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San Benito Consolidated Independent School District District Improvement Plan

2015 – 2018

“Where a Lifetime of Learning Begins”

_____________________________________________ Date of School Board Approval

Dr. Filomena Leo 240 North Crockett Street

956-361-6100 [email protected]

Updated 11/2/15 SBCISD 2015 - 2018 DIP 1

11/9/2015

San Benito Consolidated Independent School District

Mission The Mission of the San Benito CISD is to produce graduates who are lifelong learners by

guaranteeing a quality education that includes college, career, and workforce readiness, a strong curriculum, individualized instruction, innovative technology, and a positive learning

environment.

Vision The San Benito Consolidated Independent School District will continue to be recognized for providing every student with an excellent education where students develop the knowledge

and learning skills that prepare them for college and career success in the 21st Century.

Non-discrimination Notice SAN BENITO CISD does not discriminate on the basis of race, color, national origin, sex, or disability in providing education services, activities, and programs, including vocational programs, in accordance

with Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Educational Amendments of 1972; and section 504 of the rehabilitation Act of 1973; as amended.


CORE VALUE STATEMENTS At San Benito CISD, WE BELIEVE: • All students can learn. • All students will pursue their passion into a post-secondary education. • All teachers can teach. • Learning is not optional. • High expectations encourages excellence. • Excellence in teaching and learning is important. • Respect for the individual is important. • Resources to support students’ needs must be provided. • A community with shared ownership, shared purpose, and shared commitment work well together.


SUPERINTENDENT’S ADVISORY COUNCIL 2015 – 2016 (SAC)

Member Campus/Representative

Cantu, Theresa District-level Representative Castro, Gina Roberts – Teacher Representative Cruz, Connie District-level Representative Cruz, Manuel Campus-level Non-teaching Rep. Fonseca, Jose Landrum – Teacher Representative

Fonseca, Rudi Ann Rangerville – Teacher Representative Franco, Ruben Planner/Evaluator – Resource Garcia, Adrian District-level Representative Garcia, Rosie Campus-level Non-teaching Rep. Garza, Jesus BCMS – Teacher Representative

Gomez, Isabel La Paloma – Teacher Representative Gomez, LeRoy Business Representative

Gonzales, Juan M. Campus-level Non-teaching Rep. Keplinger, Jeff Riverside Middle Sch. – Teacher Rep.

Ladner, Clarissa PRC – Teacher Representative Leo, Dr. Filomena Interim Supt. – SAC Chairperson

Longoria, Celia Dir. of Communications – Resource McCall, Emma Business Office-Resource

Maldonado, Elizabeth Parent Representative Mendieta, Susana Encantada – Teacher Representative Medrano, Edith VMA – Teacher Representative

Nezzer, Lilia Sullivan – Teacher Representative Noriega, Laura Gateway – Teacher Representative

Quintanilla, Minnie Community Representative Ramirez, Stephanie Campus-level Non-teaching Rep.

Ramirez, Rudy SBHS – Teacher Representative Rodriguez, Mayra Leal Elem – Teacher Representative Romero, Robert MJMS – Teacher Representative

Saldaña, Mary Lou Community Representative Salinas, Beverly Dr. Cash – Teacher Representative Sauceda, Jesse Business Representative Schraut, Bonita De La Fuente – Teacher Rep.

Servellon, Theresa District-level Non-teaching Rep. Silva, Ermelinda Downs – Teacher Representative Sosa, Melquiades Dr. Garza – Teacher Representative

Vega, Rebecca Parent Representative Yanez, Ana Booth – Teacher Representative


Comprehensive Needs Assessment Committee Chair Date(s): April – May, 2014-2015

Name Committee Name Signature

Theresa Cantu Curriculum and Instruction Connie Cruz Curriculum and Instruction

Ruben Franco Student Achievement Juan M. Gonzalez School Culture and Climate

Luis Gonzalez Family & Community Involvement Margarita Greer Curriculum and Instruction

Nora Martes School Context and Organization Emma McCall Demographics

Theresa Servellon Curriculum and Instruction Benny Villarreal Technology

Joel Wood Staff Quality


Comprehensive Needs Assessment Summary 2015 – 2016

Section 1 – District Profile The district’s enrollment in 2014-15 was 11,035, of which 99% are Hispanic, 0.7% White, 77% Economically disadvantaged, 24% ELL, and 63% at risk. The student enrollment from 2011 -12 to 2014-15 shows a gradual decrease from year to year; however the number of staff continued to increase. In 2013-14, the number of teachers increased by 38. Section 2 – Data Reviewed A committee to review the needs of the district was composed in the spring. The data reviewed included the following: Texas Academic Performance Report, Texas English Language Performance Academic report; Performance Based Monitoring Academic System (PBMAS), Staff reports– to determine HQ,; Staff stipends review; classroom walk through reports; PD sessions provided; PD attendance; Student academic success vs failure rates; Teacher Retention activities in place; surveys; Early childhood services; Discipline referrals; Student attendance reports; Extracurricular participation reports;

Section 3 – Findings/Conclusions “We found that our special populations continue to fall behind. We found that the services provided to our special populations, in particular special education and bilingual education need to be consistent and continuous. In bilingual education, the services need to have a greater emphasis in ensuring that teachers address the student needs based on their language proficiency level. It is essential that the time and treatment and the performance level descriptors are followed to ensure appropriate strategies to meet the needs of the students. It was found that we need to reach out to parents of ELL students so that they may become more involved and partner with us to ensure the academic success of the students. It was found that over 90% of students and staff described a positive view of the school climate.


Section 4 – Strengths Students:

• The majority of the campuses met the safeguards • Our student attendance is at 95.6%; our dropout rate is at 2.2%;

our student graduation rate is at 92.4%, and continues to grow. • Feel physically safe • Positive expectations

Staff:

• Staff is committed and willing to learn more as noted by the attendance to PD sessions. The majority of the bilingual teachers are encouraged and continue to advocate for the transitional late exit bilingual program.

• 100% of our teachers are highly qualified. • Feel physically safe • Positive Expectations

Parents/Community:

• Our parents are highly motivated to assist and volunteer for different programs.

• Our migrant parents volunteer to participate in the PAC.

Facilities:

• Our facilities are in excellent condition, are safe and secure. • Our facilities are welcoming and attractive. • Students perception was 87% positive • Staff perception was 88% psoitive

Section 5 – Weaknesses Students:

• 66% of our ELL students tend to stay behind, creating long-term ELLs

• The ELL student population missed all but one of the safeguards. • Gangs • Substance Abuse

Staff:

• Some of our bilingual staff need proficiency in the Spanish and or English language.

• A large number of our staff sign up to attend PD, but do not attend.

• Services for students in gangs • Services for substance abuse

Parents/Community:

• The number of parents participating in parent activities is minimal.

•

Facilities:

• •


Section 6 – Identified Needs

• Our students lack in academic proficiency and need to acquire at least one proficiency level yearly. • Campuses do not have the required ESL material to ensure the students are provided with the instruction of English. • Campus administrators/facilitators need to become knowledgeable of the bilingual requirements, strategies, and activities that must be taking

place in the classroom in order to evaluate the delivery of the bilingual program effectively. • Bilingual teachers do not consistently utilize the time and treatment reports to adequately provide instruction to ELL students. • Time and treatment reports are not always written specifically and clearly • Response to intervention activities are not always monitored, and individual students followed-up to ensure interventions provided are

impactful. • Teachers need to use the English Language Performance Standards (ELPS) and the Performance Learning Descriptors (PLDs). • A small number of teachers demonstrate inadequate command of either the English or Spanish language. • Instructional software is not used consistently. • Some of our campuses did not meet all safeguards. • We have 8 indicators with a “3” in the PBMAS for bilingual education. • Services for students involved in gangs, substance abuse, weapons, and other safety areas is a great need.


State Compensatory Education State of Texas Student Eligibility Criteria:

A student under 21 years of age and who:

1. Is in prekindergarten – grade 3 and did not perform satisfactorily on a readiness test/assessment given during the current school year.

2. Is in grades 7-12 and did not maintain a 70 average in two or more subjects in the foundation curriculum during a semester in the preceding or current school year OR is not maintaining a 70 average in two or more foundation subjects in the current semester.

3. Was not advanced from one grade to the next for one or more school years (students in pre-k and k that are retained at parent request are not considered at-risk).

4. Did not perform satisfactorily on a state assessment instrument, and has not in the previous or current school year performed on that instrument or another appropriate instrument at a level equal to at least 110 percent of the level of satisfactory performance on that instrument

5. Is pregnant or is a parent 6. Has been placed in an AEP during the preceding or current school year 7. Has been expelled during the preceding or current school year 8. Is currently on parole, probation, deferred prosecution, or other conditional release 9. Was previously reported through PEIMS to have dropped out of school 10. Is a student of limited English proficiency 11. Is in the custody or care of DPRS or has, during the current school year, been referred to DPRS 12. Is homeless 13. Resided in the preceding school year or resides in the current school year in a residential placement facility in the

district, including a detention facility, substance abuse treatment facility, emergency shelter, psychiatric hospital, halfway house, or foster group home


State Compensatory Education Total FTEs funded through SCE at this District: (insert FTEs) The process used at SBCISD to identify students at-risk is the following: The district identifies students who are at-risk of dropping out of school utilizing the 13 state criteria. The district opted not to use any local criteria at this time. Students are entered into the SCE program through the following: At the secondary campuses, the counselors are responsible to review each student’s permanent record folder and determine if any of the students meet any of the at-risk criteria, determine which criteria identifies them as at-risk, and code it. A report is compiled and submitted to PEIMS at the campus level. The PEIMS clerk reports all students coding them appropriately as specified on the report. To enter the students into the SCE program, the counselors identify the need of each student, and recommend for tutorial and/or any other programs available at the campus based on the student’s need. To exit them from the SCE program, the list of students is reviewed monthly to determine progress for each student classified as at-risk. If the student is academically successful, the counselors remove them from the SCE program, and may recommend others who had not been recommended before. The process at the elementary is similar. The Campus SCE Coordinator, provides a template to each teacher who reviews the students’ permanent record folder to determine if students meet any of the 13 criteria. The teachers compile a list of students, and provide the list to the Campus SCE Coordinator. The Campus Coordinator, together with the teacher, determine if the student is in need of additional services due to academics. If the student is identified as needing services, the student is referred for tutorial at grades 1 - 5. At the lower levels, the classes are provided with a teacher assistant to reduce the pupil/teacher ratio to assist the students academically. Students in grades PK – 3 are provided with a readiness test. Based on the results, the student may or may not be considered at-risk.


