Blank District Improvement Plan

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Palestine Independent School District

District Improvement Plan

2014-2015

Date of School Board Approval

7/21/14

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Legal References

Each school district shall have a district improvement plan that is developed, evaluated, and revised

annually, in accordance with district policy, by the superintendent with the assistance of the district-level

committee. ( Section 11.251 of the Texas Education Code)

Each school year, the principal of each school campus, with the assistance of the campus-level committee,

shall develop, review, and revise the campus improvement plan for the purpose of improving student

performance for all student populations, including students in special education programs under Subchapter

A, Chapter 29, with respect to the student achievement indicators adopted under Section 39.051 and any

other appropriate performance measures for special needs populations. (Section 11.253 of the Texas

Education Code)

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Table of Contents

Palestine Independent School District Goals, Vision and Mission .......................................................................................................................... 4

Palestine Independent School District Action Committee ....................................................................................................................................... 5

Palestine Independent School District Needs Assessment Summary ................................................................................................................. 6-11

State Compensatory Education ........................................................................................................................................................................... 12-13

Federal, State and Local Funding Sources .............................................................................................................................................................. 14

Title I District Parent Involvement Policy ............................................................................................................................................................... 15

Title I School-wide Components ............................................................................................................................................................................... 16

Palestine Independent School District Action Plan............................................................................................................................................ 17-42

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The Mission of

Palestine Independent School District is to foster

relationships that

Excite,

Engage,

and Empower

our students and community to achieve

Excellence.

CORE VALUES

PALESTINE INDEPENDENT SCHOOL DISTRICT ...A World Class Academic Organization

Positive Attitudes

Integrity

Shared Responsibility

Dedication to

Excellence

STRATEGIC GOAL STATEMENTS: Palestine ISD will...

Educate, empower, and communicate with all stakeholders to increase STAAR scores and provide a

solid foundation in the core academic areas with an emphasis on math/science and cross curricular

writing skills to increase state assessment measures.

Attract and retain a highly qualified faculty and provide all teachers with staff development that assures

all state mandates regarding faculty training requirements and all priority district needs are met.

Maintain a safe and orderly environment creating an atmosphere conducive to learning including

facility upgrades to support a high quality learning environment.

Increase positive attitude of School District throughout the Community by fostering Community

Partnerships.

Implement HB 5 in order to foster innovative, collaborative learning experiences through district wide

STEAM education, College Readiness, and CTE certifications.

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District Planning and Decision Making Committee

Name Position

Parent, Business, Community, Teacher,

etc

Term

Carolyn Martin District Level Representative

Peggy Herrington District Level Representative

Meredith Murray (Washington) Regular Ed Teacher 2012-2014 +

Ruth Ann Webb (NS) Regular Ed Teacher 2013-2015 *

Jessica Jenkins (SS) Regular Ed Teacher 2012-2014 +

Rhonda Hubert (ST) Regular Ed Teacher 2013-2015 *

Lauren Sheridan (PHS) Regular Ed Teacher 2012-2014 +

Jacqueline Hamel (PMS) Regular Ed Teacher 2012-2014 *

Michelle Parker-Moore Special Programs (Elementary) 2012-2014 +

Michelle Merrymann Special Programs (Secondary) 2013-2015 *

Melissa Molandes Non Teaching Professional

(Elementary) 2012-2014 +

Summer Alcauter Non Teaching Professional

(Secondary) 2012-2014 +

John Morris Community 2011-2013 +

Louis Ferguson Community 2011-2013 +

Robert Lane Business 2011-2013 +

Therrell Thomas Business 2011-2013 +

Rusty Stone Parent 2011-2013 *

Elizabeth Attaway Parent 2011-2013 *

Melissa Winkler Parent 2011-2013 *

Brandon Sheeley Parent 2011-2013 *

* - First Term on Committee

+ - Second Term on Committee

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Comprehensive Needs Assessment

A Comprehensive Needs Assessment was conducted with the Committee on 4/9/14.

Participants in Attendance Data Sources Examined

Carolyn Martin

Peggy Herrington

Sharon Reed

Summer Alcauter

Meredith Murray

Brandon Sheeley

Lauren Sheridan

Michelle Parker-Moore

Jessica Jenkins

Rhonda Hubert

Melissa Molandes

AEIS/TAPR Federal Accountability Data for AYP PBMAS reports Dropout and School Leaver data—disaggregated District retention data Parent, Community, Teacher, and /or Student surveys iStation/DRA data SAT/ACT/AP/IB data Teacher retention data

Testing Data (Local & State)

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PALESTINE INDEPENDENT SCHOOL DISTRICT

District Action Team Meeting

Central Office

April 9, 2014

3:45 p.m. – 5:30 p.m.

1. Discussion of District Survey Results

2. Review District Action Plan and discuss changes and updates for 2014-2015

3. Reviewed GT and AP policy changes

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PALESTINE INDEPENDENT SCHOOL DISTRICT

District Action Team Meeting

Central Office

April 9, 2014

MINUTES

Members discussed the needs assessment surveys and agreed that having them completed electronically was the most efficient way to do it.

Members approved the GT and AP policy changes.

The committee broke into discussion groups to review plan for changes. At the end of the session, the district plan was reviewed, updated, and

approved by the committee. Attendees discussed the addition of a goal to meet HB 5 requirements. Anything added to the district plan regarding

HB 5 will be “round-robined” and decided on by email.

Instructional Services to type the plan.

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Comprehensive Needs Assessment:

Summary of Findings

Palestine Independent School District

2013-2014 Needs Assessment Summary

An evaluation of the 2013-2014 District Improvement Plan was conducted as part of a needs assessment for identifying objectives for 2014-2015.

This evaluation determined that, based on preliminary results from the End of Course Assessment, TAKS, and STAAR, all campuses are struggling

in Reading and Writing, with most campuses also struggling in Math. For all campuses, all tests, the African American students as a group

consistently scored lower.

The district evaluated the TAKS/EOC/STAAR scores and made the following changes:

Revised curriculum –TEKS Resource System.

Revised Assessments – TEKS Resource System, STAAR One, Examgen, TEA Released Items, etc.

Staff development: informal assessment, Apple-based training on iPads, creation of iTunes U courses by teachers for a 24/7 access to class

information

Technology: iPads in a one-to-one model from grades 4-12, on carts for use in the LAUNCH program in grades K-3, on carts for use in the

TACE afterschool program; MacAirs for lead teachers in grades 4-12 to use in creating content

Vertical alignment in Reading/Writing strategies and the new Math TEKS

Early Reading Standards Plan (early intervention) – continued implementation

Palestine High School has one grant, the Collaborative Dropout Program Grant

Palestine ISD has a grant that is implemented on 5 of the 6 campuses, Texas 21st Century Community Learning Centers Grant

Hold teachers accountable: teach bell to bell, bell ringers, stated objective (board), justify answers, monitor students

Consultants for math, science, and ELAR

o Continue to implement math labs at PJHS and PHS

o Math classes will be double blocked for grades 6-8

o ELAR classes will be double blocked for grades 6-8

o Continued implementation of Project Lead the Way in grades 6-High School; add LAUNCH, the foundation courses in

grades K-5.

Consistent discipline

CTE - post graduation certifications

o Increase the pathways available to students

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Demographics: Palestine ISD is a Title I school wide district that houses students from PK-12. The district has a total of 3,678 students with the

ethnicity breakdown as follows:

AA: 27.84%

Hisp. 36.73%

White: 30.61%

Asian: 0.98%

N American 1.60%

Hawaiian/Other Pacific Islander 0.03%

Two or more 2.20%

According to the 2013-2014 PEIMS Report, Palestine ISD is 77.37% economically disadvantaged.

