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#TeamSISDLeading • Inspiring • InnovatingSocorro Independent School District
2015-16
Community Engagement Survey
2
Introduction 4
District Rating 5
Elementary Schools 6
PK-8 Schools 14
Middle Schools 16
High Schools 19
Alternative Schools 22
2015-2016 SISD Community Engagement Survey 23
Table of Contents
3
Socorro ISD Board of TrusteesTexas Honor Board • Region 19 Board of the YearThe Socorro ISD Board of Trustees consists of seven elected citizens who work with community leaders, families, and educators to develop sound educational policies that support student achievement and ensure the solvency of the District. They have been named twice as the Region 19 Board of the Year in 2012 and 2015. The SISD Board also earned the prestigious title of 2015 Texas Honor Board, being recognized for their commitment to their students and community, a continued focus on student achievement and improvement, and high ethical standards in governing the school district. Together, they are a strong and cohesive team that helps the district continuously set and achieve new levels of excellence. Five of the trustees represent single-member districts and two are elected at-large.
VisionTomorrow’s Leaders Learning Today
MissionThe mission of the Socorro Independent School District is to optimize our students’ academic, artistic, athletic, and interpersonal skills.
SISD Strategic PlanSISD’s Strategic Plan guides the day-to-day work of Team SISD in order to meet the district’s overarching goal of ensuring 100 percent of students graduate from high school prepared for the college and career of their choice. The plan was developed to move the district forward while meeting the needs of SISD’s students, parents and broader community, and serves as the pathways to success while focusing on improving academic achievement of all students. SISD’s Strategic Plan includes five directions:
Direction OneSafe and Supportive Learning Environment
Direction TwoCollege and Career Readiness
Direction ThreeHighly Qualified, Effective Faculty and Staff
Direction FourHome, School, Community Partnerships
Direction FiveAccountability For ALL
Michael A. NajeraTrustee
Hector F. GonzalezTrustee
Angelica RodriguezTrustee
Antonio ‘Tony’ AyubTrustee
Gary GandaraBoard President
Paul GuerraBoard Vice President
Cynthia Ann NajeraBoard Secretary
4
Socorro Independent School District is committed to maintaining strong home, school and community partnerships in order to increase student academic and behavioral achievement. In accordance with Texas Education Code (TEC) § 39.545(a), SISD self-evaluated and assigned performance ratings for community and student engagement indicators based on results from the 2015-2016 SISD Community Engagement Survey.
The survey results for the district and for each campus in SISD are available in this document. Also available in this document is a sample of the survey that was completed by each campus.
SISD formulated a committee of district personnel* in order to review and revise the criteria used last year. The Texas Association of School Administrators provided school districts guidance and possible criteria to develop the survey, which SISD took into consideration when developing the survey. The SISD staff members reviewed all of the criteria to ensure it was relevant and could be used to improve the district’s performance.
Once the survey was revised, administrators received a link via Survey Monkey to access and complete with their School Improvement Teams (SIT). All schools were surveyed in the nine areas listed below:
1. Fine Arts2. Wellness and Physical Education3. Community and parental involvement4. 21st Century workforce development program5. Second language acquisition program6. Digital learning environment7. Dropout prevention strategies8. Educational programs for GT students9. Compliance with statutory reporting and policy requirements
The campuses then assigned a rating of 1 = Unacceptable, 2 = Acceptable, 3 = Recognized, or 4 = Exemplary for each of the areas, except for area nine (compliance), which received a rating of either Yes or No.
If you have any questions regarding the survey or you would like to be on the committee to develop additional questions for the nine areas on the SISD Community Engagement Survey for the 2016-2017 school year, please contact the Department of State and Federal Programs’ Assistant Director, Fernie Vasquez, at [email protected] or at (915) 937-1600.
SISD always encourages parents and community members to get involved, and appreciates your continued support in helping the district realize its vision of Tomorrow’s Leaders Learning Today.
*The staff members who participated in the development of the SISD Community Engagement Survey were: Fine Arts – Don Rominsky, Bilingual Education Department – Jennifer Davila, Department of State and Federal Programs – Jeanette Williams and Fernie Vasquez, Guidance and Counseling – Tammi Mackeben, Career and Technology Education (CTE) – George Thomas, Athletics Department – Albert Hernandez, Advanced Academic Gifted and Talented Program – Rosario Rojas, Technology Services Department – Miguel Moreno and Hector Reyna, Department of Research and Evaluation – Kelly McBain, Nurse Manager – Rebecca Madrid, Child Nutritional Services – Shelley Chenausky.
2015-2016 SISD Community Engagement Survey
5n Americas Boundary n Eastlake Boundary n El Dorado Boundary n Montwood Boundary n Pebble Hills Boundary n Socorro Boundary
District ResultsSOCORRO INDEPENDENT SCHOOL DISTRICT
Fine Arts Recognized
Second Language Acquisition Exemplary
Community and Parental Involvement Exemplary
Wellness and Physical Education Recognized
Gifted and Talented Recognized
Dropout Prevention Recognized
Digital Learning Recognized
Compliance Yes
21st Century Workforce Recognized
Overall Results Recognized
6n Americas Boundary n Eastlake Boundary n El Dorado Boundary n Montwood Boundary n Pebble Hills Boundary n Socorro Boundary
Elementary SchoolsBENITO MARTINEZ ELEMENTARY SCHOOL
Fine Arts Acceptable
Second Language Acquisition Recognized
Community and Parental Involvement Recognized
Wellness and Physical Education Recognized
Gifted and Talented Recognized
Dropout Prevention Recognized
Digital Learning Recognized
Compliance Yes
21st Century Workforce Acceptable
Overall Results Recognized
CAMPESTRE ELEMENTARY SCHOOLFine Arts Recognized
Second Language Acquisition Exemplary
Community and Parental Involvement Exemplary
Wellness and Physical Education Exemplary
Gifted and Talented Recognized
Dropout Prevention Exemplary
Digital Learning Recognized
Compliance Yes
21st Century Workforce Exemplary
Overall Results Exemplary
CHESTER E. JORDAN ELEMENTARY SCHOOLFine Arts Recognized
Second Language Acquisition Exemplary
Community and Parental Involvement Exemplary
Wellness and Physical Education Exemplary
Gifted and Talented Exemplary
Dropout Prevention Recognized
Digital Learning Recognized
Compliance Yes
21st Century Workforce Recognized
Overall Results Recognized
7n Americas Boundary n Eastlake Boundary n El Dorado Boundary n Montwood Boundary n Pebble Hills Boundary n Socorro Boundary
Elementary SchoolsDR. SUE SHOOK ELEMENTARY SCHOOL
Fine Arts Recognized
Second Language Acquisition Exemplary
Community and Parental Involvement Exemplary
Wellness and Physical Education Exemplary
Gifted and Talented Exemplary
Dropout Prevention Exemplary
Digital Learning Recognized
Compliance Yes
21st Century Workforce Recognized
Overall Results Recognized
ELFIDA P. CHAVEZ ELEMENTARY SCHOOLFine Arts Acceptable
Second Language Acquisition Recognized
Community and Parental Involvement Recognized
Wellness and Physical Education Recognized
Gifted and Talented Recognized
Dropout Prevention Recognized
Digital Learning Recognized
Compliance Yes
21st Century Workforce Acceptable
Overall Results Recognized
ESCONTRIAS EARLY CHILDHOOD CENTERFine Arts Recognized
Second Language Acquisition Exemplary
Community and Parental Involvement Exemplary
Wellness and Physical Education Exemplary
Gifted and Talented Exemplary
Dropout Prevention Exemplary
Digital Learning Recognized
Compliance Yes
21st Century Workforce Recognized
Overall Results Recognized
8n Americas Boundary n Eastlake Boundary n El Dorado Boundary n Montwood Boundary n Pebble Hills Boundary n Socorro Boundary
Elementary SchoolsESCONTRIAS ELEMENTARY SCHOOL
Fine Arts Recognized
Second Language Acquisition Exemplary
Community and Parental Involvement Exemplary
Wellness and Physical Education Exemplary
Gifted and Talented Exemplary
Dropout Prevention Exemplary
Digital Learning Recognized
Compliance Yes
21st Century Workforce Recognized
Overall Results Exemplary
H.D. HILLEY ELEMENTARY SCHOOLFine Arts Recognized
Second Language Acquisition Exemplary
Community and Parental Involvement Exemplary
Wellness and Physical Education Recognized
Gifted and Talented Recognized
Dropout Prevention Recognized
Digital Learning Recognized
Compliance Yes
21st Century Workforce Recognized
Overall Results Recognized
HELEN BALL ELEMENTARY SCHOOLFine Arts Recognized
Second Language Acquisition Acceptable
Community and Parental Involvement Recognized
Wellness and Physical Education Recognized
Gifted and Talented Recognized
Dropout Prevention Recognized
Digital Learning Recognized
Compliance Yes
21st Century Workforce Exemplary
Overall Results Recognized
9n Americas Boundary n Eastlake Boundary n El Dorado Boundary n Montwood Boundary n Pebble Hills Boundary n Socorro Boundary
Elementary SchoolsHORIZON HEIGHTS ELEMENTARY SCHOOL
Fine Arts Recognized
Second Language Acquisition Recognized
Community and Parental Involvement Exemplary
Wellness and Physical Education Exemplary
Gifted and Talented Recognized
Dropout Prevention Exemplary
Digital Learning Recognized
Compliance Yes
21st Century Workforce Recognized
Overall Results Recognized
HUECO ELEMENTARY SCHOOLFine Arts Acceptable
Second Language Acquisition Recognized
Community and Parental Involvement Exemplary
Wellness and Physical Education Exemplary
Gifted and Talented Exemplary
Dropout Prevention Recognized
Digital Learning Recognized
Compliance Yes
21st Century Workforce Acceptable
Overall Results Recognized
HURSHEL ANTWINE ELEMENTARY SCHOOLFine Arts Recognized
Second Language Acquisition Exemplary
Community and Parental Involvement Exemplary
Wellness and Physical Education Recognized
Gifted and Talented Recognized