Criteria #12 is reported to the campus by the District Homeless Liaison. Once the Coordinator has the information, together with the campus administrator and the student’s teacher, the criteria is reviewed, and a determination is made. The students’ names are compiled in a template, reported in PEIMS by the PEIMS clerk, and the report is submitted to the PEIMS department in central office. Supplemental services are recommended based on student need, and progress reviews are conducted regularly on each student to ensure students continue to make progress and are not falling further behind. Once it is determined by the Campus Coordinator and the teacher, the student may either be removed from the SCE program, although still classified at-risk of dropping out, but may not need academic services due to student experiencing academic success. However, students who are classified as at-risk of dropping out are reviewed consistently to ensure student does not fall behind. Students who are classified as ELL, are reviewed by the teacher continuously, but every 6 weeks, grades are reviewed. If the student/s begin to fall behind, assistance is provided to the students.


At SBCISD School State Compensatory Funds are used to support Title I initiatives.

Drop Out Data

Completion Data

2011-2012 2012-2013 2013-2014 2014-2015

Students At-Risk 2.2% 2.3% All Students – 89.2% All Students – 91.8%

The comprehensive, intensive, accelerated instruction program at this district provides campuses with an allocation of funds. Some campuses hire teacher assistants to assist the lower grade classes, assist with large classroom of ELL students, and may also be used to reduce the pupil/teacher ratio in ELL classes where students’ academic performance is falling behind. In addition, SCE funds are utilized to fund the summer school program for students in grades 5 and 8 who failed the reading and math. The SCE funds are also utilized to fund the summer school programs at the secondary level for students who failed the STAAR End of Course exam, for summer school or tutorial transportation, and to assist with the in-school suspension program. In addition, the district funds the alternative education program – Positive Redirection Center (PRC), and an alternative school to prevent dropout and for dropout recovery – Gateway Academy. The staff at these centers are funded with state compensatory funds. The district also funds the Communities in Schools program. Upon evaluation of the effectiveness of this program the committee finds that the Positive Redirection Center provides assistance to the campuses through the re-direction of student behavior. Students at the PRC return to their home campus after one month or the maximum of 6 months in the alternative center based on the severity of the behavior. The academic success of students classified at-risk at the elementary level, such as ELL students is larger when the class size is reduced. By keeping the class size smaller or by placing a teacher assistant to help with classes of large size, it assists the teacher/s to provide more one-on-one student assistance. Tutorials also help teachers focus on the students’ weaknesses by providing additional instruction in the area of need.


STAAR Demographic Longitudinal - All Subjectsfor SAN BENITO CISD

Source: Admin Year: 2015Test Version(s): STAAR Language(s): English Calculation Option: Level II Sat Phase-in 1 Retests: First Administrations

ELA E1 E2 R1 R2 W1 W2

2013 2014 2015 2013 2014 2015 2013 2014 2015 2013 2014 2015 2013 2014 2015 2013 2014 2015

At Risk 31% 31% 35% 27% 23% 39% 14% 19%

Not At Risk 86% 86% 86% 83% 73% 84% 58% 64%

Mathematics 03 04 05 06 07 08 A1

2013 2014 2015 2013 2014 2015 2013 2014 2015 2013 2014 2015 2013 2014 2015 2013 2014 2015 2013 2014 2015

At Risk 57% 58% 67% 55% 50% 51% 45% 53% 62% 32% 56% 48% 40% 29% 33% 47% 58% 46% 61% 64% 68%

Not At Risk 71% 70% 79% 64% 85% 86% 77% 94% 96% 78% 89% 90% 80% 86% 90% 92% 94% 94% 90% 95% 96%

Reading/ELA 03 04 05 06 07 08

2013 2014 2015 2013 2014 2015 2013 2014 2015 2013 2014 2015 2013 2014 2015 2013 2014 2015

At Risk 67% 67% 71% 53% 52% 52% 50% 49% 54% 27% 49% 48% 37% 41% 40% 50% 59% 54%

Not At Risk 86% 82% 87% 71% 87% 89% 84% 94% 93% 81% 90% 94% 84% 91% 90% 95% 96% 97%

Science 05 08 BI

2013 2014 2015 2013 2014 2015 2013 2014 2015

At Risk 58% 58% 52% 43% 50% 39% 63% 78% 84%

Not At Risk 82% 94% 89% 87% 92% 92% 93% 97% 98%

Social Studies 08 US

2013 2014 2015 2013 2014 2015

At Risk 20% 27% 28% 89% 75%

Not At Risk 67% 71% 80% 98% 91%

Writing 04 07

2013 2014 2015 2013 2014 2015

At Risk 65% 68% 62% 38% 46% 49%

Not At Risk 77% 91% 91% 84% 95% 95%

DMAC Solutions ® Page 1 of 1 10/10/2015Updated 11/2/15 SBCISD 2015 - 2018 DIP 13

Title I, Part A Schoolwide Components

1. Comprehensive Needs Assessment 2. Scientifically-based research reform strategies that address the needs of all children in the school, but particularly those at risk

of not meeting the state academic achievement standards 3. Instruction by highly qualified teachers 4. High quality and ongoing professional development for teachers, principals, paraprofessionals and others 5. Strategies to attract high-quality highly qualified teachers 6. Strategies to increase parent involvement 7. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start and Even Start, to

local elementary school programs 8. Measures to include teachers in the decisions regarding the use of assessments in order to provide information on, and to

improve, the achievement of students and the overall program 9. Effective, timely additional assistance for students that experience difficulty mastering state standards 10. Coordination and integration of Federal, State, and local services and programs


Federal, State and Local Funding Sources Federal funding sources will be integrated and coordinated with State and Local funds to meet the needs of all students.

Federal

Program/Funding Source Amount of Funding Title I, Part A – Improving Basic Programs $5,349,375.000

Title I, Part D, subpart 2 – Delinquent Programs $200,752.00

Title I, Part C – Migrant $1,111,242.00

Title III, Part A-LEP $224,133.00

Title II, Part A – Teacher & Principals Training & Recruiting $558,939

State

Program/Funding Source Amount of Funding State Compensatory Funding $5,872,067.00

Bilingual Education $556,421.00

Special Education $5,592,263.00

Gifted & Talented Education $180,375.00

Career & Technical Education $2,863,546.00

Local

Program/Funding Source Amount of Funding

Local Funds


San Benito Consolidated Independent School District 2015-2018 Goals and Objectives

Goal 1 – Student Achievement: All students will attain maximum student achievement through relevant and rigorous instructional programs.

Objective 1: By June 2016, 70% of all students, with a concentrated effort on all special populations, will meet established standards on the state assessment.

Goal 2 – Highly Qualified Teachers: In San Benito CISD 100% of core academic classes will be taught by highly qualified teachers and highly qualified staff will be maintained.

Objective 1: 100% of core academic classes will be taught by highly qualified teachers and paraprofessionals with instructional duties will meet NCLB requirements. The LEA will recruit and retain highly qualified teachers.

Objective 2: Quality professional development will be provided to all instructional staff thus enhancing student success. Goal 3 – Safe and Healthy Environment: All students in San Benito CISD will be educated in learning environments that are safe, drug free, and conducive to learning.

Objective 1: By July 2016, the number of incidents involving violence (to include dating violence), tobacco, alcohol and other drug use, will be reduced by 5% increments annually as measured by PEIMS. (e.g. Reduce 5% by 2016; 5% by 2017; 5% by 2018)

Goal 4 – At-Risk / Dropout Prevention: All students in San Benito CISD will graduate from high school.

Objective 1: By Sept. 2016, a dropout rate of less than 1.5% as a district for all students and all student groups will be maintained and by August 2016, a graduation rate of 95% will be achieved.

Goal 5 – Parent / Community Involvement: Parents and Community will be partners in the education of students in San Benito CISD.

Objective 1: By May 2016, at least 90% of all students’ parents/guardians and/or family members will participate in at least one school sponsored academic activity for/with their child(ren).


Goal 1 - Student Achievement: All students will attain maximum student achievement through relevant and rigorous instructional programs. Objective 1: By June 2016, 70% of all students, with a concentrated effort on all special populations, will meet established standards on the state assessment. Summative Evaluation: 70% of all students pass all portions of the state tests, meet ARD expectations, and the District will meet System Safeguards.