Palestine is a mid-sized community where the largest employers are: Wal-Mart, PISD, Texas Department of Corrections, and the Palestine

Regional Medical Center. Sanderson Farms, a new business, has moved to Palestine. Palestine is a community that is coming together in support of

their schools and education in change.

DATA: The DAT team analyzed TAKS/EOC/STAAR scores, AEIS report, benchmark data from all campuses, TPRI, Federal Accountability Data

for AYP, PBMAS reports, Dropout, and School Leaver data—disaggregated, District retention data, SAT/ACT/AP/IB data, and teacher retention

data.

Based on a multi-year AEIS history, Palestine ISD has had growth in the Hispanic population with a decrease in both the African American and

White populations. We are addressing the changes in the district with culturally diverse staff development programs and presenters. Using

preliminary results from TAKS/EOC/STAAR, ELL, SPED, African American students had the lowest percent passing in all subjects. District-wide

the two lowest scoring areas were Reading and Writing. For the 2014-2015 school year there will be an emphasis on Reading, Writing, and Math at

all grade levels. In order to obtain significant improvement in Reading and Writing we will focus on phonics instruction from grades K-3, analyze

materials used for instruction for potential gaps in instruction and appropriate materials/strategies found, and provide staff development in Reading

and Writing strategies that align with EOC and STAAR. The district will vertically align writing instruction and implement a district-wide initiative

to include writing in all contents. While Math scores were not the lowest in the district, staff development will be needed for grades K-8 due to the

implementation of new Math standards. TEKS will be analyzed to make sure instructional and assessment practices line up and gaps are closed.

According to preliminary results for Index 2, Reading showed the lowest growth, which reinforces the need for emphasis on instruction and vertical

alignment. Grades 6-8 will continue the implementation of the STEAM program Project Lead the Way and the new tracks will be added at the high

school. Grades K-5 will implement STEAM through the new program, LAUNCH, an enriched curriculum that lays the foundation for the Project

Lead the Way class blocks in Junior High and High School. An increased emphasis will be placed on the CTE program in order to meet the

requirements of HB 5. Index 3, closing performance gaps, shows that in 4 out of 5 contents African American had the least number of students who

met the Level II Phase-in I criteria. District-wide there is an emphasis on RtI and strategies to help all students show growth, from SPED to GT.

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Palestine ISD addresses the needs of its At Risk students with accelerated programs which are identified in each of the campus plans. We offer

ESL pullout and/or sheltered programs from grades 2-12 and offer a bilingual program at Northside Primary and Washington Early Childhood

Center. We have certified bilingual teachers at all elementary campuses, which meets the district’s five year plan. PISD offers elementary

counseling programs as well as counseling services at the secondary campuses. PISD continues to align our instructional practices to the TEKS

Resource Instructional Focus Document. With all of the above in place, our scores should reflect significant gains.

A needs survey was distributed to all campuses with questions concerning staff development, culture, safety, curriculum, and areas of need. A

parent survey was also distributed to each campus for informational purposes.

Based on the needs assessment for Curriculum and Alignment:

34% of all teachers feel that instruction is not guided by objectives, but by various materials used.

o Teachers will be encouraged to plan using their objectives and TEKS first, then to look for materials to use

37% of all teachers feel that the effects of negative influences outside the school cannot be reduced by optimistic teacher expectations.

o Look into training on how to work with low performing students and how to help students overcome their environment.

62% of all teachers feel that there is no building wide homework policy.

o Although the district has adopted a homework policy and it is to be monitored by all principals, the percentage of teachers that feel

there is no building wide policy has nearly doubled.

With the increased availability and use of technology in classrooms, it is very important to make the connection between technology

integration and curriculum & instruction. It is also important to make sure all teachers feel they have the support of their administration for

the integration of the technology.

Based on the needs assessment for Organization, Climate, and Staff Development:

54% of all teachers feel that consistent discipline is not applied equitably to ALL students by ALL staff members.

48% of all teachers feel that student discipline is a serious problem on their campus.

62% of all teachers feel there is not sufficient staff in the schools to meet the needs of their students.

o In order to address the third concern, principals continue to look at staffing to determine areas of need.

Based on the needs assessment for Response to Intervention (RtI):

The largest concern of all teachers was that the school does not adjust the schedule to include adequate time for interventions.

o Principals will continue to look at staffing for their campuses and schedules to determine areas of need.

Teacher needs: The district will end the 2013-2014 school year with a balanced budget. The district goal is to be conservative with spending,

replace lost teachers only as needed by looking at student numbers, making better use of grant monies, and communicating with all departments to

allow for coordinated spending, all with the focus of student success.

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Student needs: The budgets from all campuses are included in the campus plans. The budgets are based on responsible use of monies to increase

student performance.

State Compensatory Education This District has written policies and procedures to identify the following:

Students who are at risk of dropping out of school under state criteria

Students who are at risk of dropping out of school under local criteria

How students are entered into the SCE program

How students are exited from the SCE program

The cost of the regular education program in relation to budget allocations per student and/or instructional staff per student ratio

Total SCE funds allotted to this District $2,553,084.00

Total FTEs and PTEs funded through SCE at this District 17 FTEs and 7 PTEs

The process we use to identify students at risk is governed by the state requirements.

At the beginning of each year, each student is reviewed using the following list:

A student under 21 years of age and who:

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

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

year OR is not maintaining a 70 average in two or more foundation subjects in the current semester.

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

risk).

4. Did not perform satisfactorily on a state assessment instrument, and has not in the previous or current school year performed on that instrument or another

appropriate instrument at a level equal to at least 110 percent of the level of satisfactory performance on that instrument

5. Is pregnant or is a parent

6. Has been placed in an AEP during the preceding or current school year

7. Has been expelled during the preceding or current school year

8. Is currently on parole, probation, deferred prosecution, or other conditional release

9. Was previously reported through PEIMS to have dropped out of school

10. Is a student of limited English proficiency

11. Is in the custody or care of DPRS or has, during the current school year, been referred to DPRS

12. Is homeless

13. Resided in the preceding school year or resides in the current school year in a residential placement facility in the district, including a detention facility,

substance abuse treatment facility, emergency shelter, psychiatric hospital, halfway house, or foster group home.

At all schools, School State Compensatory Funds are used to support Title I initiatives.

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State Compensatory Education Program

Program Evaluation/Needs Assessment

Grades 3-11

TAKS

STAAR

Math

% Met Standard

Reading/ELA

% Met Standard

Writing

% Met Standard

Science

% Met Standard

Social Studies

% Met Standard

3-11 10-11 3-11 3-11 10-11 3-11 3-11 10-11 3-11 3-11 10-11 3-11 3-11 10-11 3-11

2011 2012 2013 2011 2012 2013 2011 2012 2013 2011 2012 2013 2011 2012 2013

Students

At-Risk

TAKS

72% 76% 67%

81% 82% 20%

82% NA NA

67% 82% 100%

90% 97% 100%

Students

At-Risk

STAAR

72% 51% 65%

81% 56% 52%

92% 41% 36%

68% 58% 51%

90% 56% 58%

Drop Out Data

Completion Data

2011 2012 2010 2011 2012

Students At-

Risk

.2% 1.4%

88.1% 95.4% 93.7%

The comprehensive, intensive, accelerated instruction program at this district…consists of after school tutorials for

students at-risk, reduction of student teacher ratio in math, the purchase of technology: smart boards (all contents), slates, active votes,

visual streaming, science starters, three for E math starters, staff development to meet the needs of a diverse population, and consultants

for math and science.