Dropout Prevention Recognized
Digital Learning Acceptable
Compliance Yes
21st Century Workforce Acceptable
Overall Results Recognized
10n Americas Boundary n Eastlake Boundary n El Dorado Boundary n Montwood Boundary n Pebble Hills Boundary n Socorro Boundary
Elementary SchoolsJAMES P. BUTLER ELEMENTARY SCHOOL
Fine Arts Recognized
Second Language Acquisition Exemplary
Community and Parental Involvement Exemplary
Wellness and Physical Education Exemplary
Gifted and Talented Exemplary
Dropout Prevention Exemplary
Digital Learning Exemplary
Compliance Yes
21st Century Workforce Exemplary
Overall Results Exemplary
KEYS ELEMENTARY SCHOOLFine Arts N/A
Second Language Acquisition Recognized
Community and Parental Involvement Exemplary
Wellness and Physical Education Exemplary
Gifted and Talented Exemplary
Dropout Prevention Recognized
Digital Learning Recognized
Compliance Yes
21st Century Workforce Acceptable
Overall Results Recognized
LOMA VERDE ELEMENTARY SCHOOLFine Arts Recognized
Second Language Acquisition Recognized
Community and Parental Involvement Recognized
Wellness and Physical Education Exemplary
Gifted and Talented Exemplary
Dropout Prevention Recognized
Digital Learning Acceptable
Compliance Yes
21st Century Workforce Recognized
Overall Results Recognized
11n Americas Boundary n Eastlake Boundary n El Dorado Boundary n Montwood Boundary n Pebble Hills Boundary n Socorro Boundary
Elementary SchoolsLUJAN-CHAVEZ ELEMENTARY SCHOOL
Fine Arts Recognized
Second Language Acquisition Recognized
Community and Parental Involvement Exemplary
Wellness and Physical Education Exemplary
Gifted and Talented Exemplary
Dropout Prevention Recognized
Digital Learning Acceptable
Compliance Yes
21st Century Workforce Recognized
Overall Results Recognized
MISSION RIDGE ELEMENTARY SCHOOLFine Arts Recognized
Second Language Acquisition Exemplary
Community and Parental Involvement Exemplary
Wellness and Physical Education Exemplary
Gifted and Talented Exemplary
Dropout Prevention Exemplary
Digital Learning Recognized
Compliance Yes
21st Century Workforce Exemplary
Overall Results Exemplary
MYRTLE COOPER ELEMENTARY SCHOOLFine Arts Exemplary
Second Language Acquisition Exemplary
Community and Parental Involvement Exemplary
Wellness and Physical Education Exemplary
Gifted and Talented Exemplary
Dropout Prevention Exemplary
Digital Learning Recognized
Compliance Yes
21st Century Workforce Exemplary
Overall Results Exemplary
12n Americas Boundary n Eastlake Boundary n El Dorado Boundary n Montwood Boundary n Pebble Hills Boundary n Socorro Boundary
Elementary SchoolsO’SHEA KELEHER ELEMENTARY SCHOOL
Fine Arts Exemplary
Second Language Acquisition Exemplary
Community and Parental Involvement Recognized
Wellness and Physical Education Exemplary
Gifted and Talented Recognized
Dropout Prevention Recognized
Digital Learning Recognized
Compliance Yes
21st Century Workforce Exemplary
Overall Results Recognized
PURPLE HEART ELEMENTARY SCHOOLFine Arts Acceptable
Second Language Acquisition Exemplary
Community and Parental Involvement Exemplary
Wellness and Physical Education Exemplary
Gifted and Talented Recognized
Dropout Prevention Exemplary
Digital Learning Acceptable
Compliance Yes
21st Century Workforce Recognized
Overall Results Recognized
ROBERT R. ROJAS ELEMENTARY SCHOOLFine Arts Recognized
Second Language Acquisition Exemplary
Community and Parental Involvement Recognized
Wellness and Physical Education Recognized
Gifted and Talented Exemplary
Dropout Prevention Exemplary
Digital Learning Recognized
Compliance Yes
21st Century Workforce Exemplary
Overall Results Recognized
13n Americas Boundary n Eastlake Boundary n El Dorado Boundary n Montwood Boundary n Pebble Hills Boundary n Socorro Boundary
Elementary SchoolsSGT. ROBERTO ITUARTE ELEMENTARY SCHOOL
Fine Arts Recognized
Second Language Acquisition Recognized
Community and Parental Involvement Exemplary
Wellness and Physical Education Exemplary
Gifted and Talented Recognized
Dropout Prevention Recognized
Digital Learning Acceptable
Compliance Yes
21st Century Workforce Exemplary
Overall Results Recognized
SIERRA VISTA ELEMENTARY SCHOOLFine Arts Acceptable
Second Language Acquisition Exemplary
Community and Parental Involvement Recognized
Wellness and Physical Education Exemplary
Gifted and Talented Exemplary
Dropout Prevention Exemplary
Digital Learning Exemplary
Compliance Yes
21st Century Workforce Exemplary
Overall Results Exemplary
VISTA DEL SOL ELEMENTARY SCHOOLFine Arts Recognized
Second Language Acquisition Exemplary
Community and Parental Involvement Exemplary
Wellness and Physical Education Exemplary
Gifted and Talented Exemplary
Dropout Prevention Recognized
Digital Learning Recognized
Compliance Yes
21st Century Workforce Recognized
Overall Results Recognized
14n Americas Boundary n Eastlake Boundary n El Dorado Boundary n Montwood Boundary n Pebble Hills Boundary n Socorro Boundary
PK-8 SchoolsBILL SYBERT SCHOOL
Fine Arts Exemplary
Second Language Acquisition Exemplary
Community and Parental Involvement Exemplary
Wellness and Physical Education Exemplary
Gifted and Talented Exemplary
Dropout Prevention Exemplary
Digital Learning Exemplary
Compliance Yes
21st Century Workforce Exemplary
Overall Results Exemplary
DESERT WIND SCHOOLFine Arts Acceptable
Second Language Acquisition Exemplary
Community and Parental Involvement Recognized
Wellness and Physical Education Recognized
Gifted and Talented Recognized
Dropout Prevention Recognized
Digital Learning Acceptable
Compliance Yes
21st Century Workforce Recognized
Overall Results Recognized
ERNESTO SERNA SCHOOLFine Arts Acceptable
Second Language Acquisition Exemplary
Community and Parental Involvement Exemplary
Wellness and Physical Education Exemplary
Gifted and Talented Recognized
Dropout Prevention Recognized
Digital Learning Acceptable
Compliance Yes
21st Century Workforce Exemplary
Overall Results Recognized
15n Americas Boundary n Eastlake Boundary n El Dorado Boundary n Montwood Boundary n Pebble Hills Boundary n Socorro Boundary
PK-8 SchoolsJANE A. HAMBRIC SCHOOL
Fine Arts Recognized
Second Language Acquisition Recognized
Community and Parental Involvement Recognized
Wellness and Physical Education Recognized
Gifted and Talented Exemplary
Dropout Prevention Recognized
Digital Learning Acceptable
Compliance Yes
21st Century Workforce Recognized
Overall Results Recognized
JOHN DRUGAN SCHOOLFine Arts Recognized
Second Language Acquisition Exemplary
Community and Parental Involvement Exemplary
Wellness and Physical Education Exemplary
Gifted and Talented Exemplary
Dropout Prevention Exemplary
Digital Learning Recognized
Compliance Yes
21st Century Workforce Recognized
Overall Results Recognized
PASO DEL NORTE SCHOOLFine Arts Recognized
Second Language Acquisition Recognized
Community and Parental Involvement Exemplary
Wellness and Physical Education Recognized
Gifted and Talented Recognized
Dropout Prevention Recognized
Digital Learning Recognized
Compliance Yes
21st Century Workforce Recognized
Overall Results Recognized
16n Americas Boundary n Eastlake Boundary n El Dorado Boundary n Montwood Boundary n Pebble Hills Boundary n Socorro Boundary
Middle SchoolsCAPT. WALTER E. CLARKE MIDDLE
Fine Arts Recognized
Second Language Acquisition Recognized
Community and Parental Involvement Exemplary
Wellness and Physical Education Exemplary
Gifted and Talented Recognized
Dropout Prevention Recognized
Digital Learning Recognized
Compliance Yes
21st Century Workforce Recognized
Overall Results Recognized
COL. JOHN O. ENSOR MIDDLEFine Arts Recognized
Second Language Acquisition Exemplary
Community and Parental Involvement Exemplary
Wellness and Physical Education Exemplary
Gifted and Talented Recognized
Dropout Prevention Exemplary
Digital Learning Exemplary
Compliance Yes
21st Century Workforce Exemplary
Overall Results Exemplary
MONTWOOD MIDDLEFine Arts Recognized
Second Language Acquisition Exemplary
Community and Parental Involvement Exemplary
Wellness and Physical Education Exemplary
Gifted and Talented Recognized
Dropout Prevention Recognized
Digital Learning Acceptable
Compliance Yes
21st Century Workforce Recognized
Overall Results Recognized
17n Americas Boundary n Eastlake Boundary n El Dorado Boundary n Montwood Boundary n Pebble Hills Boundary n Socorro Boundary
Middle SchoolsSALVADOR H. SANCHEZ MIDDLE
Fine Arts Acceptable
Second Language Acquisition Acceptable
Community and Parental Involvement Recognized
Wellness and Physical Education Recognized
Gifted and Talented Exemplary
Dropout Prevention Recognized
Digital Learning Acceptable
Compliance Yes
21st Century Workforce Exemplary
Overall Results Recognized
SOCORRO MIDDLEFine Arts Recognized
Second Language Acquisition Exemplary
Community and Parental Involvement Recognized
Wellness and Physical Education Recognized
Gifted and Talented Exemplary
Dropout Prevention Recognized
Digital Learning Acceptable
Compliance Yes
21st Century Workforce Recognized
Overall Results Recognized
SPC. RAFAEL HERNANDO III MIDDLEFine Arts Recognized
Second Language Acquisition Exemplary
Community and Parental Involvement Exemplary
Wellness and Physical Education Exemplary
Gifted and Talented Exemplary
Dropout Prevention Exemplary
Digital Learning Recognized
Compliance Yes
21st Century Workforce Exemplary
Overall Results Exemplary
18n Americas Boundary n Eastlake Boundary n El Dorado Boundary n Montwood Boundary n Pebble Hills Boundary n Socorro Boundary
Middle SchoolsSSG. MANUEL PUENTES MIDDLE
Fine Arts Recognized
Second Language Acquisition Exemplary
Community and Parental Involvement Exemplary
Wellness and Physical Education Exemplary
Gifted and Talented Acceptable
Dropout Prevention Recognized
Digital Learning Recognized
Compliance Yes
21st Century Workforce Recognized
Overall Results Recognized
SUN RIDGE MIDDLEFine Arts Exemplary
Second Language Acquisition Exemplary
Community and Parental Involvement Exemplary
Wellness and Physical Education Recognized
Gifted and Talented Recognized
Dropout Prevention Recognized
Digital Learning Recognized
Compliance Yes
21st Century Workforce Recognized
Overall Results Recognized
WILLIAM D. SLIDER MIDDLEFine Arts Exemplary
Second Language Acquisition Exemplary
Community and Parental Involvement Exemplary
Wellness and Physical Education Exemplary
Gifted and Talented Exemplary
Dropout Prevention Exemplary
Digital Learning Exemplary
Compliance Yes
21st Century Workforce Recognized
