Pleasanton Independent School District District ...€¦ · Pleasanton Independent School District...

Pleasanton Independent School District

District Improvement Plan

2015-2016Accountability Rating: Met Standard

Board Approval Date: September 8, 2015Public Presentation Date: September 8, 2015

Pleasanton Independent School DistrictGenerated by Plan4Learning.com 1 of 48 District #007-905

February 10, 2016 10:30 am

Mission StatementThe mission of Pleasanton ISD as an educational community is to ensure a quality public education through learning, unity, and pride, fully preparing all

students for the future.

VisionPleasanton ISD is a family friendly district committed to excellence for all. Each student is provided the tools to be fully college and/or career ready for

optimum post-graduate success as an adult citizen.

Value StatementPleasanton ISD is proud of student performances that meet or exceed the state expectations in the foundational coursework of English LanguageArts, science, math, and social studies. Student competency is reflected in the state assessments/STAAR, collegiate study in Advanced Placement

and Dual Credit, and in the SAT/ACT outcomes. PISD is also committed to ensuring students experience a full, well-rounded education that includes study in career pathways, fine arts, healthy

lifestyles, 21st century technology, second language acquisition, and individual student areas of need/interest.


February 10, 2016 10:30 am

Comprehensive Needs Assessment

Demographics

Demographics Summary

Pleasanton ISD "At A Glance" Enrollment:

Campus GradeLevels Enrollment

Primary PreK-1st 692Elementary 2nd-4th 758Intermediate 5th-6th 524Junior High 7th-8th 514High School 9th-12th 985School ofChoice 11th-12th varies (5)

Demographics:

AfricanAmerican 13 0.4%

Hispanic 2452 69.7%White 1,003 28.5%Amer. Indian 7 0.2%Asian 15 0.4%2 or more races 27 0.8%

Demographics Strengths

Pleasanton ISD continues to grow in enrollment. We offer open enrollment for grades 5-12.


February 10, 2016 10:30 am

Demographics Needs

Re-alignment of grade levels to ensure a more educationally appropriate environment and campus.The realignment will be accomplished through the building of a new elementary campus and updating existing facilities through the current bondprogram.


February 10, 2016 10:30 am

Student Achievement

Student Achievement Summary

The district improved in all indices for the 2015 state accountability. The 2015 accountability results include only reading and writing for K-8 State of TexasAssessments of Academic Readiness (STAAR) and all 5 STAAR End of Course (EOC) assessments. The 2015 results growth measure for writing isincluded for the first time in index 2.

The number of safeguards for 2015 decreased by 2 from the 2014 results.

See tables in Addendum

Student Achievement Strengths

Met Standard in state accountability for all indicesAll Index scores improved from 1-7%ALL student percentages at Phase in Level II increased for Reading/ELA, Math, Social Studies, ScienceEnglish Language Learners (ELL) increased by 13% at Phase in Level II for readingSchool of Choice (SOC) academic performance has improvedSocial Studies improved performance

Student Achievement Needs

Writing economically disadvantaged and HispanicSpecial education and monitored ELL in readingSocial Studies for economically disadvantagedDistrict distinction designationsDistrict attendanceCamus distinction designationsDesign Tier I instruction to increase student opportunities for engagement and learning


February 10, 2016 10:30 am

District Culture and Climate

District Culture and Climate Summary

A positive culture and climate is essential at Pleasanton ISD. Our goal is to always greet our students, parents, community, and staff with a warm welcomeand a dedicated effort to help serve their needs and foster pride in the district and community.

We will develop a culture of modeling, connecting and involving all stakeholders in the decisions that are made for the education all students in PleasantonISD. Our teachers will make an effort to create a learning environment that focuses on the Fundamental 5-framing the lesson, power zones, small grouppurposeful talks, critical writing, recognizing and reinforcing student learning.

District Culture and Climate Strengths

Fundamental 5 districtwide initiativeLead Simply book study"What Great Principals do Differently"Eagle Feather recognitionsPrincipal and Director monthly meetingsCampus and leadership weekly meetings

District Culture and Climate Needs

Improved attendanceStudents should be reading or being read to 20 minutes each dayPositive Behavior Support/Restorative DisciplineIncrease parent communication and participation


February 10, 2016 10:30 am

Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

Our theme this year is Academic Fitness through quality instruction. We will provide a rigorous and challenging curriculum within a safe and securelearning environment for all students. We are very fortunate to have knowledgeable and dedicated teachers who are committed to improving the educationalexperience for all students.

We will provide staff development necessary to develop the students both academically and socially. The district will identify staff development that targetsthe academic need from the student results of the state assessments.

Staff Quality, Recruitment, and Retention Strengths

All teachers are highly qualifiedOnline application processCentral office administration along with employee services attend job fairs in the surrounding San Antonio area school districts and universitiesThe district is committed to providing benefits that match or surpass the surrounding districtsWe have implemented Professional Learning Communities (PLC) and will continue to strengthen this endeavorAcademic Teacher Leads (ATL's) meet once a week for staff development, planning, and collaborationProvide stipends to recruit and retain teachers in areas of high need

Staff Quality, Recruitment, and Retention Needs

Recruit staff who have additional certifications in special programsProvide training to teachers for professional growthLeadership development programs and training for teachers and administrators


February 10, 2016 10:30 am

Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

Pleasanton ISD follows the scope and sequence for the Texas Essential Knowledge and Skills (TEKS) Resource system. We believe that curriculum,instruction, and assessment must all be in alignment for students to be successful. We are implementing a common time for teachers to plan instructionthrough collaboration in a PLC setting. We believe it is critical to discuss the alignment of the curriculum, data that indicates how well students mastered thestandards and a focus with the end in mind-the outcome we are trying to achieve. The district has implemented instructional best practices, lessondevelopment and delivery that follow the Fundamental 5 model. Data driven decisions for improvement will be based upon Eduphoria data for state andlocal assessments. Analysis of data will continue to provide the basis for monitoring progress at the district and campus level. Professional development willfocus on specific content areas that have been identified for improvement from the results of the state assessments.Intentional efforts will be required in order to increase fidelity of curriculum implementation, instructional best practices, programs, processes andprocedures.

Curriculum, Instruction, and Assessment Strengths

Academic Teacher Leads/Academic DeanFundamental 5Eduphoria data driven decisionsSpecial Program/Career and Technical Education (CTE) DirectorsYearly Learning SymposiumStaff complete yearly required trainings

Curriculum, Instruction, and Assessment Needs

Improve Tier I instructionFocus on what student should be learningEngage students in the learning processSocial Studies trainingWriting alignmentResponse to Intervention (RTI) trainingPLC training


February 10, 2016 10:30 am

Family and Community Involvement

Family and Community Involvement Summary

Overall as a district we scored well. All areas were either recognized or exemplary. We do have some areas which will need some work for the upcoming2015/2016 school year.

Family and Community Involvement Strengths

Strengths for Pleasanton ISD:

21st Century WorkforceFine Arts

21st Century Workforce

100% of our students have exposure to career pathway options100% of students (HS) have post graduate plans in place by their senior yearStudents participate in 3 or more character development and civic activitiesStudents enroll in courses that utilize workforce related skills and have a product of proofFaculty are trained, identify and utilize workforce and college skill set curriculum on a regular basis

Fine Arts

Class offerings in music, visual arts and theater on all campusesTeachers are certified in their content areasCampus students experience varied quality fine arts performances including guidance on appropriate audience behavior

Family and Community Involvement Needs


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Community and Parent Involvement

Parents feel we need to offer more opportunities for their learning needsNeed to improve our attendance for parents at school eventsWe need to increase our numbers in participation for school and community programsParents feel we need to strengthen our communication – use more types of media for communication

Second Language Acquisition

Need for more teachers ELL certifiedNeed for more opportunities to study other languagesNeed for more direct service support for our second language learners


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District Context and Organization

District Context and Organization Summary


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February 10, 2016 10:30 am

Technology

Technology Summary

The primary goal of the technology department is to provide support for all technology needs throughout the district from the classrooms to the administrative offices. We are responsible foreverything from surveillance to voice services, computer installation and support, internet safety and security, and configuration and troubleshooting for the various other technology devices thatare being utilized by the district.