Upon evaluation of the effectiveness of this program the committee finds that…data shows programs used were

effective. We will continue with implementation of program with ongoing evaluations based on student needs.

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

students;

Program/Funding Source Program/Funding Source

Federal Programs State Programs/Funding Source

Title 1, Part A Student Success Initiative

Title I, Part C (Migrant) – Region VII Career/Technology Education

Title II, Part A (TPTR) State Compensatory Education

Title VI, Part B Rural/Low Income Dyslexia

Special Education Gifted/Talented

Carl Perkins Special Education

Title I, Part D – Juvenile Bilingual/ESL Program

Local Programs/Funding Source

Grants

TTIPS

Pre-K Grant

Texas 21st Century Community Learning Centers Grant

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TITLE I District Parent Involvement Policy Parent Involvement:

Parent involvement is the participation of parents in every facet of the education and development of children from birth to adulthood,

recognizing that parents are the primary influence in their children's lives. Parent involvement takes many forms, including parents’ shared

responsibilities in decisions about their children’s education, health and well-being, as well as parents’ participation in organizations that

reflect the community’s collaborative aspirations for all children.

Purpose:

Palestine Independent School District embraces parent involvement and understands its importance in providing a quality education to every

child. The concept of educating children is understood to be a partnership that includes students, parents, teachers, administrators, and

community members. All parents have a responsibility in the academic success of students.

Parent Participation in the Development and Yearly Review of the Policy:

The original policy was developed by a committee of parents representing all Title I campuses. This policy is reviewed each spring by the

District Action Team, a community advisory board, and a parent organization. Members will be invited to give suggestions for revising and

updating of the policy. The policy will be distributed to all parents of students in Title I schools in the student handbook at the beginning of

each year.

Evaluation of the Parental Involvement Programs:

Surveys will be distributed to parents of all students on Title I campuses annually. Parents will be asked to give input on the parental

involvement activities for the year as well as perceived barriers to parental participation. Campuses will also complete a campus level survey

to determine effectiveness of the program. Survey results will be analyzed and considered during campus planning as part of the

comprehensive needs assessment and will be used to strengthen campus and/or district programs for student achievement.

Desired Outcomes:

1. Parents and the community develop a better understanding of, and support for, what the school is doing. 2. Schools better understand the

needs and concerns of parents and the community. 3. Self-esteem of children increases. 4. Student academic performance improves. 5.

School programs are adjusted to meet the needs of children and adults more fully. 6. Parent-child relationships improve. 7. The community is

strengthened through newly developed relationships between parents. 8. The community feels more connected to the school. 9. There is more

support for public schools. 10. Parents play a vital role in decision-making processes. 11. Remove any barriers to parent involvement. 12.

Coordinate parent involvement activities with Head Start.

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Title I School-wide Components

1. Comprehensive Needs Assessment

2. Scientifically based research reform strategies that address the needs of all children in the school, but particularly those at-risk of not

meeting the state academic achievement standards

3. Instruction by highly qualified teachers

4. High quality and ongoing professional development for teachers, principals, paraprofessionals and others

5. Strategies to attract high-quality highly qualified teachers

6. Strategies to increase parental involvement

7. Plans for assisting preschool children in the transition from early children programs, such as Head Start and Even Start, to local elementary

school programs

8. Measures to include teachers in the decisions regarding the use of assessments in order to provide information on, and to improve, the

achievement of students and the overall program

9. Effective, timely additional assistance for students that experience difficulty mastering state standards

10. Coordination and integration of Federal, State, and Local services and programs

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DISTRICT GOAL #1: Educate, empower and communicate with all stakeholders to show an increase STAAR scores across all

subject areas with an emphasis on math and science as well as targeting College Readiness and CTE Certifications.

DISTRICT OBJECTIVE: Student achievement on TAKS/STAAR will increase 10% through technology infused activities.

Summative Evaluation: Student learning will be improved and individual needs/learning will be met through technology

integration.

Activity/Strategy *Title 1

School-wide

Component

(#1-10)

Person(s)

Responsible

Timeline Resources Formative Evaluation

Palestine ISD ensures that technology is integrated

into the curriculum at all grade levels through:

Aligned scope and sequence for technology TEKS

Students entering High School will demonstrate mastery of the appropriate technology

application standards

All students at PISD will have the opportunity to reach their academic potential through the

use of technology

Computers and printers will be updated as

needed to keep students working with the most up-to-date technology

One-to-One Technology integration with iPads

and iPad mini devices to meet the needs of our “digital natives”.

Smart technology training to maximize student engagement.

1,2,3 Campus

Principals

Team Leaders

CAT

Technology

Director

Aug 2014– June

2015

Title I Budget

$1,023,811.00

Local Budget – Look in

campuses needs summary

SCE Funds

$2,608,357

Staff Time Contribution

Teacher lesson plans will indicate that 100% of

the classroom teachers use technology to support the instructional process at least once

each week.

Palestine ISD faculty members, students and parents have access to Palestine ISD computers

(networked-and-Internet connected).

NetStar (Teacher webpages)

I-Station (K-8)

E-STAR (2-4) M-STAR (5-8)

Think Through Math (3-8)

Study Island

Gaggle

Renaissance Learning

Progress monitoring component along with screener (K-8)

BrainPop

Project Share

6

Campus Principals

Team Leaders

CAT

Technology Director

Aug 2014– June 2015

Title I Budget $1,023,811.00

Local Budget – Look in campuses needs summary

SCE Funds $2,608,357

21st Century Grant


Technology parent permission form will be on file

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DISTRICT OBJECTIVE: Students will be involved in an educational process that ensures that they will have the same

opportunity to meet challenging state content and performance standards regardless of their demographics.

Summative Evaluation: 100% of students achieve 75% mastery on informal and formal assessments.


School-wide

Component

(#1-10)

Person(s)

Responsible


The DAT members will play an integral role in the planning, development and evaluation

of the educational system of Palestine ISD.

1, 8

Asst. Superintendent of

Instruction

Campus Principals

Staff

Aug 2014– June 2015


Minutes

Agendas

Recommendations

Revisions

The DAT will annually review assessment

requirements of the federal state programs to

ensure that all students and all student groups’ needs are addressed.

1, 8 Asst.

Superintendent of Instruction

Campus Principals

Staff

Aug 2014– June

2015



STAAR

RPTE

LAT

STAAR-M

STAAR-Alt

Brigance

CIRCLE

CBA’s

Benchmarks

The DAT will coordinate services available at

the district/school with other agencies

providing services to students, youths and families, including health and social services.

Parents will be notified of the special programs and support programs available to

their students.

1,8 Asst.

Superintendent of

Instruction

Campus Principals

Staff

Aug 2014– June

2015

Title I Budget

$1,023,811.00



SCE Funds

$2,608,357


SECCA

Available support services

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DISTRICT OBJECTIVE: Palestine ISD will develop and implement horizontal and vertical planning among teachers at both

elementary and secondary levels to meet state standards for 2014-2015.

Summative Evaluation: Campus performance objectives will support needs of the district and the immediate needs of the

campus.


School-wide

Component

(#1-10)

Person(s)

Responsible


ENGLISH LANGUAGE:

English Language Arts will be appropriately grouped, with

flexible grouping used as a strategy for accelerating the

instruction of all students; All students will be on grade level in Reading by the end of their 3rd grade year.