Activity / Strategy

Person(s) Responsible

Timeline Resources Evaluation

1. Teachers will implement, an integrated intervention plan developed by central office Directors/Coordinators addressing PBMAS performance level 3 for ELL, Special Ed, and NCLB, and monitored by campus administrators and central office staff.

Bilingual Director, Special Ed Director, Curriculum Directors, DCSI, and Campus Principals,

Monitor each campus at least once a month from Sept. 2015 – May 2016

PBMAS results, system safeguards, plan, ELPS

STAAR/EOC Results

2. All administrators and teachers will utilize the Design, Delivery, Monitoring, and Evaluation Instructional Resource Tool (DDME) in grades K – 12. Monitoring for technical assistance from central office administrators will be provided.

Campus Principals, Assistant Principals, Academic Facilitators, Deans of Instruction, Curriculum Directors, and Teachers

9/1/15 – 10/31/15; 11/1/15 – 5/31/16

DDME (Local funds $90,000)

DDME Usage Report, STAAR/EOC Results

3. Implement Professional Learning Communities (PLCs)

Campus Principals and Curriculum Directors

Weekly – Sept. 2015 – May 2016

Meeting room, Teacher Resources, benchmarks

PLC Sign in Sheets & Agendas, Lesson Plans, STAAR/EOC Results

4. Campus based assessment will be administered every 6 weeks at the elementary and middle schools; every 9 weeks at the high schools.

Campus Principals, Teachers, Deans of Instruction

Oct. 2015 - May 2016

Benchmark tests CBA Results, Unit Assessment Results

5. Administer district benchmarks in the fall and spring semesters in grades 3 – 12.

Curriculum Directors and Campus Principals

Nov. 2015 & Feb. 2016

District benchmark assessment

Benchmark Results

6. All Middle School campuses will implement a structured writing plan for 6th grade students.

Middle School Principals, Curriculum Directors, Bilingual Director, Title I Coord., and Deans

Weekly monitoring

Writing program/plan,

CBA Results, Unit Assessment Results, 7th grade STAAR Results



Activity / Strategy



7. Cross curricular: Provide academic interventions in all core content areas.

Campus Principals, Deans of Instruction, Curriculum Directors, Teachers

Monitor at least once every other week

Federal funds $10,000

STAAR/EOC Results

8. Implement district-wide process for response to intervention (RTI) for students with academic, behavioral, social and/or emotional needs.

Campus Principals, Deans, District Directors

Aug. 2015 – June 2016

Federal Funds $600,000

RtI Teacher Evaluations, STAAR/EOC Results

9. Provide specialized instruction to serve at-risk, special education students with academic, behavioral, and attendance needs.

Campus Principals, After-School Program Director and Staff, and Federal Program Director; Special Education Director

August 2015 – July 2016

After School Program; Federal funds, State Compensatory Funds, and Local Funds

STAAR Results for At-Risk and Special Education Students

10. Review test data, determine areas of deficit, develop appropriate IEPs and ensure appropriate assessment decisions based on student need.

Campus Administrators, Special Education Teacher(s), and Special Education Director and Staff


Federal, State, and Local Funds, Curriculum Directors, and Superintendent

Special Education STAAR/EOC Results

11. Create a self-evaluation tool for secondary students that addresses student’s deficit skill areas to bring awareness to their areas of deficiency and areas of strength.



DMAC Self Assessment Tool Usage STAAR/ EOC Results



Activity / Strategy



12. Develop a P – 16 college readiness plan and revise the college preparedness processes to increase percentage of students meeting Texas College Readiness Standards.

Campus Principals, District Curriculum Directors, and Superintendent

Aug. 2015 – Oct. 2015

College readiness plan STAAR/EOC Index IV Results

13. Monitor and improve alignment of core/elective programs and interventions to increase academic achievement and close the achievement gaps in math, reading, writing, science, social studies in all tests for all students.

Campus Principals, Deans of instruction, Elementary and Secondary Curriculum Directors, Staff Dev. Director

Aug. 2015 – May 2016

Student data Mid-point Reviews, Unit Assessments, Benchmark Test Results, STAAR/EOC Test Results



Activity / Strategy



SPECIAL EDUCATION/504 14. Special Education Teachers will provide students access to the full range of a rigorous curriculum.

Special Education Director and Staff, Campus Administration, Campus Teachers, and Curriculum Directors

August 2015 –July 2016

Federal, State, and Local Funds, Region One ESC, Region 18 ESC, Legal Counsel, Curriculum Directors, and Superintendent

Special Education STAAR/EOC Test Results

15. Diagnosticians, LSSPs, SLPs will work collaboratively with special education teachers using DMAC software to analyze, evaluate, and disaggregate data to inform and enhance teaching.

Special Education Director and Staff, Campus Administration, and Campus Teachers


Special Education Director, Diagnosticians, DMAC, LSSP, SLP

DMAC Usage Report, STAAR /EOC Test Results

16. Disseminate information to parents and the community concerning services for Child Find.

Special Education Director and Staff

August 2015-July 2016

Region One ESC Special Education Director and Staff

Child Find Referrals, Indicator 11 Results

17. Conduct full and individual initial evaluations in accordance with IDEA laws and guidelines. This will include providing parents of special education students and students suspected of a disability, the Notice of Procedural Safeguards and the Guide to the Admission Review and Dismissal Process.



Operating Guidelines, Legal Framework, Region 18 ESC

Referrals and Evaluation Logs



Activity / Strategy



18. Provide transition services through coordinated sets of activities (i.e. facilitate the child’s movement from school to post school activities).

Special Education Director and Staff and Special Education Teachers


Operating Guidelines, Legal Framework, Region 18 ESC, Department of Rehabilitative Services (DARS), Colleges/Universities, Naviance, and Community Outreach Programs

ARDC Documentation, Contact Information to DARS, and Indicator 13

19. Coordinate and provide student, parent/family, and community events that engage special education students. This would include Special Olympics, Autism Awareness, Autism Parent Support Groups, and Motor Activity Training Program (MATP).

Special Education Director and Staff, Special Olympics Coordinator, and Special Education Teachers


Special Olympics (state, region, district level) and Community Outreach Programs

Sign-In Sheets, Media Publications, and Agendas

20. Ensure Section 504 identification process is communicated consistently throughout the district.

Director of Section 504 and Staff


The Dyslexia Handbook, Region One ESC, Assessment Personnel and Legal Counsel

Section 504 Committee Meeting Documents



Activity / Strategy



21. Ensure that 504 students who meet eligibility receive a 504 service plan that governs the provision of a Free Appropriate Public Education (FAPE) to the student. The student will receive Manifestation Determination, procedural safeguards, periodic re-evaluation or more often as needed, as well as the non-discrimination protections of 504.

Director of Section 504 and Staff


The Dyslexia Handbook, Region One ESC, Assessment Personnel and Legal Counsel

Section 504 Committee Meeting Documents

22. Identified dyslexic students will be provided with a Multi-Sensory Structured Language Education (MSLE).

Director of Section 504 and Staff, 504 Reading Interventionists, and Facilitators


Multi-Sensory Teaching Approach (MTA), Certified Acquisition Language Therapists, Reading Interventionists, and Facilitators

Dyslexia Service Logs

23. Provide evidence-based and locally developed dyslexia program.







Activity / Strategy



24. Provide each student identified with dyslexia access to the services of a teacher trained in dyslexia and related disorders.





25. Provide to parents of 504 students all related handbooks, policies, and procedures of 504 services.







Activity / Strategy



BILINGUAL/ESL EDUCATION 26. Enhance the curriculum through the purchase and use of scientifically based instructional materials and instructional software.

Bilingual director, Principals, Asst. Principals

August 2015 – Nov. 2015; Feb. 2016 – May 2016

Title I funds $250,000 Bilingual funds $50,000 for PD and PD stipends

STAAR/EOC Results, Walk-throughs Data

27. Testing, identification, and placement will be completed within 20 days of enrollment.

LPAC administrators, campus principals

Sept, 2015 – June 2016

IPT tests, time, training website

LPAC reports demonstrate compliance with the required timeframe.

28. Campuses will submit LPAC reports monthly to the Bilingual Department to include withdrawals, new enrollments, parent approvals/denials, placement, etc.

LPAC administrators, Principals

Sept, 2015 – June 2016

LPAC template; ELLevation software

LPAC Updates

29. Continue meeting monthly with LPAC administrators to share TEA updates, answer questions, address concerns, provide trainings on LPAC, or other areas on chapter 89.

Bilingual Director 9/17/15; 10/27/15; 11/17/15; 1/13/16; 2/19/16; 4/13/16; 5/17/16

Meeting room District-wide compliance through timely submission of all required documents.

30. Campus administrators and facilitators will expand their knowledge of bilingual requirements and will ensure teachers are using best practices in the classroom.

Bilingual Director, Principals

Once a month meeting/training sessions

Title II $10,000 ELL STAAR/EOC Results, TELPAS Results

31. Utilize IPT for the oral, reading, and writing tests for the identification process of students whose home language is other than English.

Principals, LPAC administrators

August 2015 – June 2016

IPT tests; Bilingual funds $10,000

IPT Pre and Post test results



Activity / Strategy



32. Continue using ELLevation software system to document all data related to the bilingual identification, time and treatment, and LPAC documentation.

DCSI, ESL Clerks, Principals, and LPAC administrators


ELLevation software, ESL Clerks, LPAC Administrators

ELLevation usage reports, TELPAS results, Unit assessments, district benchmarks, STAAR/EOC results.

33. Assign clerks to assist secondary schools with the testing of ELL students and to support all schools with ELLevation software.

