 18.1% ‐1.1% ‐1.7%O'SHEA KELEHER 73 68.5% 8.2% 83 79.5% 20.5% 11.0% 12.3%

CAMPESTRE EL 79 69.6% 13.9% 83 79.5% 10.8% 9.9% ‐3.1%BILL SYBERT SCH 106 69.8% 9.4% 129 79.1% 19.4% 9.3% 9.9%

H D HILLEY EL 135 60.7% 7.4% 89 77.5% 14.6% 16.8% 7.2%

LUJAN‐CHAVEZ EL 145 88.3% 20.7% 187 77.0% 19.3% ‐11.3% ‐1.4%HUECO EL 84 79.8% 7.1% 87 75.9% 20.7% ‐3.9% 13.5%

HELEN BALL EL 126 81.7% 17.5% 128 75.0% 18.0% ‐6.7% 0.5%

MISSION RIDGE 127 70.9% 5.5% 127 74.8% 15.7% 3.9% 10.2%

DESERT WIND EL 94 63.8% 10.6% 79 74.7% 12.7% 10.9% 2.0%

BENITO MARTINEZ 87 72.4% 14.9% 90 67.8% 7.8% ‐4.6% ‐7.2%SIERRA VISTA EL 111 69.4% 16.2% 111 67.6% 16.2% ‐1.8% 0.0%

HURSHEL ANTWINE 165 52.7% 5.5% 123 67.5% 8.9% 14.8% 3.5%


JANE A HAMBRIC 123 72.4% 13.0% 140 65.0% 10.0% ‐7.4% ‐3.0%ROBERT R ROJAS 74 55.4% 5.4% 77 59.7% 20.8% 4.3% 15.4%

Grade Total: 3021 75.0% 14.6% 3038 78.9% 19.3% 3.8% 4.7%





2015 Percent Met

2015 Total Tested

Campus

SPRING 20152015

Percent Advanced

2016

Percent Met

2016 Total Tested

SPRING 20162016

Percent Advanced

05Grade:

Met Percent Change


CHANGE

JOHN DRUGAN SCH 76 96.1% 30.3% 88 98.9% 25.0% 2.8% ‐5.3%PASO DEL NORTE 123 84.6% 19.5% 130 96.9% 26.2% 12.4% 6.6%

VISTA DEL SOL E 94 81.9% 16.0% 111 96.4% 12.6% 14.5% ‐3.3%HELEN BALL EL 137 83.2% 21.9% 125 96.0% 29.6% 12.8% 7.7%

LUJAN‐CHAVEZ EL 171 74.9% 19.9% 140 95.7% 17.9% 20.9% ‐2.0%ELFIDA CHAVEZ E 132 97.0% 22.0% 152 95.4% 25.0% ‐1.6% 3.0%

SGT ROBERTO ITU 137 82.5% 21.9% 143 94.4% 35.7% 11.9% 13.8%

DR SUE A SHOOK 132 92.4% 22.7% 124 94.4% 29.0% 1.9% 6.3%

O'SHEA KELEHER 79 82.3% 11.4% 70 94.3% 7.1% 12.0% ‐4.2%JAMES P BUTLER 142 90.8% 21.8% 156 94.2% 19.9% 3.4% ‐2.0%HORIZON HEIGHTS 103 88.3% 23.3% 122 93.4% 19.7% 5.1% ‐3.6%SIERRA VISTA EL 155 92.9% 28.4% 121 93.4% 25.6% 0.5% ‐2.8%

HUECO EL 97 88.7% 15.5% 88 93.2% 14.8% 4.5% ‐0.7%H D HILLEY EL 101 85.1% 16.8% 131 93.1% 17.6% 8.0% 0.7%

CHESTER E JORDA 136 83.1% 13.2% 134 92.5% 15.7% 9.4% 2.4%

MYRTLE COOPER E 70 84.3% 10.0% 62 91.9% 17.7% 7.6% 7.7%

ESCONTRIAS EL 141 88.7% 13.5% 153 91.5% 8.5% 2.9% ‐5.0%CAMPESTRE EL 89 93.3% 30.3% 82 91.5% 19.5% ‐1.8% ‐10.8%MISSION RIDGE 95 66.3% 6.3% 128 91.4% 11.7% 25.1% 5.4%

BENITO MARTINEZ 107 85.0% 24.3% 90 91.1% 24.4% 6.1% 0.1%

BILL SYBERT SCH 124 79.8% 13.7% 101 90.1% 17.8% 10.3% 4.1%

LOMA VERDE 119 94.1% 26.9% 121 89.3% 31.4% ‐4.9% 4.5%

ERNESTO SERNA S 49 83.7% 12.2% 71 88.7% 14.1% 5.1% 1.8%

HURSHEL ANTWINE 183 67.2% 4.9% 116 87.9% 6.9% 20.7% 2.0%

ROBERT R ROJAS 75 89.3% 21.3% 77 85.7% 18.2% ‐3.6% ‐3.2%JANE A HAMBRIC 168 72.0% 8.9% 133 82.0% 14.3% 9.9% 5.4%


DESERT WIND EL 75 70.7% 5.3% 85 72.9% 7.1% 2.3% 1.7%

Grade Total: 3110 83.9% 17.9% 3146 91.7% 19.3% 7.8% 1.4%





2015 Percent Met

2015 Total Tested

Campus

SPRING 20152015

Percent Advanced

2016

Percent Met

2016 Total Tested

SPRING 20162016

Percent Advanced

06Grade:

Met Percent Change


CHANGE

SPEC RAFAEL HER 293 92.2% 20.1% 277 89.9% 22.4% ‐2.3% 2.2%

BILL SYBERT SCH 142 83.8% 14.1% 141 87.2% 17.0% 3.4% 2.9%

SALVADOR SANCHE 252 80.2% 10.3% 215 85.1% 16.3% 5.0% 6.0%

JANE A HAMBRIC 134 85.1% 11.9% 169 84.6% 24.3% ‐0.5% 12.3%

COL JOHN O ENSO 353 72.0% 9.1% 309 84.1% 18.4% 12.2% 9.4%

JOHN DRUGAN SCH 210 85.7% 11.0% 199 83.4% 28.6% ‐2.3% 17.7%

SOCORRO MIDDLE 196 75.5% 4.1% 215 83.3% 8.4% 7.7% 4.3%

PASO DEL NORTE 123 84.6% 8.1% 124 81.5% 8.9% ‐3.1% 0.7%

MONTWOOD MIDDLE 206 82.5% 7.3% 194 80.9% 6.7% ‐1.6% ‐0.6%SSG MANUEL R PU 232 72.0% 6.0% 288 79.2% 14.6% 7.2% 8.5%

WILLIAM D SLIDE 240 79.2% 14.6% 201 76.1% 10.9% ‐3.0% ‐3.6%CAPT WALTER E C 298 72.5% 4.4% 303 71.0% 7.6% ‐1.5% 3.2%

SUN RIDGE MIDDL 274 72.6% 10.2% 341 70.7% 12.0% ‐2.0% 1.8%

ERNESTO SERNA S 135 70.4% 5.2% 136 69.1% 4.4% ‐1.3% ‐0.8%DESERT WIND EL 94 69.1% 7.4% 146 65.8% 8.2% ‐3.4% 0.8%

Grade Total: 3182 78.3% 9.8% 3258 79.4% 14.2% 1.1% 4.4%





2015 Percent Met

2015 Total Tested

Campus

SPRING 20152015

Percent Advanced

2016

Percent Met

2016 Total Tested

SPRING 20162016

Percent Advanced

07Grade:

Met Percent Change


CHANGE

JOHN DRUGAN SCH 222 86.5% 25.7% 217 84.3% 20.7% ‐2.2% ‐4.9%ERNESTO SERNA S 123 73.2% 11.4% 135 83.0% 14.8% 9.8% 3.4%

MONTWOOD MIDDLE 201 80.6% 11.4% 204 82.4% 14.7% 1.8% 3.3%

PASO DEL NORTE 141 80.1% 10.6% 129 82.2% 20.9% 2.0% 10.3%

COL JOHN O ENSO 342 82.2% 16.4% 363 81.3% 17.1% ‐0.9% 0.7%

JANE A HAMBRIC 169 74.6% 14.2% 129 79.8% 13.2% 5.3% ‐1.0%WILLIAM D SLIDE 247 81.0% 16.6% 240 78.3% 22.9% ‐2.6% 6.3%

SUN RIDGE MIDDL 295 67.8% 6.1% 290 77.2% 15.5% 9.4% 9.4%

BILL SYBERT SCH 130 78.5% 13.1% 141 76.6% 19.1% ‐1.9% 6.1%

SSG MANUEL R PU 235 69.8% 10.2% 271 76.4% 13.7% 6.6% 3.4%

SPEC RAFAEL HER 269 82.2% 11.5% 302 75.5% 13.6% ‐6.7% 2.1%

SALVADOR SANCHE 212 82.1% 9.4% 252 69.8% 11.9% ‐12.2% 2.5%

CAPT WALTER E C 307 66.1% 5.9% 305 67.9% 9.8% 1.7% 4.0%

SOCORRO MIDDLE 172 66.9% 4.7% 192 67.2% 7.8% 0.3% 3.2%

DESERT WIND EL 89 70.8% 7.9% 93 60.2% 8.6% ‐10.6% 0.7%

Grade Total: 3154 76.3% 11.8% 3263 76.3% 15.0% 0.0% 3.2%





2015 Percent Met

2015 Total Tested

Campus

SPRING 20152015

Percent Advanced

2016

Percent Met

2016 Total Tested

SPRING 20162016

Percent Advanced

08Grade:

Met Percent Change


CHANGE

PASO DEL NORTE 146 84.2% 15.1% 138 97.1% 16.7% 12.9% 1.6%

MONTWOOD MIDDLE 243 84.4% 11.5% 218 95.4% 18.8% 11.1% 7.3%

BILL SYBERT SCH 150 96.0% 28.7% 137 94.9% 27.0% ‐1.1% ‐1.7%SUN RIDGE MIDDL 277 75.5% 9.4% 306 94.1% 15.4% 18.7% 6.0%

SALVADOR SANCHE 262 74.8% 5.3% 213 93.9% 14.1% 19.1% 8.7%

COL JOHN O ENSO 397 84.1% 13.6% 375 92.8% 25.9% 8.7% 12.3%

SPEC RAFAEL HER 277 83.0% 8.7% 275 92.7% 14.5% 9.7% 5.9%

JOHN DRUGAN SCH 228 91.2% 12.3% 225 92.4% 14.7% 1.2% 2.4%

WILLIAM D SLIDE 259 84.2% 15.4% 259 92.3% 20.5% 8.1% 5.0%

CAPT WALTER E C 293 82.3% 9.6% 313 90.7% 11.5% 8.5% 1.9%

JANE A HAMBRIC 177 88.7% 25.4% 161 90.1% 23.6% 1.4% ‐1.8%SSG MANUEL R PU 233 76.4% 11.6% 264 87.5% 11.4% 11.1% ‐0.2%SOCORRO MIDDLE 192 75.5% 7.8% 173 85.5% 9.8% 10.0% 2.0%

DESERT WIND EL 107 95.3% 18.7% 102 85.3% 9.8% ‐10.0% ‐8.9%ERNESTO SERNA S 151 77.5% 9.9% 139 72.7% 5.8% ‐4.8% ‐4.2%

Grade Total: 3392 82.8% 12.6% 3298 91.1% 16.4% 8.4% 3.7%




COMPARISON BY GRADEREADING

2015 Percent Met

2015 Total Tested

Campus

SPRING 20152015

Percent Advanced

2016

Percent Met

2016 Total Tested

SPRING 20162016

Percent Advanced

03Grade:

Met Percent Change


CHANGE

O'SHEA KELEHER 80 85.0% 21.3% 78 94.9% 38.5% 9.9% 17.2%

MYRTLE COOPER E 71 80.3% 14.1% 76 93.4% 31.6% 13.1% 17.5%

JAMES P BUTLER 141 88.7% 27.0% 171 90.1% 36.3% 1.4% 9.3%

LOMA VERDE 99 86.9% 27.3% 123 87.8% 39.8% 0.9% 12.6%

ESCONTRIAS EL 146 84.2% 26.7% 144 87.5% 27.8% 3.3% 1.1%

ELFIDA CHAVEZ E 105 82.9% 24.8% 120 86.7% 27.5% 3.8% 2.7%

JOHN DRUGAN SCH 84 81.0% 23.8% 86 86.0% 26.7% 5.1% 2.9%

DR SUE A SHOOK 117 84.6% 33.3% 126 84.9% 35.7% 0.3% 2.4%

SGT ROBERTO ITU 152 78.3% 17.8% 156 84.6% 18.6% 6.3% 0.8%

LUJAN‐CHAVEZ EL 192 82.3% 19.3% 166 83.1% 36.1% 0.8% 16.9%

VISTA DEL SOL E 103 87.4% 20.4% 93 81.7% 25.8% ‐5.7% 5.4%

H D HILLEY EL 93 79.6% 18.3% 103 81.6% 22.3% 2.0% 4.1%

HUECO EL 85 82.4% 16.5% 73 80.8% 20.5% ‐1.5% 4.1%

HORIZON HEIGHTS 104 81.7% 25.0% 97 80.4% 26.8% ‐1.3% 1.8%

BILL SYBERT SCH 111 84.7% 16.2% 113 78.8% 19.5% ‐5.9% 3.3%

CHESTER E JORDA 122 73.8% 15.6% 110 78.2% 13.6% 4.4% ‐1.9%HELEN BALL EL 137 79.6% 22.6% 153 77.1% 22.9% ‐2.4% 0.2%

PASO DEL NORTE 109 86.2% 28.4% 124 76.6% 25.8% ‐9.6% ‐2.6%BENITO MARTINEZ 84 84.5% 7.1% 95 75.8% 26.3% ‐8.7% 19.2%

JANE A HAMBRIC 148 76.4% 17.6% 131 74.8% 21.4% ‐1.5% 3.8%

HURSHEL ANTWINE 185 75.1% 17.3% 138 74.6% 19.6% ‐0.5% 2.3%

DESERT WIND EL 77 71.4% 15.6% 73 72.6% 23.3% 1.2% 7.7%

SIERRA VISTA EL 116 75.0% 17.2% 114 71.9% 20.2% ‐3.1% 2.9%

ERNESTO SERNA S 43 74.4% 11.6% 41 70.7% 19.5% ‐3.7% 7.9%

CAMPESTRE EL 83 74.7% 10.8% 99 66.7% 16.2% ‐8.0% 5.3%


MISSION RIDGE 121 76.9% 19.8% 114 65.8% 14.0% ‐11.1% ‐5.8%ROBERT R ROJAS 74 83.8% 21.6% 83 61.4% 9.6% ‐22.3% ‐12.0%Grade Total: 2982 80.8% 20.4% 3109 79.6% 25.1% ‐1.2% 4.8%





2015 Percent Met

2015 Total Tested

Campus

SPRING 20152015

Percent Advanced

2016

Percent Met

2016 Total Tested

SPRING 20162016

Percent Advanced

04Grade:

Met Percent Change


CHANGE

JOHN DRUGAN SCH 72 76.4% 19.4% 84 91.7% 32.1% 15.3% 12.7%

ELFIDA CHAVEZ E 151 86.8% 23.8% 106 90.6% 25.5% 3.8% 1.6%

ESCONTRIAS EL 154 81.8% 13.6% 155 89.7% 23.2% 7.9% 9.6%

VISTA DEL SOL E 104 81.7% 19.2% 98 88.8% 24.5% 7.0% 5.3%

JAMES P BUTLER 140 85.0% 24.3% 144 88.2% 24.3% 3.2% 0.0%

HORIZON HEIGHTS 107 73.8% 19.6% 121 87.6% 22.3% 13.8% 2.7%

CHESTER E JORDA 149 71.8% 16.1% 112 87.5% 14.3% 15.7% ‐1.8%O'SHEA KELEHER 73 75.3% 16.4% 83 86.7% 19.3% 11.4% 2.8%

MYRTLE COOPER E 61 70.5% 9.8% 67 86.6% 19.4% 16.1% 9.6%

PASO DEL NORTE 126 84.9% 19.8% 116 85.3% 25.0% 0.4% 5.2%

LOMA VERDE 113 85.0% 30.1% 108 85.2% 32.4% 0.2% 2.3%

DR SUE A SHOOK 111 84.7% 34.2% 112 84.8% 33.9% 0.1% ‐0.3%SGT ROBERTO ITU 142 78.9% 19.7% 144 83.3% 19.4% 4.5% ‐0.3%LUJAN‐CHAVEZ EL 145 86.2% 24.8% 187 82.9% 19.8% ‐3.3% ‐5.0%