Overall Results Exemplary
19n Americas Boundary n Eastlake Boundary n El Dorado Boundary n Montwood Boundary n Pebble Hills Boundary n Socorro Boundary
High SchoolsAMERICAS HIGH SCHOOL
Fine Arts Exemplary
Second Language Acquisition Exemplary
Community and Parental Involvement Exemplary
Wellness and Physical Education Exemplary
Gifted and Talented Recognized
Dropout Prevention Exemplary
Digital Learning Recognized
Compliance Yes
21st Century Workforce Recognized
Overall Results Recognized
EASTLAKE HIGH SCHOOLFine Arts Exemplary
Second Language Acquisition Exemplary
Community and Parental Involvement Exemplary
Wellness and Physical Education Exemplary
Gifted and Talented Exemplary
Dropout Prevention Acceptable
Digital Learning Acceptable
Compliance Yes
21st Century Workforce Recognized
Overall Results Recognized
EL DORADO HIGH SCHOOLFine Arts Exemplary
Second Language Acquisition Recognized
Community and Parental Involvement Exemplary
Wellness and Physical Education Exemplary
Gifted and Talented Recognized
Dropout Prevention Recognized
Digital Learning Acceptable
Compliance Yes
21st Century Workforce Recognized
Overall Results Recognized
20n Americas Boundary n Eastlake Boundary n El Dorado Boundary n Montwood Boundary n Pebble Hills Boundary n Socorro Boundary
High SchoolsMISSION EARLY COLLEGE HIGH SCHOOL
Fine Arts Recognized
Second Language Acquisition Exemplary
Community and Parental Involvement Exemplary
Wellness and Physical Education Exemplary
Gifted and Talented Recognized
Dropout Prevention Exemplary
Digital Learning Exemplary
Compliance Yes
21st Century Workforce Exemplary
Overall Results Exemplary
MONTWOOD HIGH SCHOOLFine Arts Recognized
Second Language Acquisition Exemplary
Community and Parental Involvement Exemplary
Wellness and Physical Education Recognized
Gifted and Talented Recognized
Dropout Prevention Exemplary
Digital Learning Recognized
Compliance Yes
21st Century Workforce Recognized
Overall Results Recognized
PEBBLE HILLS HIGH SCHOOLFine Arts Exemplary
Second Language Acquisition Exemplary
Community and Parental Involvement Exemplary
Wellness and Physical Education Exemplary
Gifted and Talented Exemplary
Dropout Prevention Exemplary
Digital Learning Recognized
Compliance Yes
21st Century Workforce Recognized
Overall Results Exemplary
21n Americas Boundary n Eastlake Boundary n El Dorado Boundary n Montwood Boundary n Pebble Hills Boundary n Socorro Boundary
High SchoolsOPTIONS HIGH SCHOOL
Fine Arts N/A
Second Language Acquisition Acceptable
Community and Parental Involvement Acceptable
Wellness and Physical Education Recognized
Gifted and Talented Exemplary
Dropout Prevention Recognized
Digital Learning Recognized
Compliance Yes
21st Century Workforce Recognized
Overall Results Recognized
SOCORRO HIGH SCHOOLFine Arts Recognized
Second Language Acquisition Recognized
Community and Parental Involvement Exemplary
Wellness and Physical Education Recognized
Gifted and Talented Recognized
Dropout Prevention Acceptable
Digital Learning Acceptable
Compliance Yes
21st Century Workforce Recognized
Overall Results Recognized
22n Americas Boundary n Eastlake Boundary n El Dorado Boundary n Montwood Boundary n Pebble Hills Boundary n Socorro Boundary
Alternative SchoolsKEYS ACADEMY
Fine Arts N/A
Second Language Acquisition Recognized
Community and Parental Involvement Exemplary
Wellness and Physical Education Exemplary
Gifted and Talented Recognized
Dropout Prevention Recognized
Digital Learning Recognized
Compliance Yes
21st Century Workforce Acceptable
Overall Results Recognized
23
Fine Arts
2015 - 2016 SISD Community Engagement Survey
Please Select
Campus
1. Please Select Campus:*
Unacceptable - 2 or
less opportunities
Acceptable - 3
opportunities
Recognized - 4
opportunities
Exemplary - 5
opportunities N/A
Performance Measure
2. Special Events or Cultural opportunity participation. Ex. guest speakers, artists or musicians/field trips for
cultural development (All levels)
*
Unacceptable - 4 or
less opportunities
Acceptable -
Primary - 5
Elementary - 7
Middle School - 8
High School - 12
opportunities
Recognized -
Primary - 10
Elementary - 14
Middle School - 16
High School 24
opportunities
Exemplary -
Primary - 15
Elementary - 21
Middle School - 24
High School 36
opportunities N/A
Performance Measure
3. Exhibition / Performance opportunities (All levels)
Performance Measure
*
Unacceptable -
Less than 30% of
students are
enrolled in fine arts
courses / classes.
Acceptable - 30% to
59% of students are
enrolled in fine arts
courses / classes.
Recognized - 60%
to 69% of students
enrolled in fine arts
courses / classes.
Exemplary - 70% or
more of students
enrolled in fine arts
courses / classes. N/A
Performance Measure
4. Participation of students in Fine Arts courses. (middle schools and high schools only) *
24
Unacceptable -
Less than 50% of
students are
continuing Fine Arts
Acceptable - 51% -
69 % of students are
continuing Fine Arts
Recognized - 70%-
80% of students are
continuing Fine Arts
Exemplary - Greater
than 80% of
students are
continuing Fine Arts N/A
Performance Measure
5. Percent of students continuing Fine Arts compared to preceding year. (middle schools and high schools
only)
*
Unacceptable -
Less than 20%
participation of Fine
Arts students in
competition.
Acceptable - 20% to
49% participation of
Fine Arts students in
competition.
Recognized - 50 to
65% participation of
Fine Arts students in
competition.
Exemplary - More
than 65%
participation of Fine
Arts students in
competition. N/A
Performance Measure
6. Participation in UIL or district supported competition opportunities. TMEA All Region -
Band/Choir/Orchestra Visual Arts - VASE Regional Competition. (middle schools and high schools only)
*
Unacceptable - Did
not participate in UIL
Fine Arts
Competition
Acceptable - All
Participating groups
received
performance ratings
of Average,
Excellent or
Superior
Recognized - All
Participating groups
received
performance ratings
of Excellent or
Superior
Exemplary - All
Participating groups
received
performance ratings
of Superior N/A
Performance Measure
7. Fine Arts UIL or district supported competition outcome group. (middle schools and high schools only) *
Unacceptable - Did
not participate in UIL
Fine Arts
Competition
Acceptable - 12 or
more students
earned district
acknowledgement
Recognized - 10 or
more students
earned
regional/area
acknowledgement
Exemplary - 2 or
more students
qualified for state N/A
Performance Measure
8. Fine Arts UIL or district supported competition outcome individual. (high schools only)*
25
Second Language Acquisition Survey
2015 - 2016 SISD Community Engagement Survey
Unacceptable - 0
Opportunities for
ELL students
to participate in
extra-curricular
school activities
Acceptable - 1-3
Opportunities for
ELL students to
participate in extra-
curricular school
activities
Recognized - 4-5
Opportunities for
ELL students
to participate in
extra-curricular
school activities
Exemplary - 6+
Opportunities for
ELL students
to participate in
extra-curricular
school activities N/A
Performance Measure
1. Opportunities for ELL students to participate in extra-curricular activities. (All levels)*
Unacceptable - 0
parental
involvement
opportunities are
planned for ELL
students/parents
Acceptable - At least
1 parental
involvement
opportunity is
planned for ELL
students/parents
Recognized - At
least 2 parental
involvement
opportunities are
planned for ELL
students/parents
Exemplary -3 or
more parental
involvement
opportunities are
planned for ELL
students/parents N/A
Performance Measure
2. Parent involvement opportunities for parents of ELL students. (All levels)*
Unacceptable -
Tutoring is not
offered at campus
Acceptable - 1-3
tutorials are offered
to ELL students on
campus
Recognized - 4-5
tutorials are offered
to ELL students on
campus
Exemplary - More
than 6 tutorials are
offered to ELL
students on campus N/A
Performance Measure
3. Tutoring opportunities for ELL students. (All levels)*
Unacceptable -
Teachers do not
utilize sheltered
instructional
strategies
Acceptable -
Teachers utilize
sheltered
instructional
strategies for 1 day
of the week
Recognized -
Teachers utilize
sheltered
instructional
strategies for 2 days
of the week
Exemplary -
Teachers utilize
sheltered
instructional
strategies for 3 or
more days of the
week N/A
Performance Measure
4. Utilizing sheltered instruction, ELPS strategies and PLD's within instruction. (All levels)*
26
Unacceptable -
Language tools are
not provided for
students
Acceptable -
Language tools are
made available for
students in at least
one content area
Recognized -
Language tools are
made available for
students in at least
two content areas
Exemplary -
Language tools are
made available for
students in at least
three or more
content areas N/A
Performance Measure
5. Availability of language acquisition support tools for students. (All levels)*
Unacceptable -
LPACs are not held
at campus and
documentation is
not in order
Acceptable - LPACs
are held once a
semester and
documentation is
somewhat in order
Recognized -
LPACs are held
once a month and
documentation is
generally kept in
order
Exemplary - LPACs
are held once a
month and more
often when items
need to be
addressed;
documentation is
always in order and
in compliance N/A
Performance Measure
6. LPAC meetings and documentation in compliance. (All levels)*
27
Community and Parental Involvement
2015 - 2016 SISD Community Engagement Survey
Unacceptable -
Less than 70% of
parents received
policy
Acceptable - 71-
79% of parents
received policy
Recognized - 80-
89% of parents
received policy
Exemplary - 90-
100% of parents
received policy N/A
Community and
Parental Involvement
1. Distribution of District Parental Involvement Policy. (All levels) *
Unacceptable -
Less than 70% of
parents received
policy
Acceptable - 71-
79% of parents
received policy
Recognized - 80-
89% of parents
received
Exemplary - 90-
100% of parents
received policy N/A
Community and
Parental Involvement
2. Distribution of Campus Parental Involvement Policy. (All levels) *
Unacceptable -
Less than 70% of
parents received
compact
Acceptable - 70 to
79% of parents
received compact
Recognized - 80 to
89% of parents
received compact
Exemplary - 90-
100% of parents
received compact N/A
Community and
Parental Involvement
3. Distribution and collection of Student/Parent/Teacher Compacts to all parents with required signatures
(All levels)