Bilingual Director, ESL Clerks

Sept. 2015 – June 2016

ELLevation # of Bilingual student tested and documentation including the time and treatment is found on the ELLevation system.

34. Campus administrators, LPAC administrators, and the bilingual director will ensure teachers follow the time and treatment (student individual educational plan – IEP) for all ELL students.

Bilingual Director, Campus principals, LPAC administrators

Sept. 2015 – June 2016

Time and Treatment walk through data, TELPAS results, pre and post IPT results, lesson plans

35. Contract with the University of Texas for the analysis of immigrant student transcripts and the software ASK Me Program through LUCHA services.

Bilingual Director, HS LPAC administrator, LUCHA teacher

Sept. 2015 – June 2016

Bilingual funds $5,000

# of students who are placed in the appropriate grade based on their transcript, evaluated program usage report

36. Teachers will ensure the language and (ELPS) content objective is written on the board and discussed with students daily.

Campus principals, teachers


English Language Proficiency Standards (ELPS)

Classroom walk-through data, lesson plans



Activity / Strategy



37. Teachers will ensure the Performance learning descriptors (PLDs) are utilized for all ELL students in the classroom.

Bilingual director, Campus Principals


PLDs walk-through visits, lesson plans, TELPAS, Pre and Post IPT, STAAR/EOC results

38. Campus administrators will train teachers using the TELPAS/ELPS connection, PP presentation to provide teachers with additional support on addressing the ELPS in the classroom. http://tea.texas.gov/student.assessment/ell/telpas

Bilingual Director, Campus Principals, Teachers

Sept. 2015 – Oct. 2015

TEA link, Power point presentation

agendas, sign in sheets, ERO registration

39. Campus administrators will evaluate the bilingual/ESL program and submit evaluation tool to the department of bilingual education.

Bilingual Director, Campus Principals

Sept. 2015 – June 2016

ELPS K – 1 & 2 – 12 Leader Pathway Template

Submission of program evaluation tool

40. Campus administrators will ensure that students who do not have limited English Proficiency, may also participate in a bilingual education program as long as the parents sign an approval for the student’s participation in the program. Participation may not exceed 40% of the number of students enrolled in the program (Sec. 20.058).

Bil. Director, Principals


Classroom space, Section 29.051 State Policy

# of non-bilingual students participating in the Bilingual program


http://tea.texas.gov/student.assessment/ell/telpas

http://tea.texas.gov/student.assessment/ell/telpas


Activity / Strategy



41. Explain the benefits of bilingual/ESL program to parents of students with a HLS, other than English.

Bil. Director, Principals, Bilingual teachers

August 2-15 – June 2016

Bilingual Education programs brochures in Spanish and English; TELPAs reports, report cards

decrease in # of parent denials

42. Promote parental & community participation for parents of ELL children through informational activities such as campus parent centers and district-wide events. Bilingual teachers will invite parents of ELL children to participate in campus and district activities.

Bil. Director, Principals, Bil. .Teachers

Dec. 2015 and March 2016

Location for the sessions, Teachers

Sign in sheets, agendas, invitations to participate in events, school messenger logs

43. A time and treatment (Individual education plan [IEP]) will be written by the LPAC for each individual ELL student based on the student’s language and academic proficiency level using ELLevation and a copy will be placed in the student’s permanent record file.

Director of Bilingual ed., Principals, Academic Facilitators


Document form for walk-through visits

Bilingual folder audits for compliance

44. All bilingual teachers will review the permanent record folder for each one of the students in their classroom, review the latest LPAC document, transfer the plan to the student’s list, and become knowledgeable of the student’s time and treatment (IEP) as specified by the LPAC.

Bilingual teachers, elementary principals

Aug. 2015 – June 2016

Individual LPAC reports, student permanent record folders, ELPS flip books, Time and Treatment posters

TELPAS scores, PLC agendas and sign in sheets, time and treatment lists developed by teacher, Pre/Post IPT, STAAR/EOC results



Activity / Strategy



45. LPAC administrators will disburse the required modifications for ELL students to all content area teachers at the secondary level.

LPAC administrators, secondary content area teachers, principals

Aug. 2015 – June 2016

Modifications list, student permanent folders

Bilingual Folder Documentation



Activity / Strategy

Person(s) Responsible Timeline Resources Evaluation

GIFTED AND TALENTED 46. Gifted and talented students will be clustered for instruction that is rigorous, relevant, and appropriately challenging in the four core subject areas.

G/T Director, Higher Education Coordinator, Teacher(s)

Sept. 2015 – June 2016

Campus Principals, Teachers, and Counselors

STAAR/EOC Results Advanced Level III percentage

47. Post Gifted and Talented Handbook on district website.

G/T Director, GT Campus Coordinator, Webmaster

Aug. 2015 Webmaster TEA Gifted and Talented Handbook

Handbook, Website, Sign-In Sheets, Media Publications, Agendas, and Minutes

48. Identify gifted and talented Kindergarten students in the Fall semester of 2015.

GT Director, GT District Level Selection Committee

September 2015-January 2016

Counselors $1067

GT Kindergarten Student List

49. Distribute GT Nomination Posters to all campuses.

GT Director and Staff September 2015 December 2015

GT Secretary $50.00

Posted Information on Campus

50. Identify gifted and talented students in grades 1st through 11th.

GT Director, GT District Level Selection Committee

March 2016 Counselors $1,500

1st-12th GT Student List

51. GT students will have the opportunity to attend the Encore Summer Camp Program, which focuses on the STEM endorsement in accordance with HB5.

GT Director, Teachers, Encore Staff

June 2015 Encore Staff $18,560

Syllabus, Finished Products, Media Promotions and Sign in Sheets

52. Implement Naviance College Readiness Program for students in grades 6 – 12.

Campus Principals, Counselors), and Secondary Curriculum Director

August 2015 – Dec, 2015

Naviance Program, Campus Counselors, Secondary Curriculum Director, Technology Director and Staff, Funding

Naviance Usage Report, # of college applications submitted



Activity / Strategy


IMPLEMENTATION OF FEDERAL PROGRAMS 53. Manage and oversee the appropriate use of federal funds, ensure compliance of federal funds and federal and state requirements, assist, support, and coordinate efforts with all campus principals, directors and supervisors and stay current with federal, state and local law and procedures.

Federal Programs Director, Title I Coordinator

July – Sept. 2016, Dec. 2015 – Jan. 2016

Notice of Grant Award; EDGAR; Federal & State Policies and Procedures

Federal Fund Budget Summative Report

54. The district will coordinate and integrate Title I A services with other educational services such as Head Start, Pre-K, services for ELL students and students with disabilities, migratory students, neglected and delinquent youth, and immigrant children to eliminate duplication, and to reduce fragmentation of the instructional program.

Federal Programs Director; DCSI Coordinator; Principals

July 2015 – June 2016

PBMAS; curriculum, schedules

Programs/Course Offerings for students [continuum of services], MOUs, # of partnerships

55. Conduct district Comprehensive Needs Assessment (CNA) to include 3-year historical data to determine priority areas for professional development and hiring to coordinate Title I A and Title II A programs, activities, and funding in preparation for the 2016-17 LEA application for funding.

Federal Programs Director; Elem & Secondary C & Directors

March 2016 – Aug. 2016

CNA, STAAR results, Benchmark results; other data

District CNA Assessment Results, sign in sheets, agendas

56. Review annually the progress of each campus served under Title I, Part A using state and federal accountability data and coordinate review with CNA.

Federal Programs Director; Title I Coordinator

March 2016 – Aug. 2016

Walk – through documents, student data; DMAC

STAAR/EOC Results, TELPAS Results, Pre and Post IPT Results, PBMAS, TAPR


Goal 1 - Student Achievement: All students will attain maximum student achievement through relevant and rigorous instructional programs.

Objective 1: By June 2016, 70% of all students, with a concentrated effort on all special populations, will meet established standards on the state assessment. Summative Evaluation: 70% of all students pass all portions of the state tests, meet ARD expectations, and the District will meet System Safeguards.

Activity / Strategy



57. Allocate and distribute federal funds to eligible campuses including Darrell Hester, Amador Rodriguez, SCAN, and participating Private schools for instructional supplies, including technology software

Federal Programs Director

July 2015 – March 2016

Entitlement; NOGA; TEA allocation formula

Campus budget allotments

58. Communicate and provide a consultation with all private schools within the area of San Benito that are interested in receiving services with federal funds. Provide ongoing consultation, intervention, and academic evaluation of agreed upon interventions for eligible private school students.

Title I Coordinator May 2015 – June 2016

Entitlement, NOGA, attendance roster to Pvt. School; Title I funds $7,000

Service Logs

59. Target Title II funds to schools that have non-highly qualified teachers for emergency reasons, be identified for School Improvement, or have the largest class size; and, to schools that are in need of professional development.

Title I Coordinator, HR Director

May 2015 – June 2016

HQ requirements Title I budget distributions

60. All federally split funded personnel will maintain time and effort. All staff funded with federal funds will sign the school time certification 2x a year.

Title I Coordinator; Federal Programs Director; Principals

Aug. – Sept. 2015; Feb. – March 2016

School time certification

Time and Effort Documents

61. All staff funded with federal funds will read, review and sign their job description, turn in time and effort reports if split funded.