Technology Strengths

Some of the major upcoming projects for this school year are as follows:

Replacement of all of the outdated surveillance equipment. We will begin deploying these cameras the first week of September.Beginning our computer refresh cycle (removal of all desktop computers that are 5 years old.) This number currently is 353 out of roughly 1500 computers. Creating a professional development and training site to assist teachers with integrating technology in their day to day routines.

Technology Needs

Some of the needs to be addressed throughout the year/summer:

Replacement of all wireless access points throughout the district. This will be done utilizing E-Rate funds and will begin next summer.Firewall/content filter will be expiring in July of next year, we will be looking at various vendors after the beginning of the New Year.Replacing aging servers by either virtualizing them or migrating their roles into the cloud.

Ongoing challenges that the department faces are trying to discover new cost effective technologies that can assist our teachers and staff while maintainingand utilizing the equipment that we currently have.


February 10, 2016 10:30 am

Comprehensive Needs Assessment Data Documentation

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

Improvement Planning Data

District goalsCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements

Accountability Data

Texas Academic Performance Report (TAPR) dataPerformance Index Framework Data: Index 1 - Student AchievementPerformance Index Framework Data: Index 2 - Student ProgressPerformance Index Framework Data: Index 3 - Closing Performance GapsPerformance Index Framework Data: Index 4 - Postsecondary ReadinessSystem Safeguards and Texas Accountability Intervention System (TAIS) dataCritical Success Factor(s) dataAccountability Distinction DesignationsFederal Report Card DataNCLB Report Card dataPBMAS dataCommunity and student engagement rating dataAnnual Measurable Achievement Objectives (AMAO) data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR End-of-Course current and longitudinal results, including all versionsProgress of prior year STAAR failersSTAAR Released Test QuestionsSTAAR ELL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsTexas Success Initiative (TSI) data for postsecondary/college-ready graduates dataAdvanced Placement (AP) and/or International Baccalaureate (IB) assessment dataSAT and/or ACT assessment dataPSAT and/or ASPIRE


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Student Success Initiative (SSI) data for Grades 5 and 8SSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license)SSI: Think Through Math assessment data for Grades 3-8 and Algebra I (TEA approved statewide license)Local diagnostic reading assessment dataLocal diagnostic math assessment dataLocal benchmark or common assessments dataStudent failure and/or retention ratesRunning Records resultsObservation Survey results

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsNumber of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etcEconomically Disadvantaged / Non-economically disadvantaged performance and participation dataSpecial education population, including performance, discipline, attendance, and mobilityAt-Risk population, including performance, discipline, attendance and mobilityELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etcCareer and Technical Education (CTE) data, including academic achievement, program growth, race, ethnicity, gender, etcSection 504 dataHomeless dataGifted and talented dataDyslexia DataResponse to Intervention (RTI) student achievement dataRecommended High School Program (RHSP)/Distinguished Achievement Program (DAP) graduates data

Student Data: Behavior and Other Indicators

Completion rates and/or graduation rates dataAnnual dropout rate dataAttendance dataMobility rate, including longitudinal dataDiscipline recordsViolence and/or violence prevention recordsTobacco, alcohol, and other drug-use dataStudent surveys and/or other feedbackClass size averages by grade and subject

Employee Data

Professional Learning Communities (PLC) data


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Highly qualified staff dataCampus leadership dataCampus department and/or faculty meeting discussions and dataProfessional development needs assessment dataEvaluation(s) of professional development implementation and impactPDAS and/or T-TESS

Parent/Community Data

Parent surveys and/or other feedbackParent Involvement RateCommunity surveys and/or other feedback

Support Systems and Other Data

Organizational structure dataProcesses and procedures for teaching and learning, including program implementationCommunications dataCapacity and resources dataBudgets/entitlements and expenditures dataStudy of best practicesAction research results


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Goals

Goal 1: Improve learning for all students in an effort to prepare all students for college and/or career success.PISD: Student Performance that exceeds state benchmarks and graduates well prepared to succeed after high school.

Performance Objective 1: Students will perform at or above state performance standards on all STAAR assessments in all categories measured by stateaccountability that are not at state average and those above state average will increase by 5%.

Summative Evaluation: STAAR 2016 results

Strategy Description Staff Responsiblefor Monitoring Evidence that Demonstrates Success Formative Reviews

Nov Jan Mar JuneState System Safeguard Strategies

Critical Success FactorsCSF 3

1) Identify the scores not at the state average from the results of the 2015STAAR/EOC and those at or above the state average.

Testing CoordinatorSpecial ProgramsPrincipalsAcademic DeanTeachersDepartment Heads

2016 State Assessment results

State System Safeguard StrategiesCritical Success Factors

CSF 1 CSF 2 CSF 4

2) All students not meeting standard on any STAAR/EOC or end of year (EOY)assessments will be placed in an intervention program at the beginning of the nextschool year.

PrincipalsATL'sAcademic DeanTeachersDepartment Heads

Documentation of the intervention groups.


CSF 2 CSF 4

3) All students in an intervention group will have a written targeted or intensiveintervention plan.

PrincipalsATL'sAcademic DeanAcademic Services

Plan in E-STAR


CSF 2

4) Use Eduphoria to create reports that will target the specific student expectationsthat do not meet standard.

ATL'sAcademic DeanInterventionistsAcademic Services

Printed reports in data binders.


5) At least 2 benchmarks will be given to all students in STAAR grades or courses.

ATLAcademic DeanTeachersAcademic Services

Benchmarks on file


February 10, 2016 10:30 am


CSF 4

6) Accelerated Instruction will be developed to meet student needs.

PrincipalsTeachersInterventionistsAcademic Services

Accelerated instruction documentation.

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


February 10, 2016 10:30 am


Performance Objective 2: Increase the passing rate for math and reading in Student Success Initiative (SSI) grades 5th and 8th by 50% on the first testingopportunity

Summative Evaluation: 2016 first time testing results for 5th and 8th grade STAAR math and reading.




1) All students not meeting standard on the 3rd,4th,6th, and 7th grade reading ormath STAAR will be placed in an intervention program at the beginning of the nextschool year.

PrincipalsATLAcademic DeanTeachersAcademic Services

Student Schedules


CSF 2

2) All students not meeting standard on the first administration of 5th or 8th grademath and reading STAAR will have a written targeted or intensive intervention plan.

Principals,Academic Dean,ATL,TeachersInterventionTeachers

Written plan in estar


CSF 5

3) Parents will be notified in writing that their student will be placed in anintervention program due to not meeting the standard on STAAR.

PrincipalsATL/Academic DeanInterventionistTeachers

Written letters will be mailed and copies will be filed in adata folder.


CSF 1

4) Students in interventions will be placed in monitoring groups in order to trackprogress.

ATLAcademic DeanTeachersInterventionistPrincipalsAcademic Services

Creation of monitoring groups


CSF 4






February 10, 2016 10:30 am


Performance Objective 3: Increase the number of students in Tier I to 80% for reading and 65% for math

Summative Evaluation: End of Year diagnostic testing


Nov Jan Mar JuneCritical Success Factors

CSF 2 CSF 3

1) Classroom teachers will differentiate and scaffold instruction in an attempt toreduce the number of students who need intervention.