*
Unacceptable -
Less than 70% of
parents received
survey
Acceptable - 70 to
79% of parents
received survey
Recognized - 80-
89% of parents
received survey
Exemplary - 90-
100% of parents
received survey N/A
Community and
Parental Involvement
4. A survey regarding available parenting classes and workshops was provided to parents. (All levels) *
28
Unacceptable -
Less than 70% of
parents received
notice
Acceptable - 70-
79% of parents
received notice
Recognized - 80-
89% of parents
received notice
Exemplary - 90-
100% of parents
received notice N/A
Community and
Parental Involvement
5. Provided notice to parents of students in testing grade levels of STAAR requirements and expectations.
(All levels)
*
Unacceptable -
Less than 70% of
parents received
notice
Acceptable - 70-
79% of parents
received notice
Recognized - 80-
89% of parents
received notice
Exemplary - 90-
100% of parents
received notice N/A
Community and
Parental Involvement
6. Provided notice to parents of Highly Qualified Teachers. (All levels)*
Unacceptable - Did not
convene a Title I Annual
meeting Acceptable - N/A
Recognized - Held one
annual meeting
Exemplary - Held two
annual meetings
Community and
Parental Involvement
7. Campus convened Title I, Annual Meeting with parents. (All levels)*
Unacceptable - Did
not hold any
parent/teacher
conference
Acceptable - Held 1
parent/teacher
conference
Recognized - Held 2
parent/teacher
conference
Exemplary - Held 3
or more
parent/teacher
conference N/A
Community and
Parental Involvement
8. Held a parent/teacher conference during 1st and 2nd semester. (All levels)*
Unacceptable - Held
8 workshops
throughout the year
Acceptable - Held
16 workshops
throughout the year
Recognized - Held
20 workshops
throughout the year
Exemplary - Held
28 workshops
throughout the year N/A
Community and
Parental Involvement
9. Offered workshops and trainings for parents on literacy, technology, bullying prevention and student
achievement. (All levels)
*
29
Unacceptable -
Less than 70% of
parents receive
information
Acceptable - 70-
79% of parents
receive information
Recognized - 80-
89% of parents
receive information
Exemplary - 90-
100% of parents
receive information N/A
Community and
Parental Involvement
10. Communicated with parents of participating children regarding school and parent program information
or activities in language they understand. (All levels)
*
30
Wellness & Physical Ed.
2015 - 2016 SISD Community Engagement Survey
Unacceptable -
Less than 89% of
students are taught
sexuality curriculum
in school.
Acceptable - 90-
94%% of students
are taught sexuality
curriculum in school
Recognized - 95-
99% of students are
taught sexuality
curriculum in school
Exemplary - 100%
of students are
taught sexuality
curriculum in school N/A
Performance Measure
1. Middle school and /or high school students are taught sexuality curriculum. (middle schools and high
schools only)
*
Unacceptable -
School gym is open
and accessible 89%
or less during
regular school days.
(non-testing days)
Acceptable - School
gym is open and
accessible 90-94%
during regular
school days. (non-
testing days)
Recognized -
School gym is open
and accessible 95-
99% during regular
school days. (non-
testing days)
Exemplary - School
gym is open and
accessible 100%
during regular
school days. (non-
testing days) N/A
Performance Measure
2. The school gym is accessible and supervised during lunch. (middle schools and high schools only)*
Unacceptable - 89%
or less of incidents
and reports on
bullying are followed
up on
Acceptable - 90-
94% of incidents
and reports on
bullying are followed
up on
Recognized - 95-
99% of incidents
and reports on
bullying are
followed up on
Exemplary - 100%
of incidents and
reports on bullying
are followed up on N/A
Performance Measure
3. Campus staff follows up on all bullying incidents and reports to ensure student safety. (All levels)*
31
Unacceptable -
Before and after
school programs
that contain physical
activity are offered
89% of the time or
less during the
school year.
Acceptable - Before
and after school
programs that
contain physical
activity are offered
90-94% of the time
during the school
year.
Recognized -
Before and after
school programs
that contain physical
activity are offered
95-99% of the time
during the school
year.
Exemplary - Before
and after school
programs that
contain physical
activity are offered
100% of the time
during the school
year. N/A
Performance Measure
4. Before and after school programs are offered that contain physical activity. (All levels)*
Unacceptable - 89%
or less of students
are not removed
from PE for tutorial
sessions.
Acceptable - 90-
94% of students are
not removed from
PE for tutorial
sessions.
Recognized - 94-
99% of students are
not removed from
PE for tutorial
sessions.
Exemplary - 100%
of students are
never removed from
PE for tutorial
sessions. N/A
Performance Measure
5. Physical education students are not removed from class for tutorial sessions. (All levels)*
Unacceptable - 89
% or less of
students participate
in at least 20
minutes of
unstructured recess
in addition to 30
minutes daily
physical education
Acceptable - 90-
94% of students
participate in at
least 20 minutes of
unstructured recess
in addition to 30
minutes daily
physical education
Recognized - 95-
99% of students
participate in at
least 20 minutes of
unstructured recess
in addition to 30
minutes daily
physical education
Exemplary - 100%
of students
participate in at
least 20 minutes of
unstructured recess
in addition to 30
minutes daily
physical education N/A
Performance Measure
6. Students participate in at least 20 minutes of unstructured recess in addition to 30 minutes daily physical
education. (elementary schools only)
*
Unacceptable - 89%
or less of students
do not have
Physical education
activity and/or
recess withheld
from them as
punishment.
Acceptable - 90-
94% of students do
not have Physical
education activity
and/or recess
withheld from them
as punishment.
Recognized - 95-
99% of students do
not have Physical
education activity
and/or recess
withheld from them
as punishment.
Exemplary - 100%
of students do not
have Physical
education activity
and/or recess
withheld from them
as punishment. N/A
Performance Measure
7. Physical education activity and/or recess is not withheld from a student as punishment. (All levels)*
32
Unacceptable - 89%
and below of para-
professionals in
physical education
are certified
Acceptable - 90-
94% of para-
professionals in
physical education
are certified
Recognized - 95-
99% of para-
professionals in
physical education
are certified
Exemplary - 100%
of para-
professionals in
physical education
are certified N/A
Performance Measure
8. All para-professionals in physical education are certified. (elementary and middle schools only)*
Unacceptable - 89%
or less of all PE
classes are
monitored to
maintain the state
mandate of 45:1
adult-to-student
ratio.
Acceptable - 90-
94% of PE classes
are monitored to
maintain the state
mandate of 45:1
adult-to-student
ratio.
Recognized - 95-
99% of PE classes
are monitored to
maintain the state
mandate of 45:1
adult-to-student
ratio.
Exemplary - 100%
of PE classes are
monitored to
maintain the state
mandate of 45:1
adult-to-student
ratio. N/A
Performance Measure
9. PE classes are monitored to maintain the state mandate of 45:1 student-to-adult ratio. (All levels)*
Unacceptable - 89%
or less of Physical
education classes
offer safe and
enjoyable activities
for all students
including students
with special needs
Acceptable - 90-
94% of Physical
education classes
offer safe and
enjoyable activities
for all students
including students
with special needs
Recognized - 95-
99% of Physical
education classes
offer safe and
enjoyable activities
for all students
including students
with special needs
Exemplary - 100%
of Physical
education classes
offer safe and
enjoyable activities
for all students
including students
with special needs N/A
Performance Measure
10. Physical education classes offer safe and enjoyable activities for all students including students with
special needs. (All levels)
*
Unacceptable - 89%
or less of students
have fun in physical
education and
physical activities.
Acceptable - 90-
94% of students
have fun in physical
education and
physical activities.
Recognized - 95-
99% of students
have fun in physical
education and
physical activities.
Exemplary - 100%
of students have fun
in physical
education and
physical activities. N/A
Performance Measure
11. Students have fun in physical education and physical activities. (All levels)*
33
Unacceptable - 89%
or less of PE/Health
teachers attend
professional
development in
physical education
and/or health
education
Acceptable - 90-
94% of PE/Health
teachers attend
professional
development in
physical education
and/or health
education
Recognized - 95-
99% of PE/Health
teachers attend
professional
development in
physical education
and/or health
education
Exemplary - 100%
of PE/Health
teachers attend
professional
development in
physical education
and/or health
education N/A
Performance Measure
12. Teachers attend professional development in physical education and/or health education. (All levels)*
Unacceptable - 89%
or less of students
participate in
moderate to
vigorous physical
activity (MVPA) at
least 50% of class
time.
Acceptable - 90-
94% of students
participate in
moderate to
vigorous physical
activity (MVPA) at
least 50% of class
time.