Federal Programs Director, Migrant Coordinator, Title I Coordinator; Principals

Aug. 2015 – Dec. 2015

Job descriptions Signed Job Descriptions



Activity / Strategy



62. All eligible students will receive eye exams and glasses after reaching out to other service providers.

Federal Programs Director; principals

Aug. 2015 – June 2016

Title I funds $3,000.00

Eye Exam and Eyeglass Logs, # of vouchers distributed, vision screening rosters

63. Manage and coordinate the federal funds by ensuring appropriate budget is maintained, funds are utilized appropriately, and monitoring on site for compliance. Utilize appropriate equipment and supplies to ensure appropriate documentation of activities, budgets, etc. (copier, computers, printers, supplies, etc.)

Title I funded Central office staff

Aug. 2015 – June 2016

Copiers, printers, supplies, budgets, Title I application, purchase orders; Title I $1,200. Bilingual $1,200 Migrant $1,200

Federal Budget Audit, Inventory lists

64. Provide summer school via 3 hosting schools to students at risk of failing due to low performance in report cards grades 1 – 8.

Federal Programs Director; Elem. & Secondary C & Directors; principals

June – July 2016 Federal Funds $150,000 SCE funds $200,000

Summer School Rosters, Summer School Promotion Rates

65. The After-School Program will coordinate with the District’s Curriculum and Instruction Department to provide enrichment and academic opportunities to students and parents through enhanced academic tutorials, parental involvement activities, post-secondary education exposure, and career planning.

Campus Principal, After-School Program Director and Staff, Curriculum Directors, Federal Program Directors, and Superintendent


21st Century Community Learning Center Grants, Title I Funds, State Compensatory Funds, and Local Funds

Tutorial Rosters, Sign in Sheets, Agendas, and Invitations


Goal 1 - Student Achievement: All students will attain maximum student achievement through relevant and rigorous instructional programs.

Objective 1: By June 2016, 70% of all students, with a concentrated effort on all special populations, will meet established standards on the state assessment.

Summative Evaluation: 70% of all students pass all portions of the state tests, meet ARD expectations, and the District will meet System Safeguards.

Activity / Strategy


MIGRANT EDUCATION 67. Identify and recruit migrant children and youth, including conducting annual residency verification and other identification and recruitment activities as required by ESEA program.

Migrant Coordinator, Fed. Programs Director, Migrant Parent Liaison, NGS clerk, Migrant recruiters

July 1 2015 – June 30, 2016

Region I ESC, Recruiters, Certificates Of Eligibility (COEs) forms, NGS database. ID&R Manual, Title I Part C application, Verification Forms Title I, Part C Funds $80,000

Review the number of students identified and recruited as migrant to correlate from Spring 2015 to Spring 2016 to determine an increase or decrease in identification and recruitment of students Verify 100% of the COEs

68. Adhere to all timelines established in the ID&R Manual to encode all required data into the New Generation System (NGS) database.

NGS Clerk, Migrant Coordinator

July 1, 2015– June 30, 2016

NGS data base, computer, printer, ID&R Manual

NGS Data Input

69. Provide support services to all migrant students who are considered low income based on the completed district survey by providing school supplies.

Migrant recruiters Aug. 2015 – June 2016

Survey, school supplies; migrant funds $5,000.

District Survey Results

70. Conduct and utilize data from the Comprehensive Needs Assessment in planning the Migrant program for the 2015-2016 school year.

Federal Program Director Planning team

Spring, Early Summer 2016

Team Meeting, Data District CNA Results

71. Implement district procedures and utilize the NGS system to assist migrant students in consolidation of partial credits, credit recovery opportunities, and make up coursework needed.

Campus principals, Migrant Coordinator, Federal Programs Director, migrant teachers


Compass Learning, UT system, Migrant Funds $100,000.00, MOU with TSTC,

Migrant Student Academic Records



Activity / Strategy



72. Coordinate with school staff and the Texas Migrant Interstate Program (TMIP) to ensure that migrant students who have failed State Assessment in any content area are accessing local, intrastate, and interstate opportunities available for summer State Assessment remediation/acceleration.

Migrant Coordinator District Migrant Advisor

August 2015 – May 2016

Migrant Student Records, PEIMS,

Summer School State Test Results

73. Collaborate with existing programs and organizations to coordinate student and parental access to resources such as: (up-to-date easy-to-understand information on accessing homework assistance, providing timely and appropriate interventions for students.)

Migrant Coordinator, District Migrant Advisor

Sept. 2015 – Aug. 2016

Meetings, Presentations,

Campus Student/Parent Handbook with Parent Signature

74. Offer summer school opportunities to all migrant students who are retained through the regular summer school program and for migrant students who have been promoted through the Project SMART summer program.


June 2016 – July 2016

Project SMART curriculum; migrant funds $50,000

Summer School Rosters, Summer School Promotion Rates, Summer School STAAR/EOC Test Results

75. The district will continue to provide a center-based Building Bridges program for 3- and 4-year-old migrant children at Landrum and La Paloma Elementary schools and a home-based program for children unable to attend the campus program.

Migrant Coordinator District Migrant Advisor,

June 2016 – July 2016

Title I Migrant funds $140,000; Transportation migrant funds $30,000

Building Bridges participation list/roster[s]



Activity / Strategy



76. The district will establish a district-wide Migrant Parent Advisory council (PAC), composed of a majority of migrant parents, which provides meaningful consultation in the planning, implementation, evaluation of local MEP activities, services, and provide child care during the meetings.


June 2016 – July 2016

Region 1 guidance; Robert’s Rule of Order Book; Migrant funds $2,000

PAC Agendas and Sign in Sheets

77. Attend conference relevant to the migrant program.

Migrant Coordinator,District Migrant Advisor

June 2016 – July 2016

Migrant funds $1,000 Migrant Conference Documentation

78. Assist migrant students at the secondary campuses with a migrant teachers

District Migrant Advisor, migrant teachers

June 2016 – July 2016

Migrant funds $200,000

Migrant Teacher Sign in sheets, STAAR/EOC Test Results

79. Students will attend the Close-up Washington DC trip during spring break to learn about government, current events and to meet with leaders and legislatures.

District Migrant Advisor, Migrant Coordinator

June 2016 – July 2016

Migrant funds $50,000

Close-up Agendas and Itinerary



Activity / Strategy



TECHNOLOGY 80. All district staff and students will have access to relevant technology, tools, resources and support services for group and individualized instruction.

Technology Director and Staff and Campus Technology Representatives


Federal, State, and Local Funds, Vendor Representatives and Support

PRIM department Report: Purchase of equipment, Campus Inventory database, Technology database, Login Reports

81. All district staff and students will use a variety of emerging technology and communication tools to collaborate, enhance knowledge, and provide solutions to global topics.




Microsoft Exchange Account (E-Mail), Google Account, Mass Communication System (School Messenger), Instructional Materials Online Portal Usage

82. All educators will use research-based strategies and technology in all subject areas to improve students’ academic achievement.




Instructional Materials Online Portals, Digital Software Usage Report

83. All students will learn to communicate effectively using emerging technology in a variety of formats to meet the needs of diverse audiences.




Computer Based Course Credit Attainment

84. Provide digital instructional support materials that are aligned with TEKS standards to be utilized by campus teachers and students.




Lesson Plans, academic computer based program usage reports



Activity / Strategy



85. Provide infrastructure to access all e-learning technologies through global and comprehensive resources available for all users.

Technology Director and Staff and Campus; PRIM department, Technology Representatives


Local Funds, PRIM Department report, inventories,

Wireless Usage Report

86. Provide measures to ensure cyber-safety for all students and staff and to keep all data accurate and updated.




Usage Report on iSafe Online program.

87. Provide student technology-based projects and opportunities such as the District Multi-Media/Robotics Contest, Science Fair, and After-School Program activities, and promote other student technology-based events across the region and state.

Technology Director and Staff, Campus Technology Representatives, Science Fair Coordinators, and After-School Staff.



Number of participants in the technology contest, Selection and publications of the top projects, Publications in the media, web pages and campus newspaper, District's monthly board meetings' announcements


Goal 2: In San Benito CISD 100% of core academic classes will be taught by highly qualified teachers and highly qualified staff will be maintained. Performance Objective 1: 100% of core academic classes will be taught by highly qualified teachers and paraprofessionals with instructional duties will meet NCLB requirements. The LEA will recruit and retain highly qualified teachers. Summative Evaluation: 100% of core academic classes will be taught by highly qualified teachers and HQ staff will be maintained.

Activity / Strategy


1. Implement the Recruitment Retention Plan to hire teachers that meet the NCLB HQ criteria

Principal, Human Resources Dept.


HQ Criterion # of Teacher non HQ

2. Ensure that low income and minority students are taught by qualified, in-field, and/or experienced teachers

Principal, Human Resources Dept.

Beginning of each semester

HQ Criterion # of teachers with emergency permits and class rosters

3. Provide a stipend to math and science teachers who are certified and teach one of the two subjects.

Principal, HR Dept. Aug. 2015 – June 2016

Local funds $200,000.00 Title II, part A funds $200,000

Retention rates of Science and math teachers, STAAR and EOC scores

4. Use the “One App” from Region 1 to advertise throughout the state for vacancies.

HR Dept. Aug. 2015 – Aug. 2016

Local funds Increased # of teachers who applied using One App

5. Provide highly qualified teacher recruitment opportunities through job fairs by the District, Region One ESC, Universities/Colleges and other employment agencies.

HR Dept. Aug 2015 –July 2016

Local Funds Will meet Recruitment Retention Plan standards.

6. Ensure all teachers and teachers’ schedules are recorded appropriately in PEIMS to ensure correlation of the data tracking systems.