Programs available:

AP & Pre-AP LAUNCH (K-5)

STAAR tutoring

Intervention grouping – labs (K-12) Literacy/Phonics Initiative/Guided Reading (K-3)

Handwriting (K-3) Class Size Reduction

Continue 8 period days for PHS and PJH

iStation (K-8) TPRI (K-2)

DRA

Study Island Accelerated Reader

Summer Reading

Provide extending learning opportunities for all students outside of the regular school day (TACE)

STAAR formatted/research-based materials

Integration of writing in all disciplines Data analysis to monitor student progress

1,3,9

Asst. Superintendent

of Instruction

Spec. Ed.

Director

Campus

Principals

Campus level interventionists

Aug 2014– June 2015





21st Century Grant

State Assessments

iStation

TPRI

Brigance

CIRCLE

Benchmarks

CBA’s

Phonics Red Inventory

DRA

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campus. Activity/Strategy *Title 1

School-wide

Component

(#1-10)

Person(s)

Responsible


MATH:

Math courses available at Palestine ISD will meet the needs

of all students & all student groups. The priority of each

course is to teach at a level that encourages all students to meet their potential. Math will be taught at a greater depth

at each grade level.

Programs available:

AP & Pre-AP

LAUNCH (K-5)

STAAR tutoring Intervention grouping – labs (6-12)

Class Size Reduction Continue 8 period days for PHS and PJH

Ignite/Study Island

Provide extending learning opportunities for all students outside of the regular school day (TACE)

Math intervention Program (Progress Monitoring

(Screener) STAAR formatted/research-based materials

Data analysis to monitor student progress

1,3,9 Asst.

Superintendent

of Instruction

Spec. Ed.

Director

Campus

Principals

Staff

Aug 2014– June

2015

Title I Budget

$1,023,811.00



Staff Time Contribution 21st Century Grant

State Assessments

Brigance

CIRCLE

Benchmarks

CBA’s

SOCIAL STUDIES:

Palestine ISD will make available to all students all groups. An array of TEKS based Social Studies courses to stretch

students outside of the environmental constraints of the

rural community within which they live. Students will be able to demonstrate understanding of key Social Studies

concepts, apply critical thinking skills and demonstrate

mastery applicable to each grade level.

Programs available:


STAAR tutoring

In Class Size Reduction Continue 8 period days for PHS and PJH

Intervention grouping – labs (6-12)

Ignite STAAR formatted/research-based materials

Data analysis to monitor student progress.

1,3,9 Asst. Superintendent

of Instruction

Spec. Ed. Director

Campus Principals

Staff

Aug 2014– June

2015

Title I Budget

$1,023,811.00



SCE Funds

$2,608,357


21st Century Grant

State Assessments

Benchmarks

CBA’s

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campus. Activity/Strategy *Title 1 School-

wide Component (#1-10)

Person(s)

Responsible


SCIENCE:

Science courses available at Palestine ISD will meet the needs

of all students. The priority of each course is to teach at a

level that encourages all students to meet their potential.

Courses available:


STAAR tutoring

Intervention grouping - labs PLTW-STEM Program

ICEE Success Foundation

Scientific Minds Ignite

Study Island

STAAR formatted/research-based materials Data analysis to monitor student progress.

1,3,9 Asst.


Spec. Ed.

Director

Campus

Principals

Staff

Aug 2014– June

2015

Title I Budget

$1,023,811.00

Local Budget – Look in campuses

needs summary

SCE Funds

$2,608,357


21st Century Grant

State Assessments

Benchmarks

CBA’s

LIBERAL and PERFORMING ARTS:

All students have an equal opportunity to participate in Liberal and Performing Arts courses. The courses will have

leveled curriculum and differentiate instruction for students

with diverse needs. STAAR Distinction

ICEE Success Foundation

1,3,9 Asst.


Spec. Ed. Director

Campus Principals

Staff

Aug 2014– June

2015

Title I Budget

$1,023,811.00 Local Budget – Look in campuses

needs summary



Report cards

CAREER and TECHNOLOGY:

Palestine ISD will support student’s career aspirations or as an

exploration effort to determine a future career pathway through Career and Technology classes. All students will

have a pathway in Achieve Texas.

CTE teachers will integrate English, Math, Science and Social

Studies TEKS into the Career and Technology Education

courses. New courses and pathways to be added to meet the requirements of HB 5.

STAAR Distinction CTE will support students career aspirations by providing a

career counselor.

1,3,9 Asst.


Spec. Ed.

Director

Campus

Principals

Staff

Counselor

Aug 2014– June

2015

Title I Budget

$1,023,811.00


needs summary

SCE Funds

$2,608,357


Perkins Grant $47,911

Report cards

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campus.

Activity/Strategy

*Title 1 School-

wide Component

(#1-10)

Person(s)

Responsible


FOREIGN LANGUAGE:

Foreign Language classes are offered for all

students needing foreign language credits to meet

college entrance requirements and for those who choose to take a foreign language for personal

reasons.

STAAR Distinction Rosetta Stone

1,3,9

Asst. Superintendent of Instruction

Spec. Ed. Director

Campus Principals

Staff

Aug 2014– June 2015



SCE Funds

$2,608,357


Report cards

ATHLETICS:

Coaches will support the academic pursuits of each of their students ensuring they get the

supplemental assistance they may need to pass all academic subjects.

District will comply with Fitness Gram

STAAR Distinction


of Instruction

Spec. Ed. Director

Campus Principals

Staff

Aug 2014– June

2015

Title I Budget

$1,023,811.00 Local Budget – Look in campuses needs

summary SCE Funds

$2,608,357


Report cards

RESEARCH STRATEGIES:

Scientifically based research strategies will be used in all disciplines to meet the needs of the

spectrum of students served are as follows:

Ongoing assessments to determine the skill level acquisition and to facilitate the

identification of needed modifications

Leveled texts and curriculum to ensure the

building of a strong foundation

Extended learning time

Mandatory tutorials including all special programs

Supplemental classes

Multi-sensory approach

Computer facilitated learning

Cooperative learning

Flexible grouping

Textbooks

Accelerated instruction

Manipulatives

Sims Strategies

Formative Assessment

After school tutorials/TACE


of Instruction

Spec. Ed. Director

Campus Principals

Staff

Aug 2014– June

2015

Title I Budget

$1,023,811.00

Local Budget – Look in campuses needs

summary SCE Funds

$2,608,357

21st Century


State Assessments

Benchmarks

CBA’s

of 52



DISTRICT OBJECTIVE: 100% of all referrals for Special Education Services are in compliance with federal regulations and

Commissioner Rules.

Summative Evaluation: Students with disabilities will improve according to the guidelines set forth by the individual student’s

ARD. Activity/Strategy *Title 1

School-wide

Component

(#1-10)

Person(s)

Responsible


In accordance with Special Education

regulations Palestine ISD will serve students

with disabilities in many instructional

arrangements ensuring that students are served in the “Least Restrictive Environment”

(LRE).

Palestine ISD students with disabilities will:

Not be referred for a full & individual

initial evaluation for possible Special Ed. services after sufficient documentation

that the student continues to experience

difficulty in the general ed-classroom.