TeachersPrincipalsATLAcademic DeanAcademic Services

Lesson Plans

Critical Success FactorsCSF 4 CSF 7

2) Teachers will meet and design lessons that incorporate the Fundamental 5.

TeachersATL'sAcademic DeanAcademic Services

Lesson planning time and lesson development.



February 10, 2016 10:30 am


Performance Objective 4: Students w/special needs will be supported in on-grade level skill acquisition in all areas.

Summative Evaluation: Individualized Education Plans, Behavior/Attendance Contracts, 504 implementation plans.



Critical Success FactorsCSF 3 CSF 4 CSF 5

1) All students in the special programs will have an education plan that isappropriate to their skill and development.

Special ProgramsPrincipalsAssistant PrincipalsAcademic DeanTeachersAcademic Services

Documentation in digital manager.


CSF 4






February 10, 2016 10:30 am


Performance Objective 5: At least 18 more students (64%) will participate in the SAT and ACT to gain the 2015 distinction level.

Summative Evaluation: Distinction Designations for 2016



CSF 1 CSF 4

1) Campus schedules will reflect an ACT/SAT prep course.

PrincipalsAcademic DeanDepartment ChairSpecial Programs

Master Schedule


2) Pleasanton will be a designated/hosting site for the administration of the SATand/or ACT.

PrincipalAcademic DeanCounselorsSpecial Programs

Documentation of testing schedules.


3) All students who qualify for the DUKE TIP talent search will be informed of theopportunity and the possibility of fee waivers.

CounselorsAcademic Services

Scheduled meetings documentation of participants.



February 10, 2016 10:30 am


Performance Objective 6: A Comprehensive Post Graduate Preparation Plan will be developed for all PISD students.

Summative Evaluation: Evidence of Endorsement Pathways on graduation Plans.



CSF 5 CSF 6

1) The district will partner with Region 20 for the College and Career (CCR) cohort.

Post Graduate/CTEDirectorCTE counselorCounselorsPrincipalAcademic Dean

Commitment Schedule on file.


2) Students in Junior High will be exposed in greater depth to the endorsementpathways.

Post Graduate/CTEDirectorCTE counselorCounselorsPrincipalAcademic Dean

Schedule of meetings at the Junior High.


3) All students entering grade 9 will have a Personal Graduation Plan (PGP) on fileand any student 6-8 grade not meeting standard on the state assessment will have aPGP.

PrincipalsCounselorsPost Graduate/CTEDirectorCTE Counselor

PGP's on file



February 10, 2016 10:30 am


Performance Objective 7: School Health programs will be coordinated through the School Health Advisory Committee (SHAC).

Summative Evaluation: SHAC agendas and minutes.



CSF 5 CSF 6

1) Physical education classes (external to athletics) at the secondary level will teachlifelong exercise programs with individual health monitoring processes.

Physical EducationteachersPrincipalsAcademic DeanDepartment Head

Lesson Plans


2) Healthy lifestyles programs incorporate the community fitness resources indeveloping life habits.

CTE DirectorCTE Counselor

Health Fair with community involvement pictures.Flyer advertising Health Fair


3) Healthy lifestyles programs will integrate into health (and science) courses achecklist of individual healthy mind/ healthy body elements.

Science /HealthTeachersPE Teachers

Lesson Plans


4) K-12 alignment of CATCH Program in accordance with TEA standards for fullCoordinated Health Plan

PE TeachersSpecial ProgramsDirectorCTE DirectorDepartment HeadsPrincipals

Lesson Plans documentation



February 10, 2016 10:30 am

Goal 2: The district will implement a response to intervention program with fidelity so all students will perform to thegreatest of their ability.PISD: The resources needed to provide a quality education.

Performance Objective 1: The district will develop an RTI district wide plan of action.

Summative Evaluation: Documented Plan



CSF 3 CSF 6 CSF 7

1) The plan will be developed with input from campus leadership teams.

Special ProgramsDirectorATLAcademic DeanPrincipalsAcademic Services

Plan posted and shared with campuses.


2) The plan will outline the programs used for screening and diagnostic testing andinterventions.

Special ProgramsATL'sAcademic DeanPrincipalsAcademic Services

Outline of the plan shared with campuses.


3) The campus will identify RTI team leads.

PrincipalsATL'sInterventionists

Campus Committee names



February 10, 2016 10:30 am

Goal 2: The district will implement a response to intervention program with fidelity so all students will perform to the greatest of their ability.PISD: The resources needed to provide a quality education.

Performance Objective 2: Data will be used to make decisions about students who must be placed into Tier II or Tier III intervention groups.

Summative Evaluation: Data binders and information entered into E-Star.



CSF 2

1) Implement a Beginning, Middle and End of Year (BOY, MOY, EOY) screenerfor math and reading.

PrincipalsATL'sAcademic DeanAcademic ServicesSpecial Programs

Screener results documented in Estar


2) Grades K-8 will implement progress monitoring every 2 weeks for students inTier groups.

ATLInterventionistsClassroom teachers

Data Graphs


3) Campus schedules will contain periods of time for Tier instruction.

PrincipalsInterventionistsATL'sTeachers

Campus schedules on file


CSF 2

4) Several data sources will be collected to determine student progress andintervention plan.

TeachersInterventionistsPrincipalsATL'sAcademic Services

Programs in place


5) Tier instruction will be identified for 10-12 week intervals.

PrincipalsInterventionistsATL'sTeachers

Schedule of intervals



February 10, 2016 10:30 am

Goal 2: The district will implement a response to intervention program with fidelity so all students will perform to the greatest of their ability.PISD: The resources needed to provide a quality education.

Performance Objective 3: The district will use an electronic process to maintain student intervention data forms.

Summative Evaluation: Electronic storage of the RTI forms.



CSF 3 CSF 7

1) Documentation of goals, strategies and progress forms are to be created for allstudents in Tier I, II, or III.

TeachersInterventionistsATL'sSpecial Programs

Documents will be stored in Estar


2) Tier forms are to be updated at the end of every identified Interval.

TeachersInterventionistsATL'sSpecial Programs

Documents will be stored in Estar


3) Teachers will review the data forms in the estar program on all their new studentsfor the year.

TeachersPrincipalsATL

Evidenced by the documentation of teacher reviewed inEStar.



February 10, 2016 10:30 am

Goal 3: All teachers will implement a guaranteed and viable curriculum allowing students the opportunity and time to learn.PISD: A professionally qualified staff that meets the individual learning needs of all students and the resources needed toprovide a quality education.

Performance Objective 1: Fundamental 5 initiative for Tier I instruction

Summative Evaluation: Trainings and Purchasing of books



CSF 1 CSF 4 CSF 7

1) Teachers will have posted the lesson frames for the daily learning objective andthe TEKS learning goal.

TeachersCampusAdministrationAcademic Dean

Walkthrough monitoring of posting


2) All new teachers will have the Fundamental 5 training.

Employee servicesSuperintendentAcademic Services

Sign In sheetsagenda


3) Campus administration will include weekly walk-throughs into the classrooms.

Campusadministration

Walkthrough data posted in Eduphoria



February 10, 2016 10:30 am

Goal 3: All teachers will implement a guaranteed and viable curriculum allowing students the opportunity and time to learn.PISD: A professionally qualified staff that meets the individual learning needs of all students and the resources needed to provide a quality education.

Performance Objective 2: Teachers will use the IFD in the TEKS Resource system to study the scope and alignment of the TEKS.

Summative Evaluation: Evidenced by identification in lesson plans



CSF 1 CSF 4

1) Professional Learning Communities (PLC)/Collaborative meetings will occur toplan instruction.

TeachersATLAcademic DeanDepartment Chair

Lesson plans on file, schedule of meeting times


2) Teachers will align the lessons to the standards for their grade.