Recognized - 95-
99% of students
participate in
moderate to
vigorous physical
activity (MVPA) at
least 50% of class
time.
Exemplary - 100%
of students
participate in
moderate to
vigorous physical
activity (MVPA) at
least 50% of class
time. N/A
Performance Measure
13. Students participate in moderate to vigorous physical activity (MVPA) at least 50% of class time. (All
levels)
*
Unacceptable - 89%
or less of high
school students
complete 1
semester (0.5
credit) of Health
Education for
graduation.
Acceptable - 90-
94% of high school
students complete 1
semester (0.5
credit) of Health
Education for
graduation.
Recognized - 95-
99% of high school
students complete 1
semester (0.5
credit) of Health
Education for
graduation.
Exemplary - 100%
of high school
students complete 1
semester (0.5
credit) of Health
Education for
graduation. N/A
Performance Measure
14. High School students complete 1 semester (0.5 credit) of Health Education for graduation. (high
schools only)
*
Unacceptable - 89
% or less of
students complete
1.5 credits of
Physical Education
classes for
graduation.
Acceptable - 90-
94% of students
complete1.5 credits
of Physical
Education classes
for graduation.
Recognized - 95-
99% of students
complete1.5 credits
of Physical
Education classes
for graduation.
Exemplary - 100%
of students
complete 1.5 credits
of Physical
Education classes
for graduation. N/A
Performance Measure
15. High School students complete 1.5 credits of Physical Education classes for graduation. (high schools
only)
*
34
Unacceptable - 89%
or less of PE/Health
teachers utilizes a
sequential,
developmentally
appropriate Physical
Education
curriculum designed
to implement the
TEKS
Acceptable - 90-
94% of PE/Health
teachers utilizes a
sequential,
developmentally
appropriate Physical
Education
curriculum designed
to implement the
TEKS
Recognized - 95-
99% of PE/Health
teachers utilizes a
sequential,
developmentally
appropriate
Physical Education
curriculum designed
to implement the
TEKS
Exemplary - 100%
of PE/Health
teachers utilizes a
sequential,
developmentally
appropriate
Physical Education
curriculum designed
to implement the
TEKS N/A
Performance Measure
16. Campus utilizes a sequential, developmentally appropriate physical education curriculum designed to
implement the TEKS. (All levels)
*
Unacceptable - 0
Classroom
Presentations
Acceptable - 0-1
Classroom
Presentations
Recognized - 1-2
Classroom
Presentations
Exemplary - 2 or
More Classroom
Presentations N/A
Performance Measure
17. Healthy eating is promoted to students in a variety of ways in the campus environment. (All levels)*
Unacceptable - 0
Healthy options
offered
Acceptable - 1-2
Healthy options
offered
Recognized - 2-3
Healthy Options
offered
Exemplary - 3 or
More Healthy
Options offered N/A
Performance Measure
18. Concession stands at school related events outside the school day are encouraged to provide healthy
food options, offer plain water, and limit portion sizes to meet state and federal nutrition standards. (middle
schools and high schools only)
*
Unacceptable -
<75% notice given
to parents
Acceptable - 75-
84% notice given to
parents
Recognized - 85-
94% notice given to
parents
Exemplary - 95-
100% notice given
to parents N/A
Performance Measure
19. Notice given regarding needed immunizations. (All levels)*
Unacceptable -
<75% notice given
to parents
Acceptable - 75-
84% notice given to
parents
Recognized - 85-
94% notice given to
parents
Exemplary - 95-
100% notice given
to parents N/A
Performance Measure
20. Participation in free vaccination clinics. (All levels)*
35
Unacceptable -
<75% compliance
rate
Acceptable - 75-
84% compliance
rate
Recognized - 85-
94% compliance
rate
Exemplary - 95-
100% compliance
rate N/A
Performance Measure
21. Campus immunization compliance rate. (All levels)*
Unacceptable - <2
clinics per feeder
pattern
Acceptable - 3
clinics per feeder
pattern
Recognized - 4
clinics per feeder
pattern
Exemplary - 5
clinics per feeder
pattern N/A
Performance Measure
22. Coordinating flu clinics for students, staff, parents of community. (All levels) *
Unacceptable -
Nurse participates in
1 safety committee
meeting per year
Acceptable - Nurse
participates in 2 or 3
safety committee
meetings per year
Recognized - Nurse
participates in 3 or 4
safety committee
meetings per year
Exemplary - Nurse
participates in all
safety committee
meetings
throughout the
school year N/A
Performance Measure
23. School nurse participates in Campus/District safety committees. (All levels)*
Unacceptable -
<80% of school
employees on the
Emergency
Response Team are
CPR trained
Acceptable - 80-
90% of school
employees on the
Emergency
Response Team are
CPR trained
Recognized - 91-
95% of school
employees on the
Emergency
Response Team are
CPR trained
Exemplary - 96-
100% of school
employees on the
Emergency
Response Team are
CPR trained N/A
Performance Measure
24. School nurse coordination of CPR training for employees who are members of the campus Emergency
Response Team. (All levels)
*
Unacceptable - <80-
89% of our campus
students requiring
screenings are
screened
Acceptable - 90-
94% of our campus
students requiring
screenings are
screened
Recognized - 95-
97% of our campus
students requiring
screenings are
screened
Exemplary - 97-
100% of our
campus students
requiring screenings
are screened N/A
Performance Measure
25. Health screenings (hearing, vision, dental, spinal curvature, ancanthosis) (elementary and middle
schools only)
*
36
Unacceptable -
<85% of the time the
RN is available
during school hours
Acceptable - 85-
90% of the time the
RN is available
during school hours
Recognized - 91-
98% of the time the
RN is available
during school hours
Exemplary - 99-
100% of the time
the RN is available
during school hours N/A
Performance Measure
26. Availability of school nurses. (All levels)*
Unacceptable - <2
School Health
Wellness campus
events per year
Acceptable - 3
School Health
Wellness campus
events per year
Recognized - 4
School Health
Wellness campus
events per year
Exemplary - 5
School Health
Wellness campus
events per year N/A
Performance Measure
27. School nurse collaborates with PE coaches & Health teachers in the coordination of health/wellness
events (health fairs, Wellness Wednesdays, Fitness Fridays, Family Fun Fitness, Health education for
students, staff and parents etc.) and education on healthy topics: (nutrition, physical exercise, stress
reduction, etc..) (All levels)
*
37
Gifted and Talented
2015 - 2016 SISD Community Engagement Survey
Unacceptable -
Less than 79% of
GT identified
students reflect total
campus populations
Acceptable - 80-
89% of GT identified
students reflect total
campus populations
Recognized - 90-
99% of GT identified
students reflect total
campus populations
Exemplary - 100%
of GT identified
students reflect total
campus populations N/A
Performance Measure
1. Identified GT students reflect total campus sub-groups/demographics. (All levels)*
Unacceptable -
Less than 89% of
parents are
informed of GT
nomination
/selection
Acceptable - 90-
94% of parents are
informed of GT
nomination
/selection
Recognized - 95-
99% of parents are
informed of GT
nomination
/selection
Exemplary - 100%
of parents are
informed of GT
nomination
/selection N/A
Performance Measure
2. Parents are informed of process for nomination/selection of GT students and program services. (All
levels)
*
Unacceptable -
Less than 89% of
GT parents are
invited to
information /support
sessions throughout
the year, at least
twice at the campus
(fall/spring) and bi-
monthly whenever
possible at the
district level.
Acceptable - 90-
94% of GT parents
are invited to
information /support
sessions throughout
the year, at least
twice at the campus
(fall/spring) and bi-
monthly whenever
possible at the
district level.
Recognized - 95-
99% of GT parents
are invited to
information /support
sessions throughout
the year, at least
twice at the campus
(fall/spring) and bi-
monthly whenever
possible at the
district level.
Exemplary - 100%
of GT parents are
invited to
information /support
sessions throughout
the year, at least
twice at the campus
(fall/spring) and bi-
monthly whenever
possible at the
district level. N/A
Performance Measure
3. Parents of GT students are invited to district and campus information/support sessions throughout the
year, at least twice at the campus (fall/spring) and bi-monthly whenever possible at the district level. (All
levels)
*
38
Unacceptable -
Less than 89% of
parents of GT
students receive a
written plan on how
GT identified
students will be
provided services
throughout the year.
Acceptable - 90-
94% of parents of
GT students receive
a written plan on
how GT identified
students will be
provided services
throughout the year.
Recognized - 95-
99% of parents of
GT students receive
a written plan on
how GT identified
students will be
provided services
throughout the year.
Exemplary - 100%
of parents of GT
students receive a
written plan on how
GT identified
students will be
provided services
throughout the year. N/A
Performance Measure
4. Campus provide a written plan to parents on how GT identified students will be served throughout the
year. (All levels)
*
Unacceptable -
Less than 89% of
GT students are
provided the
opportunity to work
together as a group,
work with other
students and work
independently
during the school
day.
Acceptable - 90-
94% of GT students
are provided the
opportunity to work
together as a group,
work with other
students and work
independently
during the school
day.
Recognized - 95-
99% of GT students
are provided the
opportunity to work
together as a group,
work with other
students and work
independently
during the school
day.
Exemplary - 100%
of GT students are
provided the
opportunity to work
together as a group,
work with other
students and work
independently
during the school
day. N/A
Performance Measure
5. GT identified students are provided opportunities to work together as a group, work with other students,
and work independently during the school day. (All levels)
*
Unacceptable - Less than
89% of GT identified
students are provided
learning opportunities
which may include pull
out programs, GT
classes, and/or out of
school options. For
Secondary only: dual
credit, Pre-AP, AP, Pre-
IB, IB, out of school
options or GT classes.
Acceptable - 90-94% of
GT identified students are
provided learning
opportunities which may
include pull out programs,
GT classes, and/or out of
school options. For
Secondary only: dual
credit, Pre-AP, AP, Pre-
IB, IB, out of school
options or GT classes.
Recognized - 95-99% of
GT identified students are
provided learning
opportunities which may
include pull out programs,
GT classes, and/or out of
school options. For
Secondary only: dual
credit, Pre-AP, AP, Pre-
IB, IB, out of school
options or GT classes.