Be initiated by school personnel, the

student’s parents, legal guardian or another person involved in the education

or care of the student

Be eligible for services made by the student’s Admission, Review and

Dismissal (ARD) committee

Modifications for Special Education

students will be in compliance with

Special Education regulations. The Individual Education Program (IEP) is

used as a road map for faculty in

providing specific guidance to the nature of the instructional and instructional

support programs, services and

modifications that each student requires.

2,3,9 Asst.

Superintendent

of Instruction

Spec. Ed.

Director

Campus

Principals

Staff

Aug 2014– June

2015



Special Education funds as stated in campus plans

Special Education Services process for

Admission, Review and Dismissal

procedures.

100% of the students with disabilities will be

meeting their mastery percentages as dictated

by their IEP’s.

of 52



DISTRICT OBJECTIVE: 100% of all referrals for special education services are in compliance with federal regulations and

commissioner rules.

Summative Evaluation: Students with disabilities will improve according to the guidelines set forth by the individual student’s

ARD.


School-wide

Component

(#1-10)

Person(s)

Responsible


Once an ARD is considered to be necessary, myriad issues are addressed:

Supplementary aids and services

Placement decisions

General education setting and/or

curriculum for placement decisions are made

The IEP will include a statement of any individual allowable accommodation in

the administration of assessment

instruments

Any evaluation and/or reevaluation of a

student shall be conducted in accordance

with Special Ed guidelines

Evaluation instruments will be unbiased

by gender, ethnicity, country of origin, socio-economic factors, language or

hearing status

Training for student differences, restraint Participation in the Texas assessment

program and the individual student’s ARD will determine which assessment will be

appropriate.

2,3,9


of Instruction

Spec. Ed.

Director

Campus

Principals

Staff

Aug 2014– June 2015


Special Education funds as stated in campus plans

Special Education Services process for Admission, Review & Dismissal procedures.

100% of the students with disabilities will be meeting their mastery percentages, as dictated

by their IEP’s.

Palestine ISD ensures that students with

disabilities receive the identified services to assist the child to benefit from Special

Education services, as well as general

education activities and classes. Palestine ISD uses Success Ed. Program to ensure that

all student information is organized and

available to ensure the correct services be provided to students.

3,9 Asst.

Superintendent

of Instruction

Spec. Ed. Director

Campus Principals

Staff

Aug 2014– June

2015

Title I Budget

$1,023,811.00 Special Education Funds


campuses needs summary SCE Funds

$2,608,357


100% of the students with disabilities in

Palestine ISD are receiving related services as dictated in their IEP’s

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DISTRICT OBJECTIVE: Palestine ISD will implement and maintain special programs to support students to increase

academic performance in all student groups and a reduction in the dropout rate.


campus.

PROGRAM: Dyslexia Activity/Strategy *Title 1

School-wide

Component

(#1-10)

Person(s)

Responsible


Palestine ISD students identified as dyslexic are given supplemental instruction at each

campus.

MTA or Heinemann LLI Program multi-Sensory teaching approach is used along

with:

Phonemic awareness

Graphophonemic knowledge

Language structure

Linguistic patterns

Processes to meet diverse needs

Students not progressing in line with their peers may be recommended for

reevaluation

Counselors will collect assessment

annotations for each student identified Students who have exited the Dyslexia

program are monitored at 3 week intervals

by the appropriate Student Support Team

1,3,4,8,9


of Instruction

Spec. Ed.

Director

Campus

Principals

Staff

Counselors

Dyslexic

Coordinator

Aug 2014– June 2015



SCE Funds

$2,553,084.00

Assessment data acquired by administering the district adopted Dyslexia program.

State Assessments

PROGRAM: Section 504 Activity/Strategy *Title 1

School-wide

Component

(#1-10)

Person(s)

Responsible


504 students will be given the supplemental

assistance required to them to progress along

with their non-504 peers.

The 504 students’ progress is monitored to

ensure their individual needs have been diagnosed appropriately and they are

receiving timely and appropriate assistance.

1,8,9 Asst.

Superintendent of

Instruction

Campus Principals

Staff

Counselors

Aug 2014– June

2015

Title I Budget

$1,023,811.00


SCE Funds

$2,608,357


State Assessments

Benchmarks

CBA’s Report Cards

of 52






campus.

PROGRAM: Gifted and Talented Activity/Strategy *Title 1

School-wide

Component

(#1-10)

Person(s)

Responsible


Gifted and Talented students are identified for eligibility in the Gifted and Talented program.

G/T process is as follows:

Orientation and parent meetings will inform students and parents of the

programs and services available

Students will go through a nomination

assessment process for G/T identification that includes a minimum of 3 appropriate

criteria that include both qualitative and

quantitative measures

Final selection of students for services is

made by a district committee

Assessment instruments include

Iowa Test of Basic Skills (ITBS)

Cognitive Abilities Test

(CogAT)

Student Portfolios

Verbal Test (Raven)

Coordinator’s records indicate all

students referred for consideration have completed the process and those

identified as G/T are being served within

their regular education class,

1,3,4,6


Instruction

Campus Principals

Staff

GT Teacher

Aug 2014– June 2015





G/T students identified on a timely basis and provided the appropriate educational program

and enrichment activities to ensure maximum

performance

Gifted and Talented students will be served by the following:

Grades 1-5 Pull out program

STEM Grant – Project Lead the Way (6th-

12th) High School Credit

Pre AP/AP courses area offered to qualifying students (6-12)

Dual Credit courses are offered to qualifying High School students

Core complete initiative/Wildcat University

STEAM Program

1,3,4,6 Asst. Superintendent of

Instruction

Campus Principals

Staff

GT Teacher

Aug 2014– June 2015



SCE Funds

$2,608,357


G/T students identified on a timely basis and provided the appropriate educational program

and enrichment activities to ensure maximum

performance

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campus.

PROGRAM: LAUNCH Activity/Strategy *Title 1

School-wide

Component

(#1-10)

Person(s)

Responsible


LAUNCH students are identified for eligibility in the LAUNCH program. The

process is as follows:

Students will go through a nomination assessment process for identification

Final selection of students for the program is made by a district committee

Assessment instruments include

Iowa Test of Basic Skills (ITBS)

Cognitive Abilities Test (CogAT)

Report Card Grades

Readiness Testing (Pre-K going

into Kindergarten)

1,3,4,6


Instruction

Campus Principals

Staff

LAUNCH

Teachers

Aug 2014– June 2015





LAUNCH students identified on a timely basis and provided the appropriate

educational program and enrichment

activities to ensure maximum performance

Report Cards

STAAR Scores (grades 3-5)

The LAUNCH program is an accelerated

instruction program that provides enrichment and STEAM based education.

This program is the foundation program

for Project Lead the Way in grades 6-12.

1,3,4,6 Asst.


Campus Principals

Staff

Aug 2014– June

2015


SCE Funds

$2,608,357


LAUNCH students are provided the

appropriate educational program and enrichment activities to ensure maximum

performance

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campus.