Principals, HR Dept. PEIMS

Aug. 2015 – June 2016

PEIMS Clerks Lesson # of “fatals” of PEIMS data

7. Ensure all bilingual teachers hired are proficient in English and Spanish as mandated by Title III.

Principals, HR Dept., Bil. Director

Aug. 2015 – June 2016

Interview documents, Title III

Title III Bilingual assurance submitted before hiring

8. Provide meaningful, scientifically researched based professional development for all teachers and paraprofessionals.

HR Director, Principals, PD Director

Aug. 2015 – July 2016

Local $ Title $

PD evaluation data will be monitored for quality


Goal 2: In San Benito CISD 100% of core academic classes will be taught by highly qualified teachers and highly qualified staff will be maintained. Performance Objective 1: 100% of core academic classes will be taught by highly qualified teachers and paraprofessionals with instructional duties will meet NCLB requirements. The LEA will recruit and retain highly qualified teachers. Summative Evaluation: 100% of core academic classes will be taught by highly qualified teachers and HQ staff will be maintained.

Activity / Strategy


9. A $1000 stipend will be paid to teachers teaching in a Bilingual classroom who meet the criteria found in the SBCISD LPAC manual. The stipend will be prorated based on the number of ELL students served.

Bil. Director, Principals, Business Manager

May 2016 Bilingual funds (175) $200,000.00

Teacher retention rate


Goal 2: In San Benito CISD 100% of core academic classes will be taught by highly qualified teachers and highly qualified staff will be maintained. Performance Objective 2: Quality professional development will be provided to all instructional staff thus enhancing student success. Summative Evaluation: Student success on state assessments specific to targeted area of staff development

Activity / Strategy


1. Professional Development will be provided to all teachers to include strategies needed to teach content specific TEKS.

Campus Principals and Assistant Principals, Academic Facilitators, and Curriculum Directors

Aug. 2015 – June 2016

Time, TEKS STAAR/EOC scores, TELPAS scores, PD catalog

2. Provide training for General Education Teachers and Campus Administrators on how the classroom accommodations link to STAAR / STAAR A will facilitate accommodation guidelines document.



Region One ESC and Texas Education Agency (TEA)

STAAR/EOC, ERO registrations, sign in sheets, Agendas

3. Train Campus Special Education Teachers on the use of assistive technology for daily instruction in order to mirror STAAR A and to help drive assessment decisions.



Region One ESC and Texas Education Agency (TEA)

Staff Development Catalogs, ERO Registration System, Sign-In Sheets, Agendas, Certificates, Meeting Notes, and Session Evaluations

4. Administrators and Special Education Teachers will be provided the tools through Training Academies for Special Populations. (i.e. Writing TEKS based IEPS, ARD Committee Decision Making Process as it Relates to State Assessment etc.)



Federal, State, and Local Funds, Region One ESC, Region 18 ESC, Legal Counsel, Curriculum Directors, and Superintendent


5. Special Education Teachers will be trained and monitored in the implementation of the Diverse Learning Academies Cohorts I and II, including the process of planning instruction in a collaborative manner.

Special Education Director and Staff, Campus Administration, and Campus Teachers


Federal, State, and Local Funds, Region One ESC, Curriculum Directors, and Superintendent




Activity / Strategy


6. Provide professional development on the ELPS, linguistic accommodations, TELPAS to all campus staff including administrators.

Bilingual Director, Staff Development Director

August, Sept., Oct. & Nov. 2015; Jan. – May 2016

Title II, part A funds $5,000; Bilingual funds for PD stipends $57,500;

Staff Development Catalogs, ERO Registration System, Sign-In Sheets, Agendas

7. Provide 30 Hour gifted and talented training modules for teachers.

G/T Director, Campus Principals, Staff Development Director

Sept. 2015 – Dec. 2015

$625 per participant [$15,625] 171-13-6238.00-999-6-21A

Staff Development catalog, ERO registrations, sign in sheets, agendas

8. Provide six-hour update session for K – 12th grade GT teachers annually with a special emphasis on the Texas Performance Standards Project.

G/T Director, Campus Principals, Staff Development Director

Aug. 2015 September 2015 October 2015

[$5,100] 171-13-6238.00-999-6-21A

TPS Project Evaluation Sheets/Scores, Sign-In Sheets, Agendas, and Minutes

9. Provide scientifically research-based professional development to school personnel based on results of the Comprehension Needs Assessment (CNA).

Staff Development Director, Principals, Curriculum Directors, CTE Director, Technology Director, and Superintendent

June 2015 – May 2016

Federal, State, and Local funds, Staff Development Department, Curriculum Department, and CNA results

Staff Development Catalogs, ERO registration system, Sign-In Sheets, Certificates, and Session Evaluations.

10. Develop professional staff development calendars for summer, fall, and spring sessions.

Staff Development Director and Staff

June 2015 – May 2016

Federal, State, and Local funds, Calendars, Consultants, Presenters, and Curriculum Directors




Activity / Strategy


11. Provide professional development to all Paraprofessional and Clerical staff via an Exchange Day Conference.


June 2015 July 2015

Federal, State, and Local funds, Calendars, Consultants, Presenters, and Curriculum Directors


12. Provide professional development to all Title I, Bilingual and Migrant Summer School Staff to ensure knowledge of summer curriculum & use of software programs.


March - May 2016

Federal funds $20,000; Staff Development Catalogs, ERO registration system, Sign-In-Sheets, Certificates, and Session Evaluation

13. Implement New Teacher Mentor Program to enhance instruction and promote teacher retention. This includes New Teacher Orientation for all teaching staff.


August 2015 September 2015 February 2016

Federal, State, and Local funds, Calendars, Department Directors/Coordinators, Superintendent


14. Provide Pre-In-Service Sessions for all district employees on policies, procedures, technology, curriculum and legal updates.


August 2015 Federal, State, and Local funds, Calendars, and Curriculum Directors


15. Provide Fall and Spring Staff Development Sessions for all instructional staff in the areas of curriculum and technology.


Spring 2016 Federal, State, and Local funds, Calendars, Consultants, Presenters, and Curriculum Directors




Activity / Strategy


16. Inform relevant staff opportunities to attend Professional Staff Development at state conferences, Region One ESC conferences, workshops, and seminars to stay abreast of current issues, compliance, and best practices for the school district.

Staff Development Director and Staff, Curriculum Directors, Federal Program Director, CTE Director, and Superintendent.

June 2015 – May 2016

Title I funds $3,000; Title II $2,000

Certificates of attendance, CPE hours, registration documentation

17. Offer professional development to strengthen the role and capacity of campus-based instructional leaders and teachers that is based on identified campus needs. Purchase professional books to conduct book studies with staff.

Staff Development Director and Staff, Curriculum Directors, Federal Program Director, CTE Director, and Superintendent.

June 2015 – May 2016

Title II funds $10,000 PD course catalogs, ERO registration system, Agendas for book studies, sign-in-sheets,

18. Provide training for updates to NGS Clerk/Migrant Staff (e.g., MSIX training) to stay current with new national migrant database.

NGS Clerk, Migrant Coordinator

July 1, 2015 – June 30, 2016

NGS data base, Region I ESC, computer, printer, ID&R Manual; migrant funds $1,000

Verify 100% of the services provided to migrant students coded in NGS database



Activity / Strategy


19. Provide resources and training to teachers to implement rigorous instructional programs such that the number of students who are college and career ready will increase.

Campus Principals, Elementary and Secondary Curriculum Directors

August 2015 – Dec. 2015

Federal, State, and Local funds, Staff Dev. Department, C&I Department, and CNA results


20. Provide the district and campus staff technology-based staff development that can be utilized in the classroom and enhance instruction.

Staff Development Director, Principals, Curriculum Directors, CTE Director, Technology Director, and Superintendent

June 2015 – May 2016

Federal, State, and Local funds, Staff Dev. Department, C&I Department, and CNA results


21. The Community Relations Department will communicate and disseminate the Staff Development Catalog as well as other continuation education opportunities.

Staff Development Director and Staff and Community Relations Director and Staff

Aug 2015 – July 2016

Local funds, Calendars, Catalogs, Community Relations Department, and District Website

Staff Development Catalogs, ERO registration system, Sign-In Sheets, Certificates, Session Evaluations

22. Provide technology support for all District Staff Development Sessions to include computers, laptops, iPads, projection equipment and supplies, and storage supplies.

Staff Development Director and Staff, Technology Director

Aug 2015 - July 2016

Federal, State, and Local funds, Technology Department


23. Identify opportunities to expand the district technology integration and train teachers on the use of same.

Technology Director and Staff, Principals, Curriculum Directors

Aug. 2015 – July 2016

District’s Technology Plan



Goal 3 - Safe and Healthy Environment: All students in San Benito CISD will be educated in learning environments that are safe, drug free, and conducive to learning. Performance Objective 1: By July 2016, the number of incidents involving violence (to include dating violence), tobacco, alcohol and other drug use, will be reduced by 5% increments annually as measured by PEIMS. (e.g. Reduce 5% by 2016; 5% by 2017; 5% by 2018) Summative Evaluation: There is a reduction in both incidents noted and discipline referrals by the amount stated.

Activity / Strategy


1. Provide training on both legal requirements and best practice for situations involving bullying, harassment, cyber safety, and abuse.

Superintendent, Principals, Crisis Management Coordinator, Staff Development Director, Community Relations Director, Police Chief, and Counselors


Crisis Management Plan, Community Relations Department, Police Department, and Superintendent’s Office

Anti-Bullying Policy, Surveys, Sign-In Sheets, Agendas, Media Publications, and Minutes.