Exemplary - 100% of GT
identified students are
provided learning
opportunities which may
include pull out programs,
GT classes, and/or out of
school options. For
Secondary only: dual
credit, Pre-AP, AP, Pre-
IB, IB, out of school
options or GT classes.
Performance Measure
6. Learning opportunities are provided for all GT identified students which may include pull out programs,
GT classes, and/or out of school options. For Secondary only: dual credit, Pre-AP, AP, Pre- IB, IB, out of
school options or GT classes. (All levels)
39
Unacceptable -
Less than 89% GT
identified students
are provided
opportunities to
participate in
competitions such
as Academic UIL,
Academic
Decathlon, History
Day, Team Quest,
Destination
Imagination and
other competitions
as well as field trips
throughout the
school year.
Acceptable - 90-
94% GT identified
students are
provided
opportunities to
participate in
competitions such
as Academic UIL,
Academic
Decathlon, History
Day, Team Quest,
Destination
Imagination and
other competitions
as well as field trips
throughout the
school year.
Recognized - 95-
99% GT identified
students are
provided
opportunities to
participate in
competitions such
as Academic UIL,
Academic
Decathlon, History
Day, Team Quest,
Destination
Imagination and
other competitions
as well as field trips
throughout the
school year.
Exemplary - 100%
GT identified
students are
provided
opportunities to
participate in
competitions such
as Academic UIL,
Academic
Decathlon, History
Day, Team Quest,
Destination
Imagination and
other competitions
as well as field trips
throughout the
school year. N/A
Performance Measure
7. GT identified students are provided opportunities to participate in competitions such as Academic UIL,
Academic Decathlon, History Day, Team Quest, Destination Imagination and other competitions as well as
field trips throughout the school year. (All levels)
Unacceptable -
Less than 89% of
GT Identified
students participate
in Texas
Performance
Standards Projects
and/or other
approved projects.
Acceptable - 90-
94% of GT Identified
students participate
in Texas
Performance
Standards Projects
and/or other
approved projects.
Recognized - 95-
99% of GT
Identified students
participate in Texas
Performance
Standards Projects
and/or other
approved projects.
Exemplary - 100%
of GT Identified
students participate
in Texas
Performance
Standards Projects
and/or other
approved projects. N/A
Performance Measure
8. GT Identified students participate in Texas Performance Standards Projects and/or other approved
projects. (All levels)
*
Unacceptable -
Less than 79
%Teachers who
provide services for
GT students have
received 30 hours of
professional
development in
Gifted and Talented
Education within the
1st semester.
Acceptable - 80-89
%Teachers who
provide services for
GT students have
received 30 hours of
professional
development in
Gifted and Talented
Education within the
1st semester.
Recognized - 90-99
%Teachers who
provide services for
GT students have
received 30 hours
of professional
development in
Gifted and Talented
Education within the
1st semester.
Exemplary - 100
%Teachers who
provide services for
GT students have
received 30 hours
of professional
development in
Gifted and Talented
Education within the
1st semester. N/A
Performance Measure
9. Teachers who provide services for GT students have received 30 hours of professional development in
Gifted and Talented Education within the 1st semester. (All levels)
*
40
Dropout Prevention
2015 - 2016 SISD Community Engagement Survey
Unacceptable -
Less than 70% of
students feel safe at
school
Acceptable - 71-
80% of students feel
safe at school
Recognized - 81-
89% of students feel
safe at school
Exemplary - 90-
100% of students
feel safe at school N/A
Performance Measure
1. Provide students with safe learning environment. (All levels) *
Unacceptable - 84%
and below of
students who
receive notice for
tutoring services
attend.
Acceptable - 85-
89% of students
who receive notice
for tutoring services
attend.
Recognized - 90-
96% of students
who receive notice
for tutoring services
attend.
Exemplary - 97-
100% of students
who receive notice
for tutoring services
attend. N/A
Performance Measure
2. Campus provides tutorial services for students whose grade in a subject for a reporting period is lower
than the equivalent of 70 on a scale of 100 to attend tutorials. (All levels)
*
Unacceptable - No
partnerships exist
with all local
colleges and
universities in the El
Paso Area
Acceptable -
Proposals are in
progress to create
partnerships with all
local colleges and
universities in the El
Paso Area
Recognized - Few
partnerships exist
with all local
colleges and
universities in the El
Paso Area
Exemplary -
Partnerships exist
with all local
colleges and
universities in the El
Paso Area N/A
Performance Measure
3. Community collaboration exist through partnerships with colleges and universities in the El Paso area.
(All levels)
*
Unacceptable -
Campus does not
offer the CHAMPS
Mentoring Program
Acceptable -
Campus has 0-5
mentees
Recognized -
Campus has 5- 20
mentees
Exemplary -
Campus has 20-50
mentees N/A
Performance Measure
4. Number of students participating in the CHAMPS Mentoring Program. (All levels)*
41
Unacceptable - 84%
and below of
students who
receive notice for
tutoring services
attend.
Acceptable - 85-
89% of students
who receive notice
for tutoring services
attend.
Recognized - 90-
96% of students
who receive notice
for tutoring services
attend.
Exemplary - 97-
100% of students
who receive notice
for tutoring services
attend. N/A
Performance Measure
5. Campus provides intensive after-school opportunities (including mornings and Saturdays) in the areas of
Math and Science. (All levels)
*
Unacceptable -
Less than 70% of
students completed
SMART goals
Acceptable - 70-
80% of students
completed SMART
goals
Recognized - 81-
99% of students
completed SMART
goals
Exemplary - 100%
of students set
SMART goals N/A
Performance Measure
6. Student Goal Setting. (All levels)*
Unacceptable - 69%
and below of
documentation and
implementation in
place
Acceptable - 70-79
% of documentation
and implementation
in place
Recognized - 80-89
%of documentation
and implementation
in place
Exemplary - 90-
100% of
documentation and
implementation in
place N/A
Performance Measure
7. RTI, SSI and 504 plans. (All levels)*
Unacceptable -
Attendance rate at
94% or lower
Acceptable -
Attendance rate at
95-96%
Recognized -
Attendance rate at
96.1-96.9%
Exemplary -
Attendance rate at
97% or higher N/A
Performance Measure
8. Campus attendance rate. (All levels)*
Unacceptable -
Generation Texas
Week not
implemented.
Acceptable -
Generation Texas
Week implemented
with less than two of
the items.
Recognized -
Generation Texas
Week implemented
with two of the
items.
Exemplary -
Generation Texas
Week implemented
with more than two
of the items. N/A
Performance Measure
9. Campus will implement Generation Texas Week to include at least two of the following: guest speakers,
presentations and display of diplomas, regalia, colleges and universities. (All levels)
*
42
Unacceptable -
SCCC: HS - 0% MS
- 0% and EL 0% of
time allotted.
Acceptable - SCCC:
HS 1-9%; MS 1-
19%; EL 1-29%
Recognized - SSCC
- HS 10-14%; MS
20-24%; EL 30-44%
of allotted time.
Exemplary - School
Counseling Core
Curriculum (SCCC)
lessons were
presented High
School - 15-25% of
the total time
allotted; Middle
School - 25-35% of
total time allotted;
and Elementary -
35-45% of total time
allotted (time
allotted = 6 hrs. per
day x 5 days per
week x 36 weeks
per year=1,080
hours per year) N/A
Performance Measure
10. Campus will implement School Counseling Core Curriculum lessons (lessons in the classroom for all
students) in the classroom based on academic, personal, social and career areas. (All levels)
*
Unacceptable -
Career day was not
implemented.
Acceptable - Career
day was
implemented with 1-
3 endorsements
represented.
Recognized -
Career day was
implemented with at
least 4 of the
endorsements
represented.
Exemplary - Career
day was
implemented and
there were
presentations,
speakers, etc.
based on all five
endorsements. N/A
Performance Measure
11. Campus will implement Career Day based on the five endorsements. (elementary and middle schools
only)
*
Unacceptable - 0-
69% of referrals
have been through
the RTI process
Acceptable - 70-
89% of referrals
have been through
the RTI process
Recognized - 90-
94% of referrals
have been through
the RTI process
Exemplary - 95-
100% of referrals
have been through
the RTI process N/A
Performance Measure
12. Percent of referrals to Special Education which have gone through a robust RTI process. (All levels)*
43
Unacceptable -
Special Ed./General
Ed. co-teachers only
utilize the one
teach, one assist
model of co-
teaching
Acceptable -
Special Ed./General
Ed. co-teachers only
utilize the team
teaching model of
co-teaching
Recognized -
Special Ed./General
Ed. co-teachers
mostly utilize at
least 3-4 co-teach
situations.
Exemplary - Special
Ed/General Ed. Co-
teachers mostly
utilize parallel,
station, alternative,
and team teaching
within co-teach
settings and avoid
using 1 teach, 1
assist and 1 teach,
1 observe. N/A
Performance Measure
13. Utilizing the 5 different co-teaching models. (All levels)*
Unacceptable -
Tutoring is not
offered at the
campus
Acceptable - 1-2
tutorials are offered
to SPED students
on campus
Recognized - 3-4
tutorials are offered
to SPED students
on campus
Exemplary - SPED
students are
routinely included in
at least 5 tutoring
opportunities N/A
Performance Measure
14. Tutoring opportunities for SPED students. (All levels)*
Unacceptable -
Less than 70% of
students receive
accelerated
instruction
Acceptable - 71-
80% of students
receive accelerated
instruction
Recognized - 81-
90% of students
receive accelerated
instruction
Exemplary - 91-
100% of students
receive accelerated
instruction N/A
Performance Measure
15. Provide students who have not performed satisfactorily on STAAR or end-of-course (EOC) assessment
with accelerated instruction. (All levels)
*
Unacceptable - 59%
or less of students
have completed the
FAFSA application
process
Acceptable - 60-
69% of students
have completed the
FAFSA application
process
Recognized - 70-
79% of students
have completed the
FAFSA application
process
Exemplary - 80% or
more of students
have completed the
FAFSA application
process N/A
Performance Measure
16. Number of high school seniors completing their FAFSA application. (high schools only)*
Unacceptable -
Less than 90% of
students have
completed the Apply
Texas application
Acceptable - 90-
94% of students
have completed the
Apply Texas
application
Recognized - 95-
99% of students
have completed the
Apply Texas
application
Exemplary - 100%
of students have
completed the Apply
Texas application N/A
Performance Measure
17. Number of high school seniors completing their Apply Texas application. (high schools only)*
44
Unacceptable -
FLS/PAS students
participate in CBI
activities less than 5
times per year.