TeachersATL'sDepartment Chair

The TEKS Resource System vertical alignmentdocuments


3) Teachers will study the cognitive specificity and the depth of the content for eachTEK and identify those that are readiness or supporting standards.

TeachersDepartment ChairATL'sAcademic Dean

Walkthrough data posted in Eduphoria

State System Safeguard Strategies4) Teachers plan instruction using the 5 fundamental elements for teaching reading-phonics, phonemic awareness, vocabulary, fluency, and comprehension.

K-8 Reading teacherReading specialistinterventionistsATL

Data will be collectedSchedules for programsLesson plans on file



February 10, 2016 10:30 am

Goal 3: All teachers will implement a guaranteed and viable curriculum allowing students the opportunity and time to learn.PISD: A professionally qualified staff that meets the individual learning needs of all students and the resources needed to provide a quality education.

Performance Objective 3: Teachers will meet to plan common summative assessments.

Summative Evaluation: Assessments on file or in Eduphoria.



CSF 1 CSF 2 CSF 4

1) Teachers will utilize the test makers available in Eduphoria to create summativeassessments.


Tests in Eduphoria


CSF 1 CSF 2 CSF 4

2) Teachers will create assessments with attention to the percentage of readiness andsupporting standards and dual coded questions.


Answer keys in Eduphoria linked to tested standards.



February 10, 2016 10:30 am

Goal 4: The district will create a positive district culture and climate.PISD: All parents actively participating in the education of their child.

Performance Objective 1: Leadership book studies: Lead Simply and What Great Principals Do Differently

Summative Evaluation: Purchased book and discussion item on agenda



CSF 3 CSF 7

1) District Leadership will have book studies throughout the year and havediscussions at leadership meetings.

SuperintendentDistrict Leadership

Minutes to the Agendas



February 10, 2016 10:30 am


Performance Objective 2: District RTI Behavior Plan

Summative Evaluation: Documented plan created by Assistant Principals



CSF 3 CSF 6

1) Each campus will create a behavior RTI plan.

RTI TeamAttendance staffAssistant principals

RTI Plan on file


2) Each campus will have a plan to address a bullying through student training andavenues for reporting.

Assistant PrincipalsTeachersCounselors

Training's documented


3) The campus will implement a positive behavior support initiative and restorativediscipline.

Assistant PrincipalsCounselorsAcademic Services

Included in the RTI plan



February 10, 2016 10:30 am


Performance Objective 3: Increase attendance to 98%

Summative Evaluation: Weekly attendance checks.



CSF 3

1) District PEIMS will create a report every week for attendance totals.

District PEIMSCentral OfficeAdministrationAssistant Principals

Reports kept on file


2) Campuses will use the Raptor system to keep track of late check in and earlycheck outs.

Clerical staffAttendance staffAssistant Principals

Raptor reports printed


3) Phone calls to parents when a student is absent.

Clerical staffAttendance staffAssistant Principals

Documented phone calls


4) Truancy Officer will be called on students who have 3 unexcused absences in a 4week period.

Clerical staffAttendance staffAssistant PrincipalsTruancy Officer

Documented absences and home visit log.


5) Campus assistant principals will create an intervention plan to address attendance.

Clerical staffAttendance staffAssistant PrincipalsTruancy Officer

Intervention Plan on file


6) Principal contracts will be created for students who are not in 90% attendance fora class or who are not in 90% attendance of days.

Clerical staffAttendance staffAssistant PrincipalsPrincipals

Contracts on file



February 10, 2016 10:30 am


Performance Objective 4: Optimize the learning environment and support the instructional program of the district with the development andimplementation of an EOP.

Summative Evaluation: EOP on file



CSF 7

1) Maintenance department will conduct EOP training.

MaintenanceDirectorAcademic Services

Training created in Eduphoria workshop, Sign In Sheet,Agenda


2) Safety audits will be conducted yearly.

MaintenanceDepartmentPrincipalsAssistant Principals

Safety Audits on File



February 10, 2016 10:30 am


Performance Objective 5: The district will hire a part time parent liaison who will coordinate campus events and parent involvement.

Summative Evaluation: Documentation of hired personnel.



CSF 5 CSF 6

1) Parent Liaison will provide training to parents at the parent center or districtfacilities/campuses to focus on involvement in their child's education.

Parent LiaisonAcademic Services

Agendas and sign in sheets


2) Parent Liaison will coordinate and attend parent events at the campuses.


Calendar of scheduled events

3) The parent liaison will train parents to be campus volunteers. Parent LiaisonAcademic Services

Agendas and sign in sheets


4) The parent liaison will manage and open the parent center for parents to come andutilize the supplies for the campuses.


Sign in sheets

Funding Sources: 211- ESEA Title I, Part A - $50.00, 211- ESEA Title I, Part A - $220.60, 211- ESEATitle I, Part A - $60.00


5) Parent liaison will help facilitate the information to parents about campus eventsand encourage participation.


Flyers, call trees, documented events and number ofparticipants


6) Parent survey will be available for parent input.

CentralAdministration

Survey posted on line


7) A mobile application will be available for parent access to the website and studentapplications.

CentralAdministrationTechnologyDepartment

Mobile Application available



February 10, 2016 10:30 am


Performance Objective 6: The district will offer a Beyond the Bell (BTB) program for grade PK-6 until 6:00 pm.

Summative Evaluation: Program and registration paperwork on file.



CSF 6

1) The BTB lead will hire student workers to help implement the after schoolprogram.

Program LeadCentral OfficeAdministrationHigh school workforce programEmployee Services

Hiring paperwork


2) The program lead will create a schedule that includes snack time, homework time,including reading and play time.

Program LeadFood ServiceCentralAdministration

Schedule of events, snack schedule



February 10, 2016 10:30 am


Performance Objective 7: The campuses will offer family reading and math nights at their campuses

Summative Evaluation: District calendar of events



CSF 5

1) Campuses will identify on their calendar family reading and math nights andcommunicate the events to parents.

PrincipalsATL'sDepartment ChairParent Liaison

Documented events on Calendar



February 10, 2016 10:30 am


Performance Objective 8: The district will ensure that all campuses investigate any claims of bullying be 100% in compliance with the information inPolicy FFI and FFH (Legal/Local).

Summative Evaluation: Bullying reports will be run every six weeks



CSF 5 CSF 6

1) The district will provide the bully investigation checklist.

PrincipalsAssistant PrincipalsTeachersSuperintendent

Investigation reports filed


2) The superintendent will be provided with a TxEIS bully report every 6 or 9 weeksfor each campus.

PEIMS data clerksAssistant PrincipalsAcademic Services

Reports filed


3) The district has a system for reporting bullying anonymously.

District OfficeAcademic Services

Purchased reporting system



February 10, 2016 10:30 am

Goal 5: The district will be committed to the recruitment, retention and training of highly qualified staff.PISD: Attract and retain an exceptional staff

Performance Objective 1: The district will provide staff development that centers around training for the critical needs areas and required training.

Summative Evaluation: Purchase order (PO) and sign in sheets, agendas, training flyers, Eduphoria workshop courses




1) The district will offer training or approve training for Sheltered InstructionObservation Protocol (SIOP), English Language Proficiency Standards (ELPS),Language Proficiency Assessment Committee (LPAC),Special education, Dyslexia,ELL.

Academic ServicesSpecial ProgramsATL's

Documented courses in Eduphoria

Funding Sources: 199- General Fund: Dyslexia - $75.00, 199- General Fund: Special Education - $20.40


2) The district is implementing training at all campuses for the Fundamental 5.

Academic ServicesSpecial ProgramsSuperintendent



3) All teachers will obtain the required yearly training through online trainingmodules.