PROGRAM: At-Risk Activity/Strategy *Title 1

School-wide

Component

(#1-10)

Person(s)

Responsible


Palestine ISD follows the state mandated guidelines for identifying students at risk of dropping out of school. All

students meeting the State-adopted at risk criteria identified

throughout the year. Qualifications for at risk students are as follows:

Did not maintain an average equal to 70 on a scale of 100 in two or more subjects in the foundation

curriculum during a semester

Is pregnant or is a parent

Has not achieved a passing score on appropriate

STAAR/EOC test

Has not passed one or more of the Exit level tests

Was not advanced from one grade level to the next for one or more school years

Is currently on parole, probation, deferred prosecution or other conditional release

Was previously reported through PEIMS to have dropped out of school

Is a student of limited English proficient

Has been placed in an alternative education program

Has been expelled during the preceding or current school year

Is in the custody or care of the Texas Dept. of Family and Protective Services or has been in custody during

the current school year

Is homeless

Resided or resides in a residential placement facility in

the district (ACJD)

Dropout prevention and intervention efforts begin in

pre-kindergarten in Palestine ISD. All campuses join the effort to implement activities and programs that

will, in time, help reduce the dropout rate of all

students and all student groups

Identifying students at risk of dropping out and provide

early intervention (PHS)

1,3,8,9


Campus Principals

Staff

PHS Principal

Social worker

Aug 2014– June 2015



SCE Funds

$2,608,357

TTIP’s Grant

21st Century Grant


TEKS based benchmark tests

STAAR/EOC assessments

Istation

CIRCLE

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campus.

PROGRAM: At-Risk Cont. Activity/Strategy *Title 1

School-wide

Component

(#1-10)

Person(s)

Responsible


Palestine ISD will service identified At-Risk students

through the following services:

RTI

Credit Recovery

Alternative setting for students at dropping out

including Drug, violence and substance abuse

Summer Reading program

Summer School (accelerated instruction)

TACE

1,3,8,9 Asst. Superintendent of Instruction

Campus Principals

Staff

PHS Principal

Social worker

Aug 2014– June 2015

Title I Budget $1,067,740


SCE Funds

$2,608,357

TTIP’s Grant

21st Century Grant


TEKS based benchmark tests

STAAR/EOC assessments

TPRI

CIRCLE

PROGRAM: Speech Activity/Strategy *Title 1

School-wide

Component

(#1-10)

Person(s)

Responsible


Students on the Washington campus will have a Teacher

for language acquisition to give therapy for students in

need.

1,3,8,9 Asst. Superintendent

of Instruction

Campus Principal

Staff

Aug 2014– June

2015

Title I Budget

$1,023,811.00


needs summary



Criterion referenced test scores

Subjective teacher evaluation

Parental evaluation

CIRCLE

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campus.

PROGRAM: Bilingual/ESL Activity/Strategy *Title 1

School-wide

Component

(#1-10)

Person(s)

Responsible


Bilingual/ESL students will have a Home Language survey

signed by their parents in the permanent record folder. An

oral language proficiency test shall be administered. To enter a Bilingual/ ESL program the following occurs:

Assessments are administered

LPAC prescribes the academic achievement test that

will be administered to each LEP student

A student may exit the ESL program if she/he is able to

participate equally in a regular all English instructional

program

LPAC will monitor the academic progress of students

who have exited from ESL within the past two years

Rosetta Stone

TACE

1,3,8,9


Campus Principals

Staff

Aug 2014– June 2015




Title III Budget $42,507.00

21st Century Grant

TELPAS/Tejas Lee

STAAR-L (Linguistically Accommodated Test)



Parental evaluation

Woodcock-Munoz

Bilingual Policy changes

AAMO – ELL objectives

Based on LPAC prescription LEP students participate in a

self-paced program that is conducted by a certified Bilingual/ESL teacher. In addition these students will also

be provided with the following:

Access to Rosetta Stone

Pre-K & K-Summer Bridge

Incorporate ELL strategies such as SIOPP and content specific ELL instructional strategies. Utilize ELPS to

increase student understanding and performance.

Teachers will receive professional development on strategies to improve comprehension for our ESL/Bilingual

and monitored students.


of Instruction

Campus Principals

Staff

Aug 2014– June

2015

Title I Budget

$1,023,811.00


SCE Funds

$2,608,357 Staff Time Contribution

Title III Budget $2,507.00

TELPAS/Tejas Lee

STAAR-L (Linguistically Accommodated Test)



Parental evaluation

Woodcock-Munoz

Bilingual Pre-K-2nd grade Foundations Program. Bilingual teachers for Pre-K-5. In addition these students will also

be provided with the following:

Access to Rosetta Stone

Pre-K & K-Summer Bridge


of Instruction

Campus Principals

Staff

Aug 2014– June

2015

Title I Budget

$1,023,811.00 Local Budget – Look in campuses

needs summary


Title III $42,507.00


Woodcock-Munoz


Parental evaluation

of 52

DISTRICT GOAL #1 Educate, empower and communicate with all stakeholders to show an increase STAAR scores across all





campus.

PROGRAM: Library Services Activity/Strategy *Title 1

School-wide

Component

(#1-10)

Person(s)

Responsible


Certified librarians and library aides conduct the Library-Media Services program on all campuses

Available resources include:

Full scale library facilities available to all students

Computers with internet access

Electronic encyclopedias and references: online

resources

Interactive language arts, math, science and social studies software

Fully integrated Windows-based software program that combines catalog searching, circulation, cataloging,

inventory and other functions

Overdrive (allows students to check out books on their

iPads and provides more grade appropriate reading

materials district-wide)

Increase reading materials in Spanish (both content and

literature)

Guided – Leveled Library

2,8 Asst. Superintendent of Instruction

Campus Principals

Staff

Aug 2014– June 2015



SCE Funds

$2,608,357

21st Century Grant


Librarian and Teacher records indicate that

100% of the students have participate in library activities

60% involved in research projects, either independently or as a

classroom assignment.

PROGRAM: Nursing Services Activity/Strategy *Title 1

School-wide

Component

(#1-10)

Person(s)

Responsible


A campus nurse provides nursing services to Palestine ISD students at each campus. Available services are:

Immunization clinics

Vision, hearing and spinal screenings

Diabetic teaching (as needed)

Asthma monitoring care plans

Administering medications

CPR training to staff

Wellness plan

Class presentations on health, drug and alcohol abstinence, behavior and safety related issues

SHAC – School Health Advisory Council

2,10 Asst. Superintendent of Instruction

Campus Principals

Staff

Aug 2014– June 2015


Nurse records

Screening documentation

of 52






campus.

PROGRAM: COUNSELING SERVICES Activity/Strategy *Title 1

School-wide

Component

(#1-10)

Person(s)

Responsible


The Palestine ISD Counselors will assist students in monitoring and understanding their own development.

Areas addressed include:

Education – acquisition of study skills and choosing appropriate programs and services

Career – need for positive work habits and career awareness and investigations of opportunities

Personal/Social – development of healthy self-concepts, development of adaptive and adjusted social

behavior

Testing

Graduation Requirements

Dual Credit

2,8,9


Instruction

Campus Principals

Staff

Aug 2014– June 2014




TTIPS Grant

Students demonstrating positive attitudes and a willingness to be accountable for

their present and future actions and

accomplishments will show an:

Reduction in referrals

Increase in academic achievement

Reduction in dropout rates

Counselors will provide program and staff support

activities and services, including:

Parent education

Teacher/administrator consultation

Strategies for serving special population students

RTI

Bridges-Student profiler

2,4,8,9 Asst.

Superintendent of

Instruction

Campus Principals

Staff

Aug 2014– June

2015

Title I Budget

$1,023,811.00

TTIPS Grant


needs summary

SCE Funds

$2,608,357

Students demonstrating positive attitudes

and a willingness to be accountable for their present and future actions and

accomplishments will show an:

Reduction in referrals

Increase in academic achievement

Reduction in dropout rates

of 52






campus.