2. Ensure that students and staff are effectively educated on safety and security measures and that all measures are effectively followed to protect students, faculty, and staff.

Superintendent, Principals, Crisis Management Coordinator, Staff Development Director, Community Relations Director, Police Chief, and Counselors



Anti-Bullying Policy, Surveys, Sign-In Sheets, Agendas, Media Publications, and Minutes.

3. Conduct orientation meetings with students and staff regarding the Student Code of Conduct, discipline management, student handbooks, emergency drills and procedures.

Campus Principal, Secondary Director, Elementary Director


Personnel Sign-In Sheets, Agendas, and Minutes.

4. Offer guidance instruction to students that will address topics such as suicide prevention, conflict resolution, drug awareness, and dating violence.

Campus Principal, Counselors,

August 2015 – May 2016

Personnel Number of counseling referrals



Activity / Strategy


5. Implement policy and procedures to help create, support, and sustain drug and alcohol-free environment.

Superintendent, Principals, Crisis Management Coordinator, Community Relations Director, Police Chief, and Counselors

Aug. 2015 – June 2016

Policy and procedures

PEIMS report data

6. Implement a student dating violence policy for all students, parents/families, and staff.

Superintendent, Principals, Crisis Management Coordinator, Community Relations Director, Police Chief, and Counselors

Aug. 2015 – June 2016


Student Dating Violence Policy

7. The After-School Program will coordinate and provide health/wellness opportunities for students and parents through academic and enrichment activities.

Campus Principals and After-School Program and Staff



21st Century Community Learning Center Grant Project Plan, Center Schedules, TEA Database Reports, and Annual Evaluation.



Activity / Strategy


8. The After-School Program will provide a safe environment for all students and staff at all campuses during extended operational hours. All district, campus, and program procedures for safety will be implemented and communicated to students, staff, and parents.

Campus Principals and After-School Program and Staff




9. Establish a School Health Advisory Council (SHAC) to provide assistance and direction in informing students, parents/families, and the community of current issues regarding wellness, health, and safety. This will include nutrition programs, bullying awareness, alcohol/drug prevention, sex education programs, and the student dating violence policy.

Staff Development Director and Staff, Child Nutrition Program Director and Staff, and School Health Advisory Council (SHAC).

Aug. 2015 – July 2016

School Health Advisory Council, Parental Involvement Dept., Community Relations Dept., and Community Health/Wellness Organizations.

SHAC Policy, Committee Sign-In Sheets, Agendas, and Minutes.



Activity / Strategy


10. Establish a School Health Advisory Council (SHAC) to provide assistance and direction in informing district faculty and staff of current issues regarding wellness, health, and safety. This will include staff health/wellness issues, bullying awareness, mental health first aid trainings, alcohol/drug prevention, and evaluate the sexual harassment policy and procedures for district staff.

Staff Development Director and Staff, Child Nutrition Program Director and Staff, and School Health Advisory Council (SHAC).

Aug. 2015 – July 2016

School Health Advisory Council, Child Nutrition Program, Parental Involvement Dept., Community Relations Dept., and Community Health/Wellness Organizations

SHAC Policy, Committee Sign-In Sheets, Agendas, and Minutes.

11. Form a committee to evaluate and recommend a software for discipline referral management system for secondary campuses.

Campus Principals, Secondary Director, Technology Director

Aug. 2015 – July 2016

Personnel Committee Sign-In Sheets, Agendas, and Minutes.

12. Through the use of Raptor Trace System, the Access Control System, and school-established security measures, campuses will maintain a safe and secure environment for each instructional facility.

Campus Principals, Police Department, and Superintendent


Raptor Trace System software, Access Control System, Security Cameras, Employee ID Tags, and Sign-In Sheets.

Evaluation of Security Policies and Procedures, Software Usage Reports, and Crisis Management Plan.


Goal 4 – At-Risk/Dropout Prevention: All students in San Benito CISD will graduate from high school. Objective 1: By Sept. 2016, a dropout rate of less than 1.5% as a district for all students and all student groups will be maintained and by August 2016, a graduation rate of 95% will be achieved. Summative Evaluation: Dropout rate of less than 1.5% and a graduation rate of 95%

Activity / Strategy


1. The district will implement all state compulsory attendance laws to include the House Bill 2398, Family Code Chapter 65, and Texas Education Code 25.095 that address Truancy Prevention Measures (TPM), Truancy Court Referrals, and Parent Contributing to Non-Attendance (Criminal Negligent) guidelines.

Campus Principals, District Parental Involvement/Attendance Coordinator, Attendance Department Staff and Other District/Campus Support Staff

September 2015- August 2016

Texas Compulsory Laws, House Bill 2398, Family Code Chapter 65, TEC 25.095, Cameron County Truancy Court, Local Funds, Local Attendance Policy

SBCISD Attendance Policy, SBCISD Truancy Prevention Measures Procedures, Truancy Case Records, Media Publications, and Meeting Documentation

2. Continue RtI and implement SST to ensure that all learners progress.

Campus Principal, RtI Teacher, Sped. Ed. personnel

Bi-weekly Federal Funds Progress Monitoring data

3. Monitor At-Risk students and provide appropriate interventions:

1) Credit Recovery Class embedded in students’ schedules (Odyssey)

2) Summer School 3) Credit Recovery opportunity: Morning,

Lunch, After-school

Campus Principal, Teachers, RtI Teacher, Counselors

Monthly Federal, State Funds

Progress Monitoring data; At – Risk numbers will be reduced

4. Continue to provide tutorial opportunities throughout the day to students who missed the passing mark on state assessments/benchmarks.

Campus Principal, Secondary Director, Elementary Director, Deans

Monthly Federal, State, Local Funds

Increased EOC scores and student achievement, schedules, student rosters


Goal 4 – At-Risk/Dropout Prevention: All students in San Benito CISD will graduate from high school. Objective 1: By Sept. 2016, a dropout rate of less than 1.5% as a district for all students and all student groups will be maintained and by August 2016, a graduation rate of 95% will be achieved. Summative Evaluation: Dropout rate of less than 1.5% and a graduation rate of 95%

5. Investigate diligently beginning of the year and second semester no shows and potential dropouts.

Campus Principal, Secondary Director, PEIMS clerks, PEIMS Coordinator

Beginning of school year and second semester

Personnel Phone logs / Registrar records

6. (Catch and Release Program) Refer students that are behind in credits to Gateway Academy for credit recovery and re-enroll at San Benito High School to graduate with their cohort group.



review student academic records, PEIMS records

7) Refer students that have attendance/pregnancy/ medical issues to Gateway Academy. Gateway Academy flexible schedule is able to accommodate students’ needs and provide individual support for their success.



PEIMS records, student schedules

8) Provide an academic support provider that is assigned to students that have been recently released from the local juvenile detention center.



student schedules, travel logs, sign in sheets, student progress reports, STAAR/EOC


Goal 5 – Parent/Community Involvement: Parents and Community will be partners in the education of students in San Benito CISD. Objective 1: By May 2016, at least 90% of all students’ parents/guardians/families will participate in at least one school sponsored academic activity for/with their child(ren). Summative Evaluation: School records indicate that at least 90% of students’ parents/family members participated in partnership in education opportunities.

Activity / Strategy


1. Conduct an annual Title I meeting at the district level and at each campus to develop, distribute, and evaluate the District Parental Involvement Policy, each Campus Parental Involvement Policy, and the School/Parent Compact.

Campus Principal, Parent Involvement Coordinator, Parent Educators


Federal ESEA, Title I Part A, Media Publications, Region 16 Statewide Title I Support, and Region One ESC Title I Support, and Federal and Local Funds

District and Campus Parental Involvement Policies, School/Parent Compacts, Media Publications, Invitations/Notices, Agendas, Sign In Sheets, Committee Rosters, and Meeting Minutes.

2. Promote the participation of parents/volunteers at the (19) campus parent centers to inform and provide literature regarding parental involvement requirements and community services.

Parent Coordinator, Parent Educators, Principals

August 2015- July 2016


Campus Parent Center Schedules and Calendars, Media Publications, Invitations/Notices, Agendas, Sign In Sheets, Committee Rosters, and Meeting Minutes.


Goal 5 – Parental Involvement/Community Engagement: Parents and Community will be partners in the education of students in San Benito CISD. Objective 1: By May 2016, at least 90% of all students’ parents/guardians/families will participate in at least one school sponsored academic activity for/with their child(ren). Summative Evaluation: School records indicate that at least 90% of students’ parents/family members participated in partnership in education opportunities.

Activity / Strategy


3. Parent Educators will assist and provide education related services to parents and families of Title I students.

District Parental Involvement Coordinator, Parent Educators, Campus Principals

Aug. 2015 – May 2016



4. Invite and recruit parents to participate in decision-making committees such as district-wide parent advisory councils, Title I Parent Advisory Council (PAC), Superintendent’s Advisory Council (SAC), School Health Advisory Council (SHAC) and campus level site-based decision making committees (SBDMC).

District Parental Involvement Coordinator, Parent Educators, LPAC Administrators, Migrant Coordinator

Aug. 2015 – May 2016

Superintendent’s Office, Community Relations Department and Staff, Parental Involvement Department and Staff, Region One ESC Title I Support, and Federal and Local Funds

PAC, SAC, SHAC, and SBDMC Meeting Schedules and Calendars, Media Publications, Invitations/Notices, Agendas, Sign In Sheets, Committee Rosters, and Meeting Minutes.