Academic ServicesSpecial ProgramsMaintenanceDepartment

Documented courses in safety training program


CSF 1 CSF 2 CSF 7

4) Social Studies teachers will be attending training on the process standards forsocial studies.

Academic ServicesSpecial ProgramsPrincipalsATL'sAcademic Dean



CSF 1 CSF 7

5) The district will be providing training in reading and writing strategies andprocess.

Academic ServicesSpecial ProgramsPrincipalsATL'sAcademic Dean

Training documented in Eduphoria

Funding Sources: 255- ESEA Title II, Part A TPTR - $2600.00


February 10, 2016 10:30 am


6) The district will be providing training to the staff for the documentation of theRTI process.

Academic ServicesATL'sAcademic DeanInterventionistPrincipals

Documented training in Eduphoria.

Funding Sources: 255- ESEA Title II, Part A TPTR - $6500.00Critical Success Factors

CSF 7

7) The district will develop the leadership in the district through preparationprograms and leadership academies.

Executive DirectorEmployee ServicesSuperintendentAcademic Services

Certificates on file

State System Safeguard StrategiesFederal System Safeguard Strategies

8) The district will develop the administration, teacher leads, department chairsthrough the processes of PLC be attending the PLC institute.

Academic ServicesPrincipalsATL's

PO numberCertificates for attending the training

Funding Sources: 255- ESEA Title II, Part A TPTR - $29205.00, 199- General Fund: GT - $2596.00



February 10, 2016 10:30 am


Performance Objective 2: Recruit 100% Highly Qualified (HQ) staff that allows for rigorous instruction at all levels.

Summative Evaluation: Documentation of HQ



CSF 7

1) Central administration and employee services will attend job fairs at surroundingdistricts and universities.

Executive Directorof EmployeeServicesEmployee ServiceAdministrativeAssistant

Documentation of Job Fairs

Funding Sources: 211- ESEA Title I, Part A - $3934.00Critical Success Factors

CSF 7

2) The district will provide class reduction teachers and instructional aides tofacilitate academic initiatives.

Primary PrincipalAcademic ServicesExecutive Directorof EmployeeServices

Hiring documentation

Funding Sources: 255- ESEA Title II, Part A TPTR - $82400.00State System Safeguard Strategies


3) Recruit highly qualified staff with certifications in special programs.

PrincipalsAcademic ServicesExecutive Directorof EmployeeServices

Hiring documentation


4) Pleasanton will pay a stipend to teachers who they have identified as teaching in ahigh needs area.

Employee ServicesFinance DepartmentSuperintendent

Documented stipend



February 10, 2016 10:30 am


Performance Objective 3: Provide updated technology and training site to assist teachers in integrating technology

Summative Evaluation: Technology replacement schedule and training site



CSF 1 CSF 4 CSF 7

1) The technology department will create a 5 year replacement schedule for campustechnology.

TechnologyDepartmentFinanceSuperintendent

Technology Replacement Schedule



February 10, 2016 10:30 am

State System Safeguard Strategies

Goal Objective Strategy Description1 1 1 Identify the scores not at the state average from the results of the 2015 STAAR/EOC and those at or above the state average.

1 1 2 All students not meeting standard on any STAAR/EOC or end of year (EOY) assessments will be placed in an interventionprogram at the beginning of the next school year.

1 1 3 All students in an intervention group will have a written targeted or intensive intervention plan.1 1 4 Use Eduphoria to create reports that will target the specific student expectations that do not meet standard.1 1 6 Accelerated Instruction will be developed to meet student needs.

1 2 1 All students not meeting standard on the 3rd,4th,6th, and 7th grade reading or math STAAR will be placed in an interventionprogram at the beginning of the next school year.

1 2 2 All students not meeting standard on the first administration of 5th or 8th grade math and reading STAAR will have a writtentargeted or intensive intervention plan.

1 2 3 Parents will be notified in writing that their student will be placed in an intervention program due to not meeting the standard onSTAAR.

1 2 4 Students in interventions will be placed in monitoring groups in order to track progress.1 2 5 Accelerated Instruction will be developed to meet student needs.1 4 1 All students in the special programs will have an education plan that is appropriate to their skill and development.1 4 2 Accelerated Instruction will be developed to meet student needs.2 2 4 Several data sources will be collected to determine student progress and intervention plan.

3 2 4 Teachers plan instruction using the 5 fundamental elements for teaching reading-phonics, phonemic awareness, vocabulary,fluency, and comprehension.

3 3 2 Teachers will create assessments with attention to the percentage of readiness and supporting standards and dual codedquestions.

5 1 1 The district will offer training or approve training for Sheltered Instruction Observation Protocol (SIOP), English LanguageProficiency Standards (ELPS), Language Proficiency Assessment Committee (LPAC),Special education, Dyslexia, ELL.

5 1 4 Social Studies teachers will be attending training on the process standards for social studies.5 1 5 The district will be providing training in reading and writing strategies and process.

5 1 8 The district will develop the administration, teacher leads, department chairs through the processes of PLC be attending the PLCinstitute.


February 10, 2016 10:30 am

Goal Objective Strategy Description5 2 3 Recruit highly qualified staff with certifications in special programs.


February 10, 2016 10:30 am

Federal System Safeguard Strategies

Goal Objective Strategy Description

5 1 8 The district will develop the administration, teacher leads, department chairs through the processes of PLC be attending the PLCinstitute.


February 10, 2016 10:30 am

District Funding Summary

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

5 1 1 Travel reimbursement from training 19913641100870623000 $20.40Sub-Total $20.40

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

5 1 8 PLC institute 19913641102001,041,104,103,105,630C00 $2,596.00Sub-Total $2,596.00

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

5 1 1 Primary Interventionists training 19913641100105623000 $75.00Sub-Total $75.00

211- ESEA Title I, Part AGoal Objective Strategy Resources Needed Account Code Amount

4 5 4 Parent Involvement manage supplies 21161639900925699B00 $50.004 5 4 Parent supplies 21161639900925699B00 $220.604 5 4 Business cards 21161639900925699B00 $60.005 2 1 Title I recruitment 255 41 6299 00 749 6 24 0 00 $3,934.00

Sub-Total $4,264.60255- ESEA Title II, Part A TPTRGoal Objective Strategy Resources Needed Account Code Amount

5 1 5 Title II 25513629900925624000 $2,600.005 1 6 Title II during the year 25513629900925624000 $6,500.00

5 1 8 PLC institute 255-13-6411.00-105,104,103,041,001-624000 $29,205.00

5 2 2 Title II personnel 255 11 6119 00 105 6 24 0 00 $82,400.00


February 10, 2016 10:30 am

Sub-Total $120,705.00Grand Total $127,661.00


February 10, 2016 10:30 am

Addendums


February 10, 2016 10:30 am

TEXAS EDUCATION AGENCY2015 Accountability Summary

PLEASANTON ISD (007905)

Accountability Rating

Met Standard

Met Standards on Did Not Meet Standards on

- Student Achievement - NONE

- Student Progress

- Closing Performance Gaps

- Postsecondary Readiness

In 2015, to receive a Met Standard or Met Alternative Standard rating, districts and campuses must meet targets onthree indexes: Index 1 or Index 2 and Index 3 and Index 4.