PROGRAM: TRANSITION SERVICES Activity/Strategy *Title 1

School-wide

Component

(#1-10)

Person(s)

Responsible


Palestine ISD will ensure smooth transitioning from Pre-K to Kindergarten campuses through:

Class visits/ Campus visits

Parent meetings

7


Campus Principals

Staff

Aug 2014– June 2015




Lesson plans

Meetings

Agendas

CIRCLE Students will show improvement in all

areas (motor, concept, and language

development)

Pre-K and Headstart teachers will introduce early

kindergarten level activities to their students to stretch their comprehension and familiarize themselves with some of

the academic elements of kindergarten.

7 Asst. Superintendent

of Instruction

Campus Principals

Staff

Aug 2014– June

2015

Title I Budget

$1,023,811.00


needs summary

SCE Funds

$2,608,357

Lesson plans

Meetings

Agendas

CIRCLE

Students will show improvement in all areas (motor, concept, and language

development)

Palestine ISD will ensure smooth transition for all students from each sending and receiving school through:

Class visits/campus tours

Parent meetings

School counselor

ARD committees

Orientation Nights

College visits

Counseling Center/Lifetrack

7


Campus Principals

Staff

Aug 2014– June 2015




TTIPS Grant

Lesson plans

Meetings

Agendas

Palestine ISD will ensure smooth transition for students

with disabilities from each sending and receiving school through:

IEP’s

ARD’s

Counseling services

Bridge Program

7 Asst. Superintendent

of Instruction

Campus Principals

Staff

Spec. Ed. staff

Aug 2014– June

2015

Title I Budget

$1,023,811.00 Special Ed Budget


needs summary SCE Funds

$2,608,357

Lesson plans

Meetings

Agendas

of 52

DISTRICT GOAL #2: Attract and retain a highly qualified faculty and provide all teachers with staff development that assures all

state mandates regarding faculty training requirements and all priority district needs are met.

DISTRICT OBJECTIVE: 100% of all new personnel hires are highly qualified.

Summative Evaluation: Increase student achievement as teachers and paraprofessionals gain prerequisite skills for teaching

effectively to all populations of students.

Activity/Strategy

Title 1

School-wide

Component

Person(s)

Responsible

Timeline

Resources Formative Evaluation

Palestine ISD will actively recruit and hire

qualified professional staff. Strategies used will

include:

Attending career fairs at colleges/universities

in Texas

Working with Region VII , I Teach Texas

and ECAP

Utilization of TASA net, District website, and Region VII ESC Personnel Services

Coop to advertise open positions

Job fairs at colleges/universities of minority

populations

District sites, including special education and

federal programs, will work cooperatively

with the personnel department, planning for staffing needs of all sites, ensuring

effectiveness in interviewing and selection of

staff

Utilization of State Compensatory, Title I,

and Title II to employ highly qualified teachers to supplement basic education

programs by reducing the student/teacher

ratio during the school year and for summer programs

Child care offered to employees

Wellness activities

Stipends for bilingual, math, science and Spanish Teachers

College tuition reimbursement

Mentoring program for new teachers

5

Asst.

Superintendent of Instructional

Services


Personnel

Principals

Aug 2014– June 2015

Title I Budget

$1,023,811.00

Title I D Budget $41,801.00

Title II Budget

$220,607.00 Title III Budget

$42,507.00


needs summary

SCE Funds

2,608,357

FTEs (SCE) – 28

PTEs (SCE) – 11

FTEs (Title I) – 16

FTEs (Title II) – 3

PTEs (Title I) – 10 PTEs (1II) - 1


TTIPS Grant

21st Century Grant

Recruiting policies are in effect to ensure Palestine ISD

will be able to fully staff all campuses with Highly

Qualified personnel.

Data 2012-2013

% Classes taught by

Highly Qualified Teachers

% Highly Qualified Teachers % Highly Qualified

Paraprofessionals

100% 100% 100%

of 52



DISTRICT OBJECTIVE: Provide ongoing training to insure best practices are used district-wide on a daily basis with

increased proficiency.

Summative Evaluation: A professional development program that ensures a positive impact on student performance by

ensuring that 100% of all professionals and paraprofessionals have prerequisite skills to teach all students.


School-wide

Component

(#1-10)

Person(s)

Responsible


Annual Needs Assessment results indicate a need for:

Discipline strategies

Accelerated education

Interpretation and use of assessment data

Technology training

Multicultural education

Strategies for improving the success of all

students

1,4,5,


of Instructional Services Dept.

Campus Principal

Team Leaders

Instructional Leaders

Aug 2014– June 2015





A professional development program is designed to meets the needs of Palestine ISD as a whole, and

the needs of individual campuses, and coordinates

PD activities between campuses.

To ensure the district Professional Development

meets the needs of teachers in the area of

sustainability and appropriate rigor, the district will provide training in:

TEKS and STAAR/EOC

Scientifically research based strategies to

meet the learning needs of all students

Strategies that will enable all children to

meet the same challenging state content & challenging state student performance

standards.

Professional Learning Communities

Technology application in the classroom

4,5 Asst.

Superintendent


Campus Principals

Aug 2014– June

2015

Title I Budget

$1,023,811.00



SCE Funds

$2,608,357


80% of Grades 6-12 students will achieve 75%

mastery in TEKS-based benchmark tests

At the end of the 3rd 6 week period 80% of Grades 1-5 students will achieve 75% mastery

on benchmark tests

80% of Kindergarten will achieve 75% mastery

on TEKS based benchmark tests.

80% of PreK students will achieve 75% mastery

CIRCLE assessments.

of 52



DISTRICT OBJECTIVE: Provide ongoing training to insure best practices are used district-wide on a daily basis with

increased proficiency.

Summative Evaluation: A professional development program that ensures a positive impact on student performance by

ensuring that 100% of all professionals and paraprofessionals have prerequisite skills to teach all students.


School-wide

Component

(#1-10)

Person(s)

Responsible


Professional Development activities will be of

sufficient intensity and duration to ensure that teachers and support staff develop the prerequisite skills

required of their position.

4,5 Asst.

Superintendent of Instructional

Services Dept.

Campus Principals

Aug 2014– June

2015

Title I Budget

$1,023,811.00



SCE Funds

$2,608,357


A review by the principal and SBDMC of first

semester PD activities and the second semester PD calendar will indicate that a majority of PD

activities are of sufficient intensity and duration to

ensure success by participants and the students that they serve.

Unannounced walk-throughs required of the PDAS/teachscape will confirm same, as the

principals determine if the skills developed are

successfully being implemented in the classroom.

Eduphoria will be used to monitor professional

development and report teacher evaluation.

In addition to continuing vertical alignment &

curriculum training during grade level meetings,

faculty members will also receive training in

developing depth/complexity to help special population students achieve.

Training will be provided for general and Special Education staff on strategies to address:

State assessments and STAAR/EOC objectives

Increase the analysis and usage of disaggregated

data by utilizing the DMAC system

Accommodations - STAAR/EOC administration

Subject area TEKS to meet grade level STAAR/EOC

Inclusion practices will be reviewed and/or revised

for effectiveness

TEKS Resource System

Lead4ward

4,5 Asst.

Superintendent


Campus Principals

Aug 2014– June

2015

Title I Budget

$1,023,811.00



SCE Funds

$2,608,357


90% of Grades 3-12 students will meet or exceed

minimum expectations on appropriate grade-level

STAAR/EOC tests.

90% of Grade 1-2 students will achieve 75%

mastery on TEKS based benchmark tests.

90% of Kindergarten will achieve 75% mastery on

TEKS based benchmark tests.

90% of PreK students will achieve 75% mastery CIRCLE assessments.