Acceptable -
FLS/PAS students
participate in CBI
activities at least 6-8
times per year.
Recognized -
FLS/PAS students
participate in CBI
activities at least 9-
11 times per year.
Exemplary -
FLS/PAS students
participate in CBI
activities more than
12 times per year. N/A
Performance Measure
18. Participation by FLS/PAS students in Community Based Instruction. (middle schools and high schools
only)
*
Unacceptable -
Less than 70% of
annual IEP goals
and objectives are
updated.
Acceptable - 70-
90% of annual IEP
goals and objectives
are updated
Recognized - 90-
95% of annual IEP
goals and
objectives are
updated
Exemplary - 95%-
100% of annual IEP
goals and
objectives are
updated N/A
Performance Measure
19. Annual IEP goals and objectives are updated every nine weeks and provided to the parent and/or adult
student. (All levels)
*
Unacceptable -
SPED students
receiving
modified/alternative
instruction (who are
not already
participating in CTE
programs)
participate in CTED
programs aligned to
post-secondary
employment goals
at a rate of less than
70%.
Acceptable - SPED
students receiving
modified/alternative
instruction (who are
not already
participating in CTE
programs)
participate in CTED
programs aligned to
post-secondary
employment goals
at a rate of 70%-
90%
Recognized - SPED
students receiving
modified/alternative
instruction (who are
not already
participating in CTE
programs)
participate in CTED
programs aligned to
post-secondary
employment goals
at a rate of 90%-
95%
Exemplary - SPED
students receiving
modified/alternative
instruction (who are
not already
participating in CTE
programs)
participate in CTED
programs aligned to
post-secondary
employment goals
at a rate of 95% to
100% N/A
Performance Measure
20. CTED Program participation by SPED students receiving modified/alternative instruction. (high schools
only)
*
45
Digital Learning
2015 - 2016 SISD Community Engagement Survey
Unacceptable -
Campus average for
Teaching and
Learning on the
Texas STaR Chart is
at Early Tech Level.
Acceptable -
Campus average for
Teaching and
Learning on the
Texas STaR Chart is
at Developing Tech
Level.
Recognized -
Campus average for
Teaching and
Learning on the
Texas STaR Chart
is at Advanced Tech
Level.
Exemplary -
Campus average for
Teaching and
Learning on the
Texas STaR Chart
is at Target Tech
Level. N/A
Performance Measure
1. Teaching and Learning. (All levels)*
Unacceptable -
Campus average for
Educator
Preparation and
Development on the
Texas STaR Chart is
at Early Tech Level.
Acceptable -
Campus average for
Educator
Preparation and
Development on the
Texas STaR Chart is
at Developing Tech
Level.
Recognized -
Campus average for
Educator
Preparation and
Development on the
Texas STaR Chart
is at Advanced Tech
Level.
Exemplary -
Campus average for
Educator
Preparation and
Development on the
Texas STaR Chart
is at Target Tech
Level. N/A
Performance Measure
2. Educator Preparation and Development. (All levels) *
46
Unacceptable -
Campus average for
Infrastructure for
Technology on the
Texas STaR Chart is
at Early Tech Level.
Acceptable -
Campus average for
Infrastructure for
Technology on the
Texas STaR Chart is
at Developing Tech
Level.
Recognized -
Campus average for
Infrastructure for
Technology on the
Texas STaR Chart
is at Advanced Tech
Level.
Exemplary -
Campus average for
Infrastructure for
Technology on the
Texas STaR Chart
is at Target Tech
Level. N/A
Performance Measure
3. Leadership, Administration, & Instructional Support. (All levels)*
Unacceptable -
Campus average for
Infrastructure for
Technology on the
Texas STaR Chart is
at Early Tech Level.
Acceptable -
Campus average for
Infrastructure for
Technology on the
Texas STaR Chart is
at Developing Tech
Level.
Recognized -
Campus average for
Infrastructure for
Technology on the
Texas STaR Chart
is at Advanced Tech
Level.
Exemplary -
Campus average for
Infrastructure for
Technology on the
Texas STaR Chart
is at Target Tech
Level. N/A
Performance Measure
4. Infrastructure for Technology. (All levels)*
Unacceptable -
Less than 80% of
students
successfully
completing courses
for original credit in
a digital
environment.
Acceptable - 80% -
89% of students
successfully
completing courses
for original credit in
a digital
environment.
Recognized - 90% -
94% of students
successfully
completing courses
for original credit in
a digital
environment.
Exemplary - More
than 95% of
students
successfully
completing courses
for original credit in
a digital
environment. N/A
Performance Measure
5. Digital/Distance Learning. (high schools utilizing Compass Learning for credit recovery only)*
Unacceptable -
Less than 70% of
students meet or
exceed the
Proficient Level of
the Technology
Applications
Assessment.
Acceptable - 70% -
80% of students
meet or exceed the
Proficient Level of
the Technology
Applications
Assessment.
Recognized - 81% -
90% of students
meet or exceed the
Proficient Level of
the Technology
Applications
Assessment.
Exemplary - More
than 90% of
students meet or
exceed the
Proficient Level of
the Technology
Applications
Assessment. N/A
Performance Measure
6. Student Technology Competencies. (middle schools only)*
47
Compliance
2015 - 2016 SISD Community Engagement Survey
1. The Campus Improvement Plan has a complete Comprehensive Needs Assessment (CNA) in narrative
format that includes an Introduction, a Summary, and clearly identifies and explains the campus' strengths
and improvement needs for each long range goal. (All levels)
*
Yes
No
N/A
2. The Campus Improvement Plan contains objectives for each long range goal that are specific,
measurable, attainable, result-oriented, and time-based. (All levels)
*
Yes
No
N/A
3. All 10 Components of a Title I School-wide Program, as per No Child Left Behind, are addressed within
the framework of the Campus Improvement Plan (Pre-K/K Transition applies only to schools with Pre-K and
Kinder students). (All levels)
*
Yes
No
N/A
4. Within each strategy in the Campus Improvement Plan, only titles (no names) of individuals are listed in
the "Persons Responsible" column. (All levels)
*
Yes
No
N/A
48
5. Within each strategy in the Campus Improvement Plan, one or more time descriptions that signify when
a strategy will occur have been identified (daily, weekly, monthly, etc.) (All levels)
*
Yes
No
N/A
6. Within each strategy in the Campus Improvement Plan, a funding source (Title I, State Compensatory
Education, Title III, etc.) and an estimated dollar amount of what has been/will be spent on the strategy
have been designated. (All levels)
*
Yes
No
N/A
7. Within the Campus Improvement Plan, strategies appear that describe the roles of campus personnel
that are paid with state and/or federal funds (Title I, State Compensatory Education, Title III, etc.). These
strategies clearly identify a funding source, FTE numbers, and dollar amounts. (All levels)
*
Yes
No
N/A
8. The Campus Improvement Plan includes Comprehensive Needs Assessment narrative information,
objectives, and strategies that explain the measures that the campus will take to ensure students safety.
(All levels)
*
Yes
No
N/A
9. The Campus Improvement Plan includes Comprehensive Needs Assessment narrative information,
objectives, and strategies that explain the measures that the campus will take to improve student
performance. (All levels)
*
Yes
No
N/A
49
10. The Campus Improvement Plan includes Comprehensive Needs Assessment narrative information,
objectives, and strategies that explain the measures that the campus will take to provide professional
development to faculty and staff. (All levels)
*
Yes
No
N/A
11. The Campus Improvement Plan includes Comprehensive Needs Assessment narrative information,
objectives, and strategies that explain the measures that the campus will take to improve parent and
community involvement in the education of students. (All levels)
*
Yes
No
N/A
12. The Campus Improvement Plan includes Comprehensive Needs Assessment narrative information,
objectives, and strategies that explain the measures that the campus will take to enhance faculty and staff
accountability with regard to student performance. (All levels)
*
Yes
No
N/A
13. Distribution of Agricultural Survey is given to parents yearly. (All levels) *
Yes
No
N/A
14. Students and parents notified of STAAR results within 10 days of receipt. (All levels) *
Yes
No
N/A
50
15. Health screenings are made available on campus (hearing, vision, dental, spinal curvature) (All levels) *
Yes
No
N/A
16. Home language surveys are collected for every student. (All levels) *
Yes
No
N/A
17. Immediate enrollment of students in homeless situations occurs, even if they do not have required
documents, such as school records, medical records, proof of residence, or other documents (Note:the
term "enroll" is defined as attending classes and participating fully in school activities). (All levels)
*
Yes
No
N/A
18. The campus conducted an annual evaluation of Campus Parental Involvement Policy with the
involvement of parents. (All levels)
*
Yes
No
N/A
19. TEA-prepared School Report Cards are made available for parents to access. (All levels) *
Yes
No
N/A
20. A disciplinary alternative education program or DAEP (KEYS Academy) shall be supported by the
district. (All levels)
*
Yes
No
N/A
51
21. A TEA approved Coordinated School Health program is implemented in all grade levels. (All levels) *
Yes
No
N/A
22. Faculty and staff is highly qualified. (All levels) *
Yes
No
N/A
23. Social Work Program offered through Communities in Schools (CIS). (All levels) *
Yes
No
N/A
24. Notices of required notice/postings to website are carried out in a timely manner. (All levels) *
Yes
No
N/A
25. Teachers who provide instruction to Gifted and Talented students have received 30 hours of
professional development in Gifted and Talented education. (All levels)
*
Yes
No
N/A
26. Teachers who have received 30 hours of professional development in Gifted and Talented education
and who provide instruction to Gifted and Talented students receive 6 hours annually of professional
development related to Gifted and Talented Education. (All levels)
*
Yes
No
N/A
52
27. Campus host yearly showcases to demonstrate projects and performances completed by GT Students
throughout the year. (All levels)
*
Yes
No
N/A
28. Board approved policies are followed to support GT programs and students. (All levels) *
Yes
No
N/A
29. Administrators and Counselors who have authority over service decisions for Gifted and Talented
Students are required a minimum of 6 hours of professional development in the area of Nature and Needs
of GT students. (All levels)
*
Yes
No
N/A
30. Annual IEP goals and objectives are updated every nine weeks and provided to the parent and/or adult
student. (All levels)
*
Yes
No
N/A
31. Professional development opportunities were provided to teachers in the areas of sheltered instruction
and ELPS. (All levels)