HUECO EL 84 76.2% 19.0% 87 81.6% 12.6% 5.4% ‐6.4%ERNESTO SERNA S 62 61.3% 14.5% 43 79.1% 16.3% 17.8% 1.8%

BILL SYBERT SCH 106 64.2% 12.3% 129 79.1% 16.3% 14.9% 4.0%

H D HILLEY EL 135 69.6% 8.1% 89 77.5% 14.6% 7.9% 6.5%

DESERT WIND EL 94 57.4% 2.1% 79 77.2% 16.5% 19.8% 14.3%

HURSHEL ANTWINE 165 62.4% 10.9% 124 75.8% 12.1% 13.4% 1.2%

SIERRA VISTA EL 110 70.0% 21.8% 111 74.8% 18.9% 4.8% ‐2.9%HELEN BALL EL 126 81.7% 15.1% 128 74.2% 12.5% ‐7.5% ‐2.6%MISSION RIDGE 127 61.4% 3.9% 127 74.0% 16.5% 12.6% 12.6%

ROBERT R ROJAS 74 63.5% 17.6% 77 72.7% 18.2% 9.2% 0.6%

BENITO MARTINEZ 87 72.4% 23.0% 90 72.2% 11.1% ‐0.2% ‐11.9%CAMPESTRE EL 79 69.6% 3.8% 83 68.7% 10.8% ‐0.9% 7.0%


JANE A HAMBRIC 122 59.0% 7.4% 140 62.1% 15.0% 3.1% 7.6%

Grade Total: 3019 74.5% 16.9% 3039 80.7% 19.5% 6.2% 2.6%





2015 Percent Met

2015 Total Tested

Campus

SPRING 20152015

Percent Advanced

2016

Percent Met

2016 Total Tested

SPRING 20162016

Percent Advanced

05Grade:

Met Percent Change


CHANGE

ELFIDA CHAVEZ E 132 96.2% 37.9% 152 95.4% 35.5% ‐0.8% ‐2.4%DR SUE A SHOOK 132 94.7% 28.8% 124 95.2% 40.3% 0.5% 11.5%

LUJAN‐CHAVEZ EL 171 83.0% 19.3% 140 92.9% 27.1% 9.8% 7.8%

O'SHEA KELEHER 81 91.4% 22.2% 70 92.9% 24.3% 1.5% 2.1%

LOMA VERDE 119 97.5% 30.3% 121 92.6% 41.3% ‐4.9% 11.1%

SGT ROBERTO ITU 137 93.4% 28.5% 143 91.6% 28.7% ‐1.8% 0.2%

VISTA DEL SOL E 95 90.5% 21.1% 111 91.0% 23.4% 0.5% 2.4%

PASO DEL NORTE 123 91.1% 23.6% 130 90.8% 29.2% ‐0.3% 5.7%

HELEN BALL EL 138 87.0% 19.6% 125 90.4% 25.6% 3.4% 6.0%

HURSHEL ANTWINE 183 89.6% 13.1% 116 89.7% 8.6% 0.0% ‐4.5%SIERRA VISTA EL 155 89.7% 26.5% 121 88.4% 24.0% ‐1.2% ‐2.5%JAMES P BUTLER 143 93.0% 28.0% 156 87.8% 31.4% ‐5.2% 3.4%

HORIZON HEIGHTS 103 93.2% 31.1% 122 87.7% 25.4% ‐5.5% ‐5.7%JOHN DRUGAN SCH 76 94.7% 14.5% 88 87.5% 37.5% ‐7.2% 23.0%

MYRTLE COOPER E 71 91.5% 19.7% 62 85.5% 19.4% ‐6.1% ‐0.4%CHESTER E JORDA 136 89.7% 16.9% 134 84.3% 17.2% ‐5.4% 0.3%

ESCONTRIAS EL 141 92.2% 23.4% 153 83.7% 19.6% ‐8.5% ‐3.8%BENITO MARTINEZ 108 84.3% 17.6% 90 83.3% 24.4% ‐0.9% 6.9%

ERNESTO SERNA S 49 95.9% 16.3% 71 83.1% 14.1% ‐12.8% ‐2.2%H D HILLEY EL 101 89.1% 22.8% 131 80.2% 17.6% ‐9.0% ‐5.2%

BILL SYBERT SCH 124 79.8% 19.4% 101 79.2% 21.8% ‐0.6% 2.4%

HUECO EL 98 87.8% 10.2% 88 78.4% 19.3% ‐9.3% 9.1%

CAMPESTRE EL 89 86.5% 18.0% 82 78.0% 15.9% ‐8.5% ‐2.1%ROBERT R ROJAS 77 92.2% 20.8% 77 77.9% 22.1% ‐14.3% 1.3%


JANE A HAMBRIC 168 82.1% 10.7% 133 74.4% 15.8% ‐7.7% 5.1%

MISSION RIDGE 95 73.7% 10.5% 128 68.0% 10.9% ‐5.7% 0.4%

DESERT WIND EL 75 66.7% 9.3% 85 67.1% 7.1% 0.4% ‐2.3%Grade Total: 3120 88.8% 21.1% 3146 85.3% 23.6% ‐3.5% 2.5%





2015 Percent Met

2015 Total Tested

Campus

SPRING 20152015

Percent Advanced

2016

Percent Met

2016 Total Tested

SPRING 20162016

Percent Advanced

06Grade:

Met Percent Change


CHANGE

JOHN DRUGAN SCH 210 83.8% 15.7% 199 83.4% 25.6% ‐0.4% 9.9%

SSG MANUEL R PU 232 75.9% 14.2% 289 83.4% 19.7% 7.5% 5.5%

COL JOHN O ENSO 353 74.5% 15.9% 309 79.0% 23.9% 4.5% 8.1%

MONTWOOD MIDDLE 206 74.8% 12.1% 193 78.2% 15.5% 3.5% 3.4%

PASO DEL NORTE 123 82.9% 13.0% 124 76.6% 14.5% ‐6.3% 1.5%

BILL SYBERT SCH 143 76.2% 16.1% 141 73.8% 18.4% ‐2.5% 2.4%

SPEC RAFAEL HER 293 77.8% 16.0% 277 73.6% 18.8% ‐4.2% 2.7%

JANE A HAMBRIC 134 66.4% 9.7% 169 73.4% 11.2% 7.0% 1.5%

SOCORRO MIDDLE 196 60.2% 5.1% 214 73.4% 14.5% 13.2% 9.4%

SALVADOR SANCHE 252 69.8% 13.9% 215 69.8% 14.0% ‐0.1% 0.1%

SUN RIDGE MIDDL 274 76.6% 13.9% 340 68.5% 11.5% ‐8.1% ‐2.4%ERNESTO SERNA S 135 72.6% 3.7% 136 68.4% 10.3% ‐4.2% 6.6%

WILLIAM D SLIDE 240 71.7% 13.3% 201 62.7% 12.9% ‐9.0% ‐0.4%CAPT WALTER E C 298 75.8% 13.4% 303 61.7% 10.6% ‐14.1% ‐2.9%DESERT WIND EL 94 67.0% 8.5% 145 49.7% 4.1% ‐17.4% ‐4.4%Grade Total: 3183 74.1% 13.0% 3255 72.1% 15.5% ‐2.0% 2.5%





2015 Percent Met

2015 Total Tested

Campus

SPRING 20152015

Percent Advanced

2016

Percent Met

2016 Total Tested

SPRING 20162016

Percent Advanced

07Grade:

Met Percent Change


CHANGE

SPEC RAFAEL HER 269 86.6% 17.8% 301 83.7% 23.9% ‐2.9% 6.1%

JOHN DRUGAN SCH 222 80.6% 19.8% 217 81.1% 18.9% 0.5% ‐0.9%PASO DEL NORTE 142 73.9% 10.6% 129 78.3% 22.5% 4.4% 11.9%

MONTWOOD MIDDLE 201 82.1% 17.9% 204 77.9% 18.6% ‐4.1% 0.7%

BILL SYBERT SCH 130 68.5% 13.1% 141 75.9% 15.6% 7.4% 2.5%

SUN RIDGE MIDDL 295 72.9% 12.9% 291 74.9% 21.3% 2.0% 8.4%

SSG MANUEL R PU 235 80.4% 12.8% 271 73.8% 13.7% ‐6.6% 0.9%

WILLIAM D SLIDE 249 76.3% 14.9% 239 73.2% 18.4% ‐3.1% 3.6%

CAPT WALTER E C 308 71.4% 8.4% 306 72.9% 15.7% 1.4% 7.2%

ERNESTO SERNA S 123 56.9% 4.9% 135 71.9% 17.0% 14.9% 12.2%

COL JOHN O ENSO 342 76.6% 16.4% 363 71.6% 18.2% ‐5.0% 1.8%

JANE A HAMBRIC 169 66.3% 10.7% 129 69.8% 16.3% 3.5% 5.6%

SALVADOR SANCHE 211 73.9% 10.9% 252 69.0% 15.1% ‐4.9% 4.2%

SOCORRO MIDDLE 172 64.0% 7.0% 193 65.3% 9.3% 1.3% 2.3%

DESERT WIND EL 89 66.3% 5.6% 93 63.4% 10.8% ‐2.9% 5.1%

Grade Total: 3157 74.6% 13.0% 3264 74.1% 17.4% ‐0.5% 4.4%





2015 Percent Met

2015 Total Tested

Campus

SPRING 20152015

Percent Advanced

2016

Percent Met

2016 Total Tested

SPRING 20162016

Percent Advanced

08Grade:

Met Percent Change


CHANGE

JOHN DRUGAN SCH 228 96.5% 24.1% 225 96.4% 27.1% 0.0% 3.0%

PASO DEL NORTE 146 89.0% 21.2% 138 93.5% 16.7% 4.4% ‐4.6%SPEC RAFAEL HER 278 93.5% 20.5% 275 93.1% 21.5% ‐0.4% 1.0%

MONTWOOD MIDDLE 243 86.8% 15.2% 218 92.7% 17.0% 5.8% 1.7%

WILLIAM D SLIDE 260 88.8% 18.5% 259 91.9% 18.1% 3.0% ‐0.3%SUN RIDGE MIDDL 278 87.8% 14.7% 306 91.5% 19.3% 3.7% 4.5%

SSG MANUEL R PU 234 89.3% 20.9% 264 91.3% 18.9% 2.0% ‐2.0%COL JOHN O ENSO 398 86.9% 15.8% 375 90.1% 24.3% 3.2% 8.4%

CAPT WALTER E C 295 88.5% 19.7% 313 90.1% 14.4% 1.6% ‐5.3%SALVADOR SANCHE 262 78.6% 11.8% 213 89.7% 15.0% 11.0% 3.2%

BILL SYBERT SCH 150 92.0% 15.3% 137 88.3% 23.4% ‐3.7% 8.0%

JANE A HAMBRIC 178 87.1% 14.6% 162 87.7% 16.7% 0.6% 2.1%

DESERT WIND EL 108 82.4% 16.7% 102 87.3% 11.8% 4.8% ‐4.9%SOCORRO MIDDLE 193 79.8% 13.5% 173 83.8% 9.8% 4.0% ‐3.6%ERNESTO SERNA S 153 79.7% 13.7% 139 78.4% 10.8% ‐1.3% ‐2.9%

Grade Total: 3404 87.4% 17.2% 3299 90.3% 18.4% 2.9% 1.2%




COMPARISON BY GRADESCIENCE

2015 Percent Met

2015 Total Tested

Campus

SPRING 20152015

Percent Advanced

2016

Percent Met

2016 Total Tested

SPRING 20162016

Percent Advanced

05Grade:

Met Percent Change


CHANGE

ELFIDA CHAVEZ E 132 97.0% 28.0% 152 94.1% 19.1% ‐2.9% ‐9.0%O'SHEA KELEHER 80 60.0% 2.5% 69 92.8% 13.0% 32.8% 10.5%

MYRTLE COOPER E 70 75.7% 7.1% 62 91.9% 4.8% 16.2% ‐2.3%LOMA VERDE 119 85.7% 14.3% 118 91.5% 25.4% 5.8% 11.1%

SGT ROBERTO ITU 136 83.8% 15.4% 142 90.1% 16.9% 6.3% 1.5%

JOHN DRUGAN SCH 76 86.8% 15.8% 88 89.8% 17.0% 2.9% 1.3%

JAMES P BUTLER 141 86.5% 14.2% 155 89.0% 13.5% 2.5% ‐0.6%VISTA DEL SOL E 95 83.2% 12.6% 109 87.2% 8.3% 4.0% ‐4.4%LUJAN‐CHAVEZ EL 171 74.3% 8.2% 140 87.1% 15.0% 12.9% 6.8%

BENITO MARTINEZ 108 64.8% 9.3% 89 86.5% 11.2% 21.7% 2.0%

DR SUE A SHOOK 132 90.2% 18.9% 123 86.2% 19.5% ‐4.0% 0.6%

PASO DEL NORTE 123 78.0% 9.8% 129 85.3% 8.5% 7.2% ‐1.2%HORIZON HEIGHTS 103 81.6% 13.6% 121 84.3% 8.3% 2.7% ‐5.3%SIERRA VISTA EL 155 81.3% 11.6% 120 82.5% 15.8% 1.2% 4.2%

HURSHEL ANTWINE 183 78.7% 3.8% 116 81.0% 3.4% 2.3% ‐0.4%HELEN BALL EL 137 68.6% 5.1% 125 80.8% 3.2% 12.2% ‐1.9%ROBERT R ROJAS 75 80.0% 13.3% 78 80.8% 15.4% 0.8% 2.1%

ERNESTO SERNA S 49 67.3% 6.1% 70 80.0% 8.6% 12.7% 2.4%

CAMPESTRE EL 89 79.8% 5.6% 80 78.8% 6.3% ‐1.0% 0.6%

HUECO EL 97 64.9% 3.1% 88 78.4% 6.8% 13.5% 3.7%

CHESTER E JORDA 136 79.4% 4.4% 133 78.2% 7.5% ‐1.2% 3.1%

ESCONTRIAS EL 141 77.3% 9.9% 152 77.6% 8.6% 0.3% ‐1.4%H D HILLEY EL 101 80.2% 10.9% 131 76.3% 3.8% ‐3.9% ‐7.1%

JANE A HAMBRIC 168 65.5% 3.6% 133 72.9% 5.3% 7.5% 1.7%

BILL SYBERT SCH 124 71.8% 9.7% 100 72.0% 5.0% 0.2% ‐4.7%PURPLE HEART EL 92 71.7% 4.3%

MISSION RIDGE 95 56.8% 6.3% 125 60.8% 4.0% 4.0% ‐2.3%DESERT WIND EL 75 50.7% 1.3% 85 56.5% 1.2% 5.8% ‐0.2%Grade Total: 3111 76.8% 10.0% 3125 81.8% 10.3% 5.0% 0.3%




COMPARISON BY GRADESCIENCE

2015 Percent Met

2015 Total Tested

Campus

SPRING 20152015

Percent Advanced

2016

Percent Met

2016 Total Tested

SPRING 20162016

Percent Advanced

08Grade:

Met Percent Change


CHANGE

MONTWOOD MIDDLE 243 84.0% 24.7% 217 90.3% 24.4% 6.4% ‐0.3%COL JOHN O ENSO 397 71.0% 10.8% 374 89.3% 29.9% 18.3% 19.1%

PASO DEL NORTE 146 74.7% 21.9% 137 86.9% 23.4% 12.2% 1.4%

SALVADOR SANCHE 262 64.9% 6.9% 212 85.8% 16.0% 21.0% 9.2%

JOHN DRUGAN SCH 228 84.2% 20.6% 224 85.7% 32.1% 1.5% 11.5%

BILL SYBERT SCH 150 72.0% 18.7% 136 84.6% 22.1% 12.6% 3.4%

SPEC RAFAEL HER 276 77.2% 18.1% 272 83.1% 23.2% 5.9% 5.0%

SUN RIDGE MIDDL 277 66.8% 10.5% 303 81.8% 15.2% 15.1% 4.7%

SSG MANUEL R PU 233 72.1% 16.3% 260 80.4% 13.8% 8.3% ‐2.5%WILLIAM D SLIDE 259 76.4% 15.1% 257 80.2% 13.2% 3.7% ‐1.8%JANE A HAMBRIC 178 71.3% 9.0% 162 79.6% 15.4% 8.3% 6.4%

SOCORRO MIDDLE 192 62.0% 8.9% 171 76.6% 7.6% 14.6% ‐1.3%DESERT WIND EL 106 70.8% 15.1% 102 74.5% 13.7% 3.8% ‐1.4%CAPT WALTER E C 293 68.9% 10.6% 310 70.3% 11.6% 1.4% 1.0%

ERNESTO SERNA S 151 65.6% 9.3% 138 61.6% 4.3% ‐4.0% ‐4.9%Grade Total: 3391 72.3% 14.1% 3275 81.4% 18.5% 9.1% 4.4%




COMPARISON BY GRADESOCIAL STUDIES

2015 Percent Met

2015 Total Tested

Campus

SPRING 20152015

Percent Advanced

2016

Percent Met

2016 Total Tested

SPRING 20162016

Percent Advanced

08Grade:

Met Percent Change


CHANGE

SSG MANUEL R PU 233 82.8% 15.9% 261 85.1% 29.9% 2.2% 14.0%

JOHN DRUGAN SCH 228 83.3% 15.4% 224 82.6% 25.0% ‐0.7% 9.6%

SPEC RAFAEL HER 277 78.0% 13.7% 273 81.3% 25.6% 3.3% 11.9%

SALVADOR SANCHE 262 63.7% 2.7% 212 78.8% 11.3% 15.0% 8.6%

WILLIAM D SLIDE 259 69.9% 6.6% 258 78.3% 18.6% 8.4% 12.0%

JANE A HAMBRIC 178 77.0% 7.9% 162 77.2% 22.2% 0.2% 14.4%

COL JOHN O ENSO 397 69.5% 6.8% 374 75.1% 16.8% 5.6% 10.0%

BILL SYBERT SCH 150 60.0% 2.7% 136 73.5% 14.0% 13.5% 11.3%

MONTWOOD MIDDLE 243 67.1% 5.8% 217 69.1% 12.0% 2.0% 6.2%

PASO DEL NORTE 146 74.0% 12.3% 137 67.9% 8.8% ‐6.1% ‐3.6%SUN RIDGE MIDDL 277 59.6% 2.9% 303 66.0% 10.2% 6.4% 7.3%

CAPT WALTER E C 293 64.5% 4.4% 310 65.5% 7.7% 1.0% 3.3%

ERNESTO SERNA S 151 47.0% 4.0% 138 50.0% 5.1% 3.0% 1.1%

SOCORRO MIDDLE 192 57.8% 2.1% 171 49.1% 2.3% ‐8.7% 0.3%

DESERT WIND EL 107 43.0% 0.9% 102 45.1% 0.0% 2.1% ‐0.9%Grade Total: 3393 67.9% 7.2% 3278 71.7% 15.2% 3.8% 8.0%




COMPARISON BY GRADEWRITING

2015 Percent Met

2015 Total Tested

Campus

SPRING 20152015

Percent Advanced

2016

Percent Met

2016 Total Tested

SPRING 20162016

Percent Advanced

04Grade:

Met Percent Change


CHANGE

JOHN DRUGAN SCH 73 91.8% 12.3% 84 91.7% 32.1% ‐0.1% 19.8%

DR SUE A SHOOK 111 87.4% 9.0% 112 88.4% 32.1% 1.0% 23.1%

ERNESTO SERNA S 62 59.7% 0.0% 42 88.1% 16.7% 28.4% 16.7%

PASO DEL NORTE 126 85.7% 7.9% 117 88.0% 19.7% 2.3% 11.7%

ESCONTRIAS EL 154 81.2% 5.2% 155 87.7% 26.5% 6.6% 21.3%

HORIZON HEIGHTS 107 76.6% 2.8% 121 87.6% 26.4% 11.0% 23.6%

JAMES P BUTLER 139 83.5% 13.7% 144 87.5% 27.8% 4.0% 14.1%

LOMA VERDE 113 92.9% 16.8% 108 86.1% 36.1% ‐6.8% 19.3%

HUECO EL 83 69.9% 2.4% 88 85.2% 10.2% 15.3% 7.8%

VISTA DEL SOL E 104 78.8% 3.8% 98 83.7% 25.5% 4.8% 21.7%

CHESTER E JORDA 149 67.8% 3.4% 114 83.3% 15.8% 15.5% 12.4%

O'SHEA KELEHER 73 82.2% 9.6% 83 83.1% 19.3% 0.9% 9.7%

ELFIDA CHAVEZ E 151 88.1% 11.9% 107 81.3% 31.8% ‐6.8% 19.9%

MISSION RIDGE 127 66.1% 3.9% 127 81.1% 16.5% 15.0% 12.6%

DESERT WIND EL 94 62.8% 0.0% 79 77.2% 10.1% 14.4% 10.1%

H D HILLEY EL 135 76.3% 3.0% 89 76.4% 14.6% 0.1% 11.6%

SGT ROBERTO ITU 143 74.8% 8.4% 146 75.3% 14.4% 0.5% 6.0%

BILL SYBERT SCH 105 70.5% 6.7% 129 74.4% 16.3% 3.9% 9.6%

LUJAN‐CHAVEZ EL 146 90.4% 13.7% 188 72.9% 17.6% ‐17.5% 3.9%

BENITO MARTINEZ 87 75.9% 26.4% 90 72.2% 3.3% ‐3.6% ‐23.1%SIERRA VISTA EL 110 70.9% 10.9% 112 71.4% 14.3% 0.5% 3.4%


HURSHEL ANTWINE 165 69.1% 1.2% 124 67.7% 8.9% ‐1.3% 7.7%

ROBERT R ROJAS 74 64.9% 0.0% 77 66.2% 15.6% 1.4% 15.6%

HELEN BALL EL 127 82.7% 3.9% 128 65.6% 13.3% ‐17.1% 9.3%

CAMPESTRE EL 80 63.8% 0.0% 84 64.3% 7.1% 0.5% 7.1%

MYRTLE COOPER E 61 63.9% 1.6% 68 63.2% 13.2% ‐0.7% 11.6%

JANE A HAMBRIC 123 53.7% 1.6% 141 63.1% 7.1% 9.5% 5.5%

Grade Total: 3022 76.0% 6.8% 3050 77.9% 18.6% 1.9% 11.7%




COMPARISON BY GRADEWRITING

2015 Percent Met

2015 Total Tested

Campus

SPRING 20152015

Percent Advanced

2016

Percent Met

2016 Total Tested

SPRING 20162016

Percent Advanced

07Grade:

Met Percent Change


CHANGE

SPEC RAFAEL HER 270 93.7% 17.4% 302 83.8% 16.9% ‐9.9% ‐0.5%BILL SYBERT SCH 130 75.4% 5.4% 140 82.1% 12.1% 6.8% 6.8%

JOHN DRUGAN SCH 222 86.0% 9.9% 217 82.0% 17.5% ‐4.0% 7.6%

PASO DEL NORTE 142 78.2% 5.6% 129 81.4% 10.9% 3.2% 5.2%

MONTWOOD MIDDLE 200 82.5% 12.5% 206 77.2% 7.3% ‐5.3% ‐5.2%JANE A HAMBRIC 167 70.7% 11.4% 130 76.9% 4.6% 6.3% ‐6.8%SSG MANUEL R PU 235 78.3% 4.7% 270 76.7% 9.6% ‐1.6% 4.9%