Performance Index Report

0

25

50

75

100

Index 1

StudentAchievement

(Target Score=60)

Index 2

StudentProgress

(Target Score=20)

Index 3

ClosingPerformance Gaps(Target Score=28)

Index 4

PostsecondaryReadiness

(Target Score=57)

72 31 35 72

Performance Index Summary

IndexPoints

EarnedMaximum

PointsIndexScore

1 - Student Achievement 2,762 3,857 72

2 - Student Progress 249 800 31

3 - Closing Performance Gaps 695 2,000 35

4 - Postsecondary Readiness

STAAR Score 8.6

Graduation Rate Score 24.5

Graduation Plan Score 22.0

Postsecondary Component Score 17.0 72

Distinction Designation

Postsecondary Readiness

Percent of Eligible Measures in Top Quartile0 out of 12 = 0%

NO DISTINCTION EARNED

State System Safeguards

Number and Percent of Indicators Met

Performance Rates 17 out of 22 = 77%

Participation Rates 10 out of 10 = 100%

Graduation Rates 5 out of 5 = 100%

Total 32 out of 37 = 86%

For further information about this report, please see the Performance Reporting Division website at http://ritter.tea.state.tx.us/perfreport/account/2015/index.html

TEA Division of Performance Reporting Page 1 August 7, 2015

STAAR

SubPopulation

Reading/ELA Math Social Studies Science Writing

Tested LII Sat

LII Sat% Tested LII Sat




LII Sat%

All Students 2020 1457 72% 296 223 75% 440 305 69% 693 528 76% 408 249 61%

Native American * * * * * * * * * * * * - - -

Asian 7 8 88% * * * * * * * * * * * *

African American * * * * * * - - - * * * - - -

Hispanic 1420 959 68% 216 160 74% 301 184 61% 486 345 71% 284 160 56%

White 566 470 83% 75 61 81% 132 116 61% 192 171 89% 117 85 73%

Two or More Races 18 16 89% * * * * * * 9 8 89% * * *

ECD 1013 645 64% 142 97 68% 216 122 56% 345 231 67% 204 105 51%

Special Education 52 15 29% * * * * * * * * * * * *

ELL 62 27 44% * * * * * * 18 7 39% * * *

Groups that meet the Minimum Size Criteria with <60% performance are highlighted in dark gray above & must be addressed in the

DIP/CIP. Groups that do not meet the Minimum Size Criteria with < 60% are highlighted in light gray above. Although, they don’t fit

System Safeguard requirements, we will monitor student progress in these areas.

Index I Summary - Student Achievement Reading/ELA Math Social Studies Science Writing Total

Met Phase-in 1 Level II 1457 + 223 + 305 + 528 + 249 + 2762

Students Tested 2020 + 296 + 440 + 693 + 408 + 3857

Index I Score (2015 Accountability Target = 60) 72

Index II Summary - Student Progress

All Sts

Hispanic White SpEd ELL Total Pts

Max Pts

Reading Growth Rate 56 54 58 * 52

Math Growth Rate 26 6 35 * *

Total 249 800

Index II Score (2015 Accountability Target ≈

5th percentile) 20

31

Index III Summary - Closing Performance Gaps

(MSR=25 both years/Rdg&Mth)

Eco Dis

Lowest Performing

Group Hispanic

Total Pts

Max Pts

Reading Performance Rate 71 75 146 400

Math Performance Rate 72 81 153 400

Soc. St. Performance Rate 63 67 113 400

Science Performance Rate 74 79 153 400

Writing Performance Rate 54 59 130 400

Total 695 2000

Index III Score (2015 Accountability

Target = 5th percentile)28

35

Index IV Summary - Postsecondary Readiness

All Sts

Hispanic White SPED ELL Total Pts

Max Pts

Score 25%

STAAR Final Level II Performance on 2 or more subject area tests

(25%) 31 24 48 103 300 34.3 8.6

5 Yr Graduation Rate (25%) 98.1 97.2 100 96 391.3 400 97.8 24.5

RHSP/DAP (25%) 88 88 87.5 263.5 400 87.8 22

Postsecondary Readiness (25%) 69 71.3 63.2 203.5 300 67.8 17

Graduation Rate Score (Use best Grad Rate) TOTAL 72

Index IV Score

(2015 Accountability Target = 57) 72

Phase In Results

Reading Math Writing Science Social Studies

Phase-In Standard

Phase-In Standard

Phase-In Standard Phase-In Standard Phase-In Standard

I II Recommended

III I II

Recommende

d

III I II

Recommende

d

III I II Recommended

III I II

Recom

mended

III

3rd 3rd

PISD 72% 65% 40% 48% PISD

State 77% 68% 40% 53% State

4th 4th 4th

PISD 64% 57% 35% 39% PISD PISD 53% 37% 16% 29%

State 74% 66% 43% 50% State State 70% 55% 29% 44%

5th 5th 5th

PISD 64% 52% 29% 40% PISD PISD 67% 57% 32% 40%


6th 6th

PISD 69% 57% 33% 40% PISD

State 76% 65% 40% 52% State

7th 7th 7th

PISD 71% 64% 33% 42% PISD PISD 66% 49% 25% 35%


8th 8th 8th 8th

PISD 77% 66% 39% 50% PISD PISD 76% 66% 39% 51% PISD 48% 34% 10% 18%

State 78% 69% 43% 54% State State 70% 61% 38% 48% State 64% 52% 26% 35%

Color Key: At or Above State Performance >10% Below State Performance

Phase In Results

Color Key: At or Above State Performance >10% Below State Performance

Reading/Writing Math Science Social Studies

Phase-In Standard Phase-In Standard Phase-In Standard Phase-In Standard

I II Recommended




III

ELA I- Rd

Alg I

PISD 60% 56% 40% 45% PISD 74% 62% 31% 42%

State 63% 59% 45% 50% State 81% 70% 43% 54%

ELA II- Rd

Bio I

PISD 57% 49% 34% 40% PISD 89% 80% 49% 64%

State 66% 60% 45% 53% State 92% 84% 57% 69%

U.S. History

PISD 89% 82% 52% 69%

State 91% 84% 62% 72%

TEA Division of Performance Reporting Page 1 of 3 August 7, 2015

TEXAS EDUCATION AGENCY2015 State System Safeguards - Status Report


AllStudents

AfricanAmerican Hispanic White

AmericanIndian Asian

PacificIslander

Two orMore

RacesEcon

DisadvSpecial

Ed

ELL(Current &Monitored) ELL +

TotalMet

TotalEligible

Percent ofEligible

Measures Met

Performance Status ‡

Target 60% 60% 60% 60% 60% 60% 60% 60% 60% 60% 60%

Reading Y Y Y Y N N 4 6 67

Mathematics Y Y Y Y 4 4 100

Writing Y N Y N 2 4 50

Science Y Y Y Y 4 4 100

Social Studies Y Y Y N 3 4 75

Total 17 22 77

Participation Status ‡

Target 95% 95% 95% 95% 95% 95% 95% 95% 95% 95% 95%

Reading Y Y Y Y Y Y 6 6 100

Mathematics Y Y Y Y 4 4 100

Total 10 10 100

Federal Graduation Status (Target: See Reason Codes)

Graduation Target Met Y Y Y Y Y 5 5 100

Reason Code *** a a a a a

Total 5 5 100

Overall Total 32 37 86

‡ Resultsfor grades 3-8 mathematics,STAAR A, and STAAR Alternate2 are not included in 2015 State System Safeguards.

+ Participation uses ELL (Current) rate, Graduation uses ELL (Ever HS) rate.*** Federal Graduation Rate Reason Codes:

a = Graduation Rate Goal of 90%b = Four-year Graduation Rate Target of 83%c = Safe Harbor Target of a 10% decrease in difference from the prior-year rate and the goald = Five-year Graduation Rate Target of 88%

Blank cells above represent student group indicators that do not meet the minimum size criteria.