*
Yes
No
N/A
53
32. Pre-K and Kinder ESL teachers received training for ESL academies focused on English acquisition.
(Elementary only)
*
Yes
No
N/A
33. Based on the last two years of data, did the percent of students reaching Advanced High on TELPAS
composite score increase? (All levels)
*
Yes
No
N/A
34. Online courses for high school credit recovery are offered through (Compass Learning) (middle schools
and high schools only)
*
Yes
No
N/A
35. Campus provides instructional support for ELL students to address the PBMAS accountability system.
(All levels)
*
Yes
No
N/A
36. School Improvement Audits are made available to parents. (All levels) *
Yes
No
N/A
37. Adhere to compliance with State required safety plans. (All levels) *
Yes
No
N/A
54
38. Reporting compliance related to NCLB, FIRST Rating, PBMAS, PEIMS, transportation is carried out in
a timely manner. (All levels)
*
Yes
No
N/A
39. Staff evaluations are completed by district or campus deadline. (All levels) *
Yes
No
N/A
40. Number of State Testing irregularities are reported immediately to district testing coordinators and are
reported to TEA in a timely manner. (All levels)
*
Yes
No
N/A
41. All physical education teachers are certified in physical education. (All levels) *
Yes
No
N/A
42. Elementary school students are provided TEKS based health education instruction. (elementary schools
only)
*
Yes
No
N/A
43. High school students are taught P.A.P.A. (Parenting and Paternity Awareness) (high schools only) *
Yes
No
N/A
55
44. Students participate in at least 30 minutes per day of TEKS based physical education. (All levels) *
Yes
No
N/A
45. The student to teacher ratio in each class is no more than 45:1 OR if higher, a safety plan is provided.
(All levels)
*
Yes
No
N/A
46. Students participate in 30 minutes per day or 135 minutes per week of physical education or structured
moderate to vigorous physical activity for four semesters out of six semesters in grades 6-7-8. (middle
schools only)
*
Yes
No
N/A
47. High school students participating in an approved substitution activity for PE credit participate in at least
100 minutes per 5-day school week at a moderate to vigorous physical activity level (state approved
substitutions: athletics, marching band, cheerleading, drill team, JROTC, approved off-campus physical
activity) (high schools only)
*
Yes
No
N/A
48. Fitness assessment using FITNESSGRAM is conducted at least once per school year for students in
grades 3-12 receiving credit for physical education. (All levels)
*
Yes
No
N/A
56
49. Fitness assessment scores are shared with parents upon request. (All levels) *
Yes
No
N/A
50. Fitness assessment student scores are reported to TEA on time. (All levels) *
Yes
No
N/A
51. Teachers are certified in AED, CPR, and First Aid. (All levels) *
Yes
No
N/A
52. A TEA approved Coordinate School Health program is implemented in all K-8 schools. (elementary and
middle schools only)
*
Yes
No
N/A
53. Adhere to Federal and State guidelines for food served in school environment: vending machines,
concessions, in the classroom etc. (All levels)
*
Yes
No
N/A
54. Compliance with age-appropriate guidelines and recommendations for healthy food and beverage
choices during the regular and extended day. (All levels)
*
Yes
No
N/A
57
55. Elementary school - competitive foods are not allowed during schools hours. (elementary schools only) *
Yes
No
N/A
56. Compliance with USDA nutrition requirements for National School Breakfast and National School Lunch
Program. (All levels)
*
Yes
No
N/A
57. Concession stands at school related events outside the school day are encouraged to provide healthy
food options, offer plain water, and limit portion sizes to meet state and federal nutrition standards. (All
levels)
*
Yes
No
N/A
58
21st Century Workforce
2015 - 2016 SISD Community Engagement Survey
Unacceptable - 0 -
25% of CTE
graduates received
certification or
license or on
pathway to obtain.
Acceptable - 25% to
50% of CTE
graduates received
certification or
license or on
pathway to obtain.
Recognized - 50%
to 75% of CTE
graduates received
certifications or
licenses or on
pathway to obtain.
Exemplary - 75% or
higher - CTE
graduates received
certifications or
licenses or on
pathway to obtain. N/A
Performance Measure
1. Percent of students completing CTE programs that lead to recognized certifications or licenses. (high
schools only)
*
Unacceptable - 10%
of CTE courses are
offered as
articulated or dual
credit.
Acceptable - 20% of
CTE courses are
offered as
articulated or dual
credit
Recognized - 30%
of CTE courses are
offered as
articulated or dual
credit
Exemplary - 40% of
CTE courses are
offered as
articulated or dual
credit N/A
Performance Measure
2. Percent of workforce articulated courses offered for students. (high schools only)*
Unacceptable - 2% Acceptable - 5% Recognized - 7.50% Exemplary - 10% N/A
Performance Measure
3. Percent of workforce dual credit courses offered for students. (high schools only)*
Unacceptable - 0-
20% of exiting 12th
graders currently
enrolled in a CTE
workforce course
Acceptable - 21%-
49% of exiting 12th
grades currently
enrolled in a CTE
workforce course
Recognized - 50% -
69% of exiting 12th
grades currently
enrolled in a CTE
workforce course
Exemplary - 70% or
high of exiting 12th
graders currently
enrolled in a CTE
workforce course N/A
Performance Measure
4. Percent of students completing coherent sequence of CTE courses. (high schools only)*
59
Unacceptable - Zero
to 10% of exiting 8th
graders have
participated in 1 or
more Career
Assessment.
Acceptable - 11 %
to 30% of exiting 8th
graders have
participated in 1 or
more Career
Assessments.
Recognized - 31% -
50: of exiting 8th
graders have
participated in 1 or
more Career
Assessments.
Exemplary - 51% or
high exiting 8th
graders have
participated in 1 or
more Career
Assessments. N/A
Performance Measure
5. Percent of students participating in career assessments. (i.e. Career Cruising & College to Careers)
(middle schools only)
*
Unacceptable - 0
opportunities
provided annually
Acceptable - 1-2
opportunities
provided annually
Recognized - 3-5
opportunities
provided annually
Exemplary - 6 or
more opportunities
provided annually N/A
Performance Measure
6. Number of student- centered college and career readiness enrichment opportunities (i.e. Guest
Speakers, College Visits, Career Days/ Fairs, Science Fairs) (All levels)
*
Unacceptable - 0-
20% are actively
involved in a CTE
Organization
Acceptable - 21-
40% are actively
involved in a CTE
Organization
Recognized - 40-50
% are actively
involved in a CTE
Organization
Exemplary - > 50%
are actively involved
in a CTE
Organization N/A
Performance Measure
7. Percent of CTE students affiliated with Career and Technical Student Organizations. (middle schools and
high schools only)
*
Unacceptable - 2% Acceptable - 3% Recognized - 4% Exemplary - 5% N/A
Performance Measure
8. Percentage of CTE students participating in National Technical Honor Society. (high schools only)*
Unacceptable - 0-
35% visited a
college or technical
school
Acceptable - 36-
55%
Recognized - 56-
75%
Exemplary - 75 -
100% N/A
Performance Measure
9. Percentage of CTE Seniors completed college or technical school visit (Through CTE). (high schools
only)
*
60
Unacceptable -
Attends an average
of 1 staff
developments per
year
Acceptable -
Attends an average
of 2 staff
developments per
year
Recognized -
Attends an average
of 3 staff
developments per
year
Exemplary - Attends
an average of 4 or
more staff
developments per
year N/A
Performance Measure
10. CTE Teacher attends Staff Development Opportunities to improve instruction, college preparedness or
industry preparedness. (middle schools and high schools only)
*
Unacceptable -
Average of 1
Industry License or
Certification Per
Teacher
Acceptable -
Average of 2
Industry License or
Certification Per
Teacher
Recognized -
Average of 3
Industry License or
Certification Per
Teacher
Exemplary -
Average of 4
Industry License or
Certification Per
Teacher N/A
Performance Measure
11. CTE Teacher obtains or maintains Industry licenses or certifications. (middle schools and high schools
only)
*
Unacceptable -
Average Daily
Attendance of <90%
Acceptable -
Average Daily
Attendance of 90-
94%
Recognized -
Average Daily
Attendance of 95-
97%
Exemplary -
Average Daily
Attendance of 98%-
100% N/A
Performance Measure
12. CTE maintains Student Daily Attendance. (middle schools and high schools only)*
Unacceptable - <2
biyearly meeting per
program
Acceptable - 2
biyearly meetings
per program
Recognized - >2
biyearly meetings
per program
Exemplary -
monthly meetings
per program N/A
Performance Measure
13. Organizes and attends business and industry partner meetings. (middle schools and high schools only)*
Unacceptable - 0-1
Partner per program
Acceptable - 2-3
Partners per
program
Recognized - 4-5
Partners per
program
Exemplary - 6 or
more partners per
program N/A
Performance Measure
14. Develops business and industry partners. (middle schools and high schools only)*
Unacceptable - 0
per program
Acceptable - 1 per
program
Recognized - 2-3
per program
Exemplary - 4 or
more per program N/A
Performance Measure
15. Organizes community service activities. (middle schools and high schools only)*
Texas Honor BoardRegion 19 Board of the Year
Gary Gandara - PresidentPaul Guerra - Vice President
Cynthia A. Najera - SecretaryHector F. Gonzalez - TrusteeMichael A. Najera - Trustee
Antonio ‘Tony’ Ayub - TrusteeAngelica Rodriguez - Trustee
Region 19 Superintendent of the YearJosé Espinoza, Ed.D.
The Socorro Independent School District does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs, activities or employment.
Socorro ISD District Service Center12440 Rojas Dr. • El Paso, TX 79928 • Phn 915.937.0000 • www.sisd.net
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