COL JOHN O ENSO 342 75.1% 7.6% 362 74.0% 14.1% ‐1.1% 6.5%

ERNESTO SERNA S 123 66.7% 4.9% 134 73.1% 6.0% 6.5% 1.1%

SUN RIDGE MIDDL 295 72.5% 7.8% 293 70.6% 9.2% ‐1.9% 1.4%

WILLIAM D SLIDE 251 77.3% 6.0% 241 70.5% 10.0% ‐6.8% 4.0%

DESERT WIND EL 89 64.0% 3.4% 93 68.8% 7.5% 4.8% 4.2%

SALVADOR SANCHE 213 70.9% 3.3% 252 67.5% 7.5% ‐3.4% 4.3%

CAPT WALTER E C 306 63.1% 3.6% 306 67.3% 6.9% 4.2% 3.3%

SOCORRO MIDDLE 172 71.5% 4.1% 192 66.1% 3.6% ‐5.4% ‐0.4%Grade Total: 3157 75.7% 7.5% 3267 74.3% 10.1% ‐1.4% 2.6%



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School District: Socorro ISD �� Filled Out By: Oscar Leza

Region: 19 �� !��"�

Date: 8-31-17

Note: Title I, Part C Coordinator or MEP staff will include the PFS Action Plan in the district improvement plan as a separate section appropriately

labeled or identified (e.g., “Migrant PFS Action Pan Section”), rather than integrating the action plan elements with other DIP sections that focus

on other student population groups (e.g., Bilingual, ESL, economically disadvantage).

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Required Strategies Timeline

Person(s) Responsible

Documentation

Monitor the progress of MEP students who are on PFS. � Monthly, run NGS Priority for Service (PFS) reports to

identify migrant children and youth who require priority access to MEP services.

Monthly -Title I Specialist

-NGS Migrant Recruiter

-Monthly report of PFS students from NGS

� Before the first day of school, develop a PFS Action Plan for serving PFS students. The plan must clearly articulate criteria for defining student success, including timelines for achieving stated goals and objectives.

Before 1st day of school

-Title I Specialist

-Completed PFS Action Plan

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Additional Activities

-Run report of grades for PFS students -Tutors write observations in the tracking sheets Monthly

-Title I Specialist -NGS Migrant

Recruiter -Temporary

Instructional Aides

-TIA student support tracking sheet -Hard copy of grades in PFS student folders.

Required Strategies Timeline

Person(s) Responsible

Documentation

Communicate the progress and determine needs of PFS migrant students. � During the academic calendar, the district's assigned

Title I Specialist will provide campus assistant principals and appropriate campus staff information on the Priority for Service criteria and updated NGS Priority for Service reports.

Monthly

-Title I Specialist

-Copies of emails with PFS notations to campus coordinators, campus clerks, and nurses (for health screening).

� During the academic calendar, the district's assigned Title I Specialist and NGS Migrant Recruiter will provide parents of PFS information on the Priority for Service criteria.

1st quarter / or within 30 days if newly identified


Recruiter

Meeting agenda, sign-in sheets, criteria information, Signed PFS letter from parents

� During the academic calendar, the district’s assigned Title I Specialist and NGS Migrant Recruiter will make individualized home and /or community visits to update parents on the academic progress of their children.

Once per semester

(mid-semester)


Recruiter

Log of home visits, signed student report for parent that includes grades.

Additional Activities

-Consult with tutors to discuss observations on PFS student progress. -Consult with teachers to discuss interventions that might help PFS students

As needed; at least every 9

weeks Title I Specialist

Meeting agendas, campus visit forms

Provide services to PFS migrant students. � The district’s MEP staff will use the PFS reports to give

priority placement to these students in migrant education program activities. Daily



Instructional Aides

Monthly PFS report, rosters, purchase orders, logs, meeting agendas & sign-in sheets, flyers, etc.

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� The district’s assigned Title I Specialist and the NGS Migrant Recruiter will ensure that PFS students receive priority access to instructional services as well as social workers and community social services/agencies.

Daily -Title I Specialist

-NGS Migrant Recruiter

Phone logs, flyers, invitations - all indicating communication with parents of PFS students before non-PFS parents; Referrals to special programs at high school & agencies; churches for food; doctors and dentists for eye and dental services

� The district’s assigned Title I Specialist and NGS Migrant Recruiter will determine what federal, state, or local programs serve PFS students. Monthly


Recruiter

Purchase orders, program documentation (such as tutoring rosters & extra duty pay)

Additional Activities -Afterschool and intersession tutoring when needed -Migrant Aide in-class support -Vision & dental services for non-insured -Laptop lending program -A Bright Beginning program for 3 & 4 year olds -Summer camps (such as UTEP Excites) -Required PAC meetings w/ guest speakers -Annual Health Fairs -School uniforms & school supplies -Middle School Retreat -Food donation options for families in need -The district’s assigned Title I Specialist and NGS Migrant Recruiter assess the needs of Out of School Youth and refer them for life skills, childcare, transportation, counseling & English classes to assure they continue their education & earn a Certificate of High School Equivalency.

As needed Weekly As needed 1st quarter-as need As identified Summer 4 per year 1 per semester As identified 1st semester As needed As needed



Instructional Aides

Purchase orders, tutoring documentation, Aide student tracking documentation, laptop lending documentation, student rosters

_______________________________ _________________ _______________________________ _________________ LEA Signature Date Completed ESC Signature Date Received

socorro independent school district district … independent school district district improvement...

Documents