TEXAS EDUCATION AGENCY2015 State System Safeguards - Performance and Participation Data Table


AllStudents



PacificIslander

Two orMoreRaces

EconDisadv

SpecialEd

ELL(Current &Monitored)

ELL(Current)

Performance Rates ‡

Reading

# at Phase-in Satisfactory Standard 1,457 * 959 470 * 7 - 16 645 15 34 n/a

Total Tests 2,020 * 1,420 566 * 8 - 18 1,013 52 74 62

% at Phase-in Satisfactory Standard 72% * 68% 83% * 88% - 89% 64% 29% 46% n/a

Mathematics

# at Phase-in Satisfactory Standard 223 * 160 61 * * - * 97 * * n/a

Total Tests 296 * 216 75 * * - * 142 * * *

% at Phase-in Satisfactory Standard 75% * 74% 81% * * - * 68% * * n/a

Writing

# at Phase-in Satisfactory Standard 249 - 160 85 - * - * 105 * 5 n/a

Total Tests 408 - 284 117 - * - * 204 * 16 *

% at Phase-in Satisfactory Standard 61% - 56% 73% - * - * 51% * 31% n/a

Science

# at Phase-in Satisfactory Standard 528 * 345 171 * * - 8 231 * 10 n/a

Total Tests 693 * 486 192 * * - 9 345 * 21 18

% at Phase-in Satisfactory Standard 76% * 71% 89% * * - 89% 67% * 48% n/a

Social Studies

# at Phase-in Satisfactory Standard 305 - 184 116 * * - * 122 * * n/a

Total Tests 440 - 301 132 * * - * 216 * * *

% at Phase-in Satisfactory Standard 69% - 61% 88% * * - * 56% * * n/a

Participation Rates ‡

Reading: 2014-2015 Assessments

Number Participating 2,118 ** 1,487 593 * 9 - 19 1,053 54 n/a 70

Total Students 2,128 ** 1,490 600 * 9 - 19 1,058 54 n/a 71

Participation Rate 100% 100% 100% 99% * 100% - 100% 100% 100% n/a 99%

Mathematics: 2014-2015 Assessments

Number Participating 310 * 227 78 * * - * 148 8 n/a 6

Total Students 312 * 229 78 * * - * 149 9 n/a 6

Participation Rate 99% * 99% 100% * * - * 99% 89% n/a 100%

‡ Resultsfor grades 3-8 mathematics,STAAR A, and STAAR Alternate2 are not included in 2015 State System Safeguards.

* Indicates results are masked due to smallnumbers to protect student confidentiality.** When only one racial/ethnic group is masked, then the second smallest racial/ethnic group is masked (regardless of size).- Indicates there are no students in the group.n/a Indicates the student group is not applicable for Systems Safeguards.


TEXAS EDUCATION AGENCY2015 State System Safeguards - Graduation Data Table


AllStudents



PacificIslander

Two orMoreRaces

EconDisadv

SpecialEd

ELL(Ever HS)

ELL(Current)

Federal Graduation Rates

4-year Longitudinal Cohort Graduation Rate (Gr 9-12): Class of 2014

Number Graduated 210 * 144 64 - - - * 100 24 * n/a

Total in Class 224 * 154 67 - - - * 109 25 * -

Graduation Rate 93.8% * 93.5% 95.5% - - - * 91.7% 96.0% * n/a

4-year Longitudinal Cohort Graduation Rate (Gr 9-12): Class of 2013

Number Graduated 209 * 139 65 * - - * 109 23 * n/a

Total in Class 217 * 146 66 * - - * 114 27 * *

Graduation Rate 96.3% * 95.2% 98.5% * - - * 95.6% 85.2% * n/a

5-year Extended Graduation Rate (Gr 9-12): Class of 2013

Number Graduated 212 * 142 65 * - - * 110 25 * n/a

Total in Class 216 * 146 65 * - - * 113 26 * *

Graduation Rate 98.1% * 97.3% 100.0% * - - * 97.3% 96.2% * n/a

* Indicates results are masked due to smallnumbers to protect student confidentiality.** When only one racial/ethnic group is masked, then the second smallest racial/ethnic group is masked (regardless of size).- Indicates there are no students in the group.n/a Indicates the student group is not applicable for Systems Safeguards.

Possible Data Sources Organized by Critical Success Factors (CSFs)

Academic Performance

Use of Quality Data to Drive Instruction

Leadership Effectiveness

Increase Learning Time

Family & Community Engagement

School Climate Teacher Quality

STAAR/EOC Results

Texas Academic Performance Reports

TELPAS results

Curriculum- Based Assessments

Formative assessments

Student self-tracking goal setting documents

Tutoring reports

Student portfolios

Graduation rate

AP/IB data

Dual credit

Early college entrance

SAT/ACT Scores

Texas Primary Reading Inventory

Performance Based Monitoring

Computer software results

Developmental Reading Assessment

Individual education plans

PEIMS six-weeks principal reports

Aggregated /disaggregated attendance data

Aggregated/ disaggregated discipline referral data

STAAR/EOC Results

Curriculum- Based Assessments

Formative assessments

Data Management Systems (DMAC/Eduphoria)

Data walls/ rooms

Individual student profiles

Response to Intervention tracking

Classroom walkthrough data

Feedback from walkthroughs

Professional learning community minutes

Intervention decisions

Teacher surveys

TEKS- unpacking

Re-teaching/Tutoring

Use of anecdotal data such as teacher or counselor input in ARDs or LPAC meetings

PEIMS six-weeks principal reports

STAAR/EOC Results

Texas Academic Performance reports

Teacher retention

Teacher attendance

professional Development plans (including implementation and monitoring plans)

Staff surveys

Teacher leader

Leadership 360 reviews

Principal evaluation results

Teacher evaluation results

Principal/teacher self-evaluation

Time on task observations

Student engagement observations

Percentage of school-wide engagement in enrichment activities

Master schedule

Late state/Early release data

Minutes of instructional time per day

Days per year on the instructional calendar

Minutes of extended opportunities offered

24/7 online academic opportunities provided

Minutes offered for staff collaboration/PD

Number of credits recovered by students at-risk

Family and community perception surveys

Number of parent/family conferences held

Observed results from the conferences

Number of family/parent focus workshops and programs offered

Participation results from the workshops

Number of home visits conducted

Observed results from the home visits

Number of modes of communication used to inform families how to support their student academic growth

Number of languages in which parent communication is provided

Number of community partners

Observed results from the community partnerships

Teacher retention rate

Student perception data

Staff perception data

Parent/Community perception data

Discipline data

Aggregated /disaggregated attendance data

PEIMS data

PBIS activities & impact

Teacher attendance

Involvement in extra-curricular activities

Walk-through Observations

Campus cleanliness

Community involvement and support

Aggregated/ disaggregated discipline referral data

PEIMS 425 report

STAAR/EOC results

Student feedback

Classroom observations

Third party classroom observation

Teacher recruitment process

Increased student performance

Walk-through data

Teacher feedback

Teacher evaluation results

Professional development hours

Professional development implementation (as evidenced during walk-throughs)

Classroom engagement

Time on task

Failure Rates

Discipline referrals

Parent surveys

Pleasanton District Improvement Plan Acronyms

ISD-Independent School District

STAAR-State of Texas Assessments of Academic Readiness

EOC- End of Course

ELL-English Language Learners

CTE-Career and Technical Education

TEKS-Texas Essential Knowledge and Skills

RTI-Response to Intervention

SSI-Student Success Initiative

CSF-Critical Success Factors

BOY-Beginning of Year

MOY-Middle of Year

EOY-End of Year

E-star-

GT-Gifted and Talented

CCR-College and Career Ready

PGP-Personal Graduation Plan

SHAC-School Health Advisory Committee

PLC-Professional Learning Communities

BTB-Beyond the Bell

EOP-Emergency Operation Plan

PO-Purchase order

HQ-Highly Qualified

TxEIS-Texas Enterprise Information System

LPAC-Language Proficiency Assessment Committee

SIOP-Sheltered Instruction Observation Protocol

2015-2016 SSA Migrant Districts Priority for Service (PFS) Action Plan


Education Service Center, Region 20

As part of the NCLB Consolidated Application for Federal Funding, Part 4 of the Title I, Part C Migrant Education Program schedule, the Priority for Service

(PFS) Action Plan is a required Program Activity for the Migrant Education Program. Priority for Service students are migratory children who are failing, or

ost at risk of faili g, to eet the state’s challe gi g state acade ic co te t sta dards a d challe gi g state stude t academic achievement standards, and

whose education has been interrupted during the regular school year. [P.L. 107-110, §1304 (d)]

The Priority for Service Report on NGS must be used to determine who to serve first and foremost with MEP funds. Students are identified as PFS if they

meet both of the following criteria:

Criteria for 2015-2016

Students who failed one or more of the state assessments (TAKS/STAAR), or were granted

a TAKS LEP Postponement, were Absent or were not enrolled in a Texas school during the

state assessment testing period for their grade level; and have their education interrupted

during the previous or current regular school year.