Activity / Strategy


5. Invite and recruit parents and community members to participate in the House Bill 5 Student and Community Engagement Evaluation Committee Meetings for district and campuses evaluations.

District Parental Involvement Coordinator, Parent Educators, Campus Principals, District House Bill 5 Evaluation Committee

Aug. 2015 – July 2016

Superintendent’s Office, Community Relations Department, Parental Involvement Department, Region One ESC House Bill 5 Template, and Local Funds

District House Bill 5 Committee, Meeting Schedules and Calendars, Media Publications, Invitations/Notices, Agendas, Sign In Sheets, Committee Rosters, and Meeting Minutes.

6. Coordinate activities to assist, inform, and support parents and the community to become active partners/families in the education of students enrolled in SBCISD.



Campus/District Parent Centers Schedules and Calendars, Media Publications, Region 1 ESC, Community Relations Dept, KSBG-TV, and Federal and Local Funds



Goal 5 – Parental Involvement/Community Engagement: Parents and Community will be partners in the education of students in San Benito CISD. Objective 1: By May 2016, at least 90% of all students’ parents/guardians and/or families will participate in at least one school sponsored academic activity for/with their child(ren). Summative Evaluation: School records indicate that at least 90% of students’ parents/family members participated in partnership in education opportunities.

Activity / Strategy


7. Provide a district-wide parent conference for parents, families, the community and educators that focuses on academic enrichment, college/career awareness, health/wellness, social services, and family support services.

District Parental Involvement Coordinator, Parent Educators, Campus Principals, and Superintendent

Spring 2016 Campus/District Parent Committees, PAC, Media Publications, Region One ESC, SBCISD Community Relations Department and KSBG-TV, and Federal and Local Funds

Planning Committee Agendas, Conference Agenda, Sign-In Sheets, Surveys, and Session Evaluations, and Media Publications of the District-wide Parent Conference.

8. Plan, conduct, and coordinate the Health/Wellness events that promote healthy lifestyles through community organizations and district departments that provide health and wellness activities.


Aug. 2015 – June 2016

SBCISD Depts: Child Nutrition Program, Risk Management Dept, School Health Advisory Council, Community Organizations, Federal Local Funds




Activity / Strategy


9. Provide district-level parenting classes using research-based programs and curriculum such Practical Parenting and Project Appleseed (SEDL). Other Adult/Continued Education classes including GED and ESL instruction through the district 21st Century Community Learning Center Grant and community-based organization partnerships to include Brownsville ISD – Adult Education Department.


Aug. 2015 – July 2016

District/Campus Parent Centers, Brochures, Region 16 Support, Region One ESC Support, Brownsville ISD, Community Organization and Federal and Local Funds

Sign-In Sheets, Agenda, Media Publications, and Minutes.

10. Coordinate and implement parent/family and community opportunities with the district-wide 21st Century Community Learning Center Grant After-School Program for family engagement through campus and district-wide events.

District Parental Involvement Coordinator, Parent Educators, and After-School Program Director and Staff


Federal ESEA, Title I Part A, 21st Century Community Learning Center Grant, Media Publications Region One ESC Title I Support, and Federal and Local Funds



Goal 5 – Parental Involvement/Community Engagement: Parents and Community will be partners in the education of students in San Benito CISD. Objective 1 By May 2016, at least 90% of all students’ parents/guardians/families will participate in at least one school sponsored academic activity or/with their child(ren). Summative Evaluation: School records indicate that at least 90% of students’ parents/family members participated in partnership in education opportunities.

Activity / Strategy


11. Provide parents sessions on State STAAR testing standards, EOC requirements, LPAC, TELPAS, South Texas Curriculum Project framework, PSAT, and SAT/ACT testing, and academic interventions.

District Parental Involvement Coordinator, Parent Educators, Campus Principals, District Curriculum Directors, Superintendent


STAAR/EOC Requirements, STAAR/EOC Standards, LPAC Requirements, South Texas Curriculum Project, and Federal and Local Funds

District and Campus STAAR/EOC Results and Other Assessment Results. Parent Sessions Sign-In Sheets, Agendas, Media Publications, and Minutes.

12. Provide informational sessions regarding the state and local academic requirements to include school year interventions and summer school.

District Parental Involvement Coordinator, Parent Educators, Campus Principals, District Curriculum Directors, Superintendent

Aug. 2015 – July 2016

District Parent Centers, Community Relations Department, KSBG-TV, PAC, and SAC Meetings, and District-wide events.

District and Campus STAAR/EOC Results and Other Assessment Results. Parent Sessions Sign-In Sheets, Agendas, Media Publications, and Minutes.



Activity / Strategy


13. Share/Communicate procedures for disseminating information, news and district updates to parents, families, and the community following district communication protocols.

District Parental Involvement Coordinator and Staff, Community Relations Director, and Superintendent

Aug. 2015 – July 2016

District Community Relations Department, KSBG-TV, Parental Involvement, District Website, and District Social Media outlets such as Facebook, Twitter, etc.

District Media Publications, External Media Outlets, Social Media Outlets, and District Website.

14. Communicate via the School Messenger and All District Social Media Outlets to inform parents, families and the community about activities, events, and special information.

Community Relations Director and Staff, Parental Involvement Coordinator and Staff, and Superintendent

Aug. 2015 – July 2016

School Messenger, Social Media, Community Relations Department, KSBG-TV and Media Outlets




Activity / Strategy


15. Communicate via District Publications and KSBG-TV, and Local News Outlets such San Benito News, Valley Morning Star, and Local TV Stations.

Community Relations Director and Staff, Parental Involvement Coordinator and Staff, and Superintendent.

Aug 2015 – July 2016

Community Relations Department, KSBG-TV, Parental Involvement Coordinator, and the Superintendent’s Office


16. Promote early childhood education programs such as: Migrant –Bright Beginnings, Special Education Child Find, and Head Start Programs

District Parental Involvement Coordinator and Staff and Campus Principals

Aug. 2015 – July 2016

Federal ESEA, Title I Part A, District Curriculum Department, Media Publications, Region One ESC Title I, Head Start Programs, and Federal and Local Funds




Activity / Strategy


17. Promote Elementary and Middle School education activities such as seasonal fairs, school day picnics and other.


Aug. 2015 – July 2016

District Curriculum Department, Media Publications, Region One ESC Title I, and Federal and Local Funds


18. Promote HS and MS education activities for parents and families that include college/career awareness, advanced academics, dropout prevention, and HB 5 graduation requirements and plans.


Aug. 2015 – July 2016

District Curriculum Dept, Media Publications, Region One Title I, Federal and Local Funds


19. Promote post-secondary education activities for parents and families that include college/university fairs, career planning, financial aid workshops, military careers, and exposure of other areas.


Aug. 2015 – July 2016

District Curriculum Dept, Media Publications, Region One, Title I, Federal and Local Funds




Activity / Strategy


20. Provide district-wide meetings, staff development trainings, and parent community events to explain the McKinney Vento Homeless Program to parents, families and the community.

District Parental Involvement Coordinator/ Homeless Liaison and Staff


Texas Homeless Education Office (THEO) Resources, Media Publications, Region One ESC Title I, and Federal and Local Funds

McKinney Vento Homeless Publications, Campus Parent Center Schedules and Calendars, Media Publications, Invitations/Notices, Agendas, Sign In Sheets, Committee Rosters, and Meeting Minutes.

21. Conduct an assessment of each student and family that is referred for McKinney Vento Homeless Services to determine status of a potential homeless student.

District Parental Involvement Coordinator/ Homeless Liaison and Staff

Aug. 2015 – July 2016

Texas Homeless Education Office (THEO) Resources, Media Publications, Region One ESC Title I, PEIMS Data and Federal and Local Funds

McKinney Vento Homeless Publications, Campus Parent Center Documentation, PEIMS Data, Media Publications, Invitations/Notices, Agendas, Sign In Sheets, Committee Rosters, and Meeting Minutes.



Activity / Strategy


22. Coordinate district-wide meetings and activities to promote the participation of parents/families of students in special programs such as Special Education, 504, Migrant, Gifted and Talented, Career Technology Education, and Foster Care.

District Parental Involvement Coordinator and Staff

Aug. 2015 – July 2016



23. Provide Parental Involvement support for all House Bill 2398, Family Code Chapter 65, and Texas Education Code 25.095 requirements that addresses Truancy Prevention Measures (TPM), Truancy Court Referrals, and Parent Contributing to Non-Attendance (Criminal Negligent) guidelines.

District Parental Involvement Coordinator Staff

Aug. 2015 – July 2016

Texas Compulsory Laws, House Bill 2398, Family Code Chapter 65, TEC 25.095, Cameron County Truancy Court, Local Funds, Local Attendance Policy

Campus Parent Center Schedules, SBCISD Attendance Policy, SBCISD Truancy Prevention Measures Procedures, Truancy Case Records, Media Publications, and Meeting Documentation



Activity / Strategy


24. Provide support to parents, family of students who are at risk of failing and support services.


Aug. 2015 – July 2016



25. Attend trainings and conferences within the Region One ESC area and statewide conferences to receive the updated information on Title I Parental Requirements, McKinney Vento Homeless Program, Foster Care Program, and Truancy and Dropout Prevention Programs.


Aug. 2015 – July 2016

Region 16 ESC Title I Support, Region One ESC, Texas Homeless Education Office (THEO), and Federal and Local Funds