Students who are designated LEP in the Student Designation section of the New

Generation System (NGS) Supplemental Program Component, or have been retained, or

are overage for their current grade level and have their education interrupted during the

previous or current regular school year.

Grades 3-12,

Ungraded (UG) or

Out of School (OS)

Grades K-2

Education Service Center, Region 20 7/8/2015


Required Activities Timeline Person(s) Responsible Documentation Mid-Year Status EOY Status

Monthly System Specialists NGS Monthly Reports

May-August

MEP Coordinator

Ed Spec Supervisors

Counselors, Recruiters

System Specialists

District Contact

Completed 2015-2016

PFS Action Plan

Provide SSA migrant contacts a

copy of the PFS criteria, monthly

updated NGS PFS reports, and

expectation of procedures to follow

with PFS students.

Monthly

Ed Spec Supervisors,

System Specialists,

Counselor, District Contact,

Campus Administrator or

Campus Designee

PFS Report

100% of PFS migrant students will receive priority access to supplemental instructional and support

opportunities.

Objective(s):

On a monthly basis, run NGS Priority for Service (PFS) reports to identify migrant children and youth who require priority access to MEP services.

The PFS Action Plan must include the following:

When, in your school year calendar, the district’s MEP Contact will provide each campus principal, appropriate campus staff and parents the Priority for Service criteria and updated NGS Priority for Service reports.

Ensure that identified Priority for Service migrant

students have the same opportunity to meet the

challenging state, content, and student performance

standards expected of all children.

Goal(s):





opportunities.

Objective(s):





Goal(s):

Provide all parents a copy of the

PFS criteria, what it means, and

implications for the student to

ensure awareness. Districts will

attach information on progress

reports or report cards.

Upon

Identification as

PFS


District Contact

PFS Criteria Letter, Mail

out list

Provide parents of PFS students

with the knowledge of local and

state requirements for promotion,

graduation

Community

Outreach Fair,

PAC meetings;

individual

meetings/phone

calls with

parents as

needed (case by

case)

Campus and Migrant

Counselor, Campus

Administrator or Campus

Designee

Counselor follow-up,

student feedback,

Agendas, Sign-In sheets

When, in your school year calendar, the district MEP contact, MEP staff and migrant school staff will make home and /or community visits to update

parents on the academic progress of their children.





opportunities.

Objective(s):





Goal(s):

Provide parents of PFS students an

update on the academic progress of

their child.

Individual

meetings/phone

calls with

parents as

needed (case by

case)


Tutors, District Contact,


Campus Designee

Parent evaluations/

feedback, Counselor

follow-up, phone logs,

email documentation,

mail out list

Provide parents of PFS students

information about available

community and/ or social services.

Community

Outreach Fair,

PAC meetings;

individual

meetings/phone

calls with

parents as

needed (case by

case)


Counselor, Recruiters,

Tutors, District Contact,


Campus Designee

Parent evaluations/

feedback, Counselor

follow-up, tutor feedback,

student feedback

How the district’s MEP contact will use NGS Priority for Service reports to give priority placements to these students in Migrant Education Program activities.





opportunities.

Objective(s):





Goal(s):

SSA districts will develop a set of

written procedures that outline a

variety of strategies for migrant

students with late entry and/or early

withdrawal and saved course slots

in elective and core subject areas.

(Required Activity “m”)

August

District Contact or

appropriate district designee;

Ed Spec

100% of students who

enroll late will be placed

in the necessary core

content classes.

Provide appropriate placement/

programs for students not meeting

the state content standards or

mastering TEKS objectives. Ex:

tutoring, state assessments,

remediation, Online migrant

coursework, credit recovery (Nova

Net, Plato, FLEX, night school,

etc.), summer school, or community

resources/ services.

Year Round

District designee, Ed Spec,

Ed Spec Supervisor,

Counselor

Increased number of

students completing

partial credit and/or

passing state

assessments. Partial

Credit Report, Retention

Report, Formal/Informal

Assessment

How the district’s MEP contact will ensure that Priority for Service students receive priority access to instructional services, as well as social workers and community social services/agencies.





opportunities.

Objective(s):





Goal(s):

ESC-20 MEP staff and district staff

will coordinate to provide resources

and tools to promote student

academic success.

Year Round

District designee, Ed Spec,

Ed Spec Supervisor,

Counselor

Partial Credit Report,

Formal/Informal

Assessment, STAAR

Results, On time for

graduation Report..

Identify dropout students/ out-of-

school youth (OSY) and provide

information regarding options for

obtaining diploma/ GED.

Year RoundOSY Recruiter, Ed Spec

Supervisor, Counselor

Identify and provide

information regarding

options to 100% of OSY

students. Supplemental

Report, OSY Report,

Student Termination

Report.

Ongoing

Identify state, federal, and local

programs that serve PFS students

during the current school year in

order to ensure migrant services are

supplemental.

Year RoundEd Spec Supervisor, District

designee

Completed Academic

Services Form from each

SSA district on file

What federal, state and local programs service Priority for Service students?

The MEP Contact will include the PFS Action Plan in the District’s Improvement Plan as a separate section appropriately labeled or identified (e.g., “Migrant PFS Action Plan” section), rather than integrating the action plan elements with other DIP sections that focus on other student population groups ( e.g.,

Bilingual, ESL, economically disadvantaged).





opportunities.

Objective(s):





Goal(s):

Provide district contacts with Priority

for Services criteria and a copy of

the PFS action plan to be included

in their District Improvement Plan

(DIP).

JuneEd Spec Supervisor,

Counselors

Copy of DIP showing

insertion of PFS Action

Plan

Additional Activities Timeline Persons Responsible Documentation Activity Status

Collect and analyze sources of

student data (transcripts, testing

data) to determine progress toward

graduation.

Year Round

Counselor, Ed Spec

Supervisor, System

Specialists

Increased number of

students completing

partial credit and/or

passing state

assessments.Not on time

for Graduation Report.





opportunities.

Objective(s):





Goal(s):

Provide an opportunity for campus

counselors to participate in the

Migrant Counselor Overview

session to analyze migrant student

educational needs.

Year Round Counselor

Increase the number of

participants to this

session by 100%. Sign

In sheets from overviews

provided.

Provide on-line and face to face

opportunities for district/campus

staff to attend staff development for

enhancing their knowledge of the

migrant student population including

migrant student needs. Videos,

Face to Face overviews.

Year RoundEd Spec Supervisor,

Counselors

Increase the number of

participants at the ESC

sessions/ contact

meetings by 100%.

Participant evaluations.

Participant feedback.

Sign-In sheets.


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