50% will be at Advanced Performance on STAAR/EOC

of 52

DISTRICT GOAL #3: Maintain a safe and orderly environment through implementation to create an atmosphere conducive to

learning. DISTRICT OBJECTIVE: A safe, orderly environment will be achieved through the implementation strategies evidenced by a

reduction in the number of incidents reported and by an increase in student achievement.

Summative Evaluation: Palestine students have a heightened awareness of the dangers of substance use and abuse.


School-wide

Component

(#1-10)

Person(s)

Responsible


All campuses will coordinate with community wide efforts to achieve

drugs/violence prevention and substance

abuse as well as with other federal, state and local programs to promote a drug free

environment.

All campuses will promote a drug-free

environment and violence prevention by

coordinating with community wide efforts and federal, state and local programs.

10

Principals

Team Leaders

CAT

Parent Team

Staff

Aug 2014– June 2015




PEIMS Incident Report

Progress noted in social/emotional development

Decrease in student referrals for

discipline

Students will be provided opportunities for

learning about positive roles, careers and decision making through:

Character Ed programs

Bullying program – Training and

strategies in classroom

BeSafe in Cybsrspace

DARE

Red Ribbon Week

Random Drug Testing

Drug dog

Drug Surveys

Safety Organization Plan

Safety Committee

SHAC – School Health Advisory

Council – Council works together to

improve the health and safety of all

students and families of PISD

DADS (Story & PJH)

SB 460–Youth Mental Health Frist Aide

10 Principals

Team Leaders

CAT

Parent Team

Staff

Aug 2014– June

2015

Title I Budget

$1,023,811.00



SCE Funds

$2,608,357

Discipline referrals


Drug testing results

of 52


learning. DISTRICT OBJECTIVE: A safe, orderly environment will be achieved through the implementation strategies evidenced by a

reduction in the number of incidents reported and by an increase in student achievement.

Summative Evaluation: Palestine students have a heightened awareness of the dangers of substance use and abuse.


School-wide

Component

(#1-10)

Person(s)

Responsible


Students will participate in programs that

address the following areas:

Prevention of use, possession and distribution of tobacco, alcohol and

illegal drugs

Improve attitudes and self-esteem

Understand expectations and self-image

Sexual abstinence

Social skills

Detention

Bullying including rehab training for students who have been bullied

Dating violence awareness/prevention

Emergency Operations Plan

Sexting awareness/prevention

Cyber bullying awareness/prevention

Gang prevention and intervention

10

Campus Principals

CAT

Security personnel

SRO

Counselors/Staff

Aug 2014– June

2015

Title I Budget

$1,023,811.00



Discipline referrals


Drug testing results

In an effort to promote “Safe Schools”

Palestine ISD will promote special

initiatives and activities that support the Safe School environment through:

Consistent discipline management program will be adhered to during the

school year

The Raptor system is used at each campus to screen visitors

School Messenger is used to contact parents and deliver messages

Penalty guidelines chart will be

presented to all students at PHS and

PJH for their understanding

Faculty members, district-wide will receive training in conflict resolution

and discipline strategies to include

classroom management, district discipline policies and the student code

of conduct (CIP)

Alternative instructional arrangements

10 Campus Principals

Aug 2014– June

2015

Title I Budget

$1,023,811.00



SCE Funds

$2,608,357

District and Campus Safety plans

of 52


learning. DISTRICT OBJECTIVE: Optimize the learning environment and support instructional programs of the district with the

development and implementation of a district wide safety plan.

Summative Evaluation: A safe and healthy environment in which students can learn, live and develop.


School-wide

Component

(#1-10)

Person(s)

Responsible


Campuses will evaluate the safety and

security of the facility by considering:

Student parking permits

Visitor check in

Cameras

ID badges for staff and secondary

students

Safety Plan


Aug 2014– June

2015

Title I Budget

$1,023,811.00



SCE Funds

$2,608,357

District and Campus Safety plans

of 52

DISTRICT GOAL #4: Increase positive attitude of School District throughout Community by fostering Community Partnerships.

DISTRICT OBJECTIVE: By increasing parent involvement, student attendance will increase by 1%

Summative Evaluation: Student attendance will reach 97% for 2013-2014


School-wide

Component

(#1-10)

Person(s)

Responsible


Parents will be provided (Spanish/English) attendance requirements through

Student/Parent handbook, during Open

House, and during parent meetings to

promote student attendance. Other strategies

include:

Monitoring of individual student attendance by phone calls and letters

to parents

Recognition of students with perfect

attendance

Certificates/plaques/etc. given to

perfect attendance honorees

Academic pep rallies and award assemblies

School messenger program

District wide advisory program

Opportunities to make up attendance

provided

TACE Parent Involvement Specialist

6

Campus Administrators

SRO

Attendance Officer

Aug 2014– June 2015





Parent Meeting Schedule

Sign- in sheets

Phone logs

Parents and stakeholders will serve on a

strategic planning committee to establish and implement a 5 year plan to help meet the

growth and changing needs of the district:

Increase community involvement

Planning for every aspect of the district involvement.

Focuses on programs and projects

Focuses on maintenance of organization

6 Superintendent

Committee Members

Aug 2014– June

2015

Local Budget

21st Century Grant

Meeting Schedule

Sign- in sheets

Minutes

of 52


DISTRICT OBJECTIVE: Student achievement will increase 10% on STAAR/EOC by involving parents and community in

participating in all facets of the student’s educational process as indicated in individual campus plans.

Summative Evaluation: Student failures will decrease and student attendance will increase as a result of increased parent

participation.


School-wide

Component

(#1-10)

Person(s)

Responsible


Communications will be provided in both English and Spanish. Spanish translators will be

available at Parent workshops, PTO meetings

and Academic Open Houses each semester. Parent Night will be held to explain STAAR.

6

Campus Principals

Aug 2014– June 2015




Teacher contact logs

Sign- in sheets

Minutes

Agendas

Monday Folders/Planners

Parent Centers at each campus

Parent training for STAAR

Education for non-English speaking parents (at night)

Easier access to Skyward

Rosetta Stone through Region 7

Communication Board visible to parents

English classes for Spanish parents

Parent computer classes

Homework Training for Parents

Family Educational Learning Activities

6 Campus Principals

Aug 2014– June

2015 Title I Budget

$1,023,811.00



21st Century Grant


Sign in sheets

Phone logs

Teacher training on how to develop

relationships with parents.

Spanish for Teachers

Helpline for Parents

6 Campus Principals

Aug 2014– June

2015 Title I Budget

$1,023,811.00


SCE Funds

$2,608,357


Sign in sheets

Phone logs

Inclusion of parents in the development, review, and evaluation of the campus and district

improvement plans.

6

Campus Principals

CAT Committees

Aug 2014– June 2015




A current DIP approved by the Palestine ISD Board of Trustees

DPDMC minutes will reflect that the activity has been implemented as prescribed, with

revision being made to the DIP as needed.

of 52


DISTRICT OBJECTIVE: Student achievement will increase 10% on STAAR/EOC by involving parents and community in

participating in all facets of the student’s educational process as indicated in individual campus plans.

Summative Evaluation: Student failures will decrease and student attendance will increase as a result of increased parent

participation.


School-wide

Component

(#1-10)

Person(s)

Responsible


Palestine DAT will meet to discuss parental and

community involvement issues, programs, strategies and activities.

6 Campus Principals

DAT Committee

Aug 2014– June

2015 Title I Budget

$1,023,811.00 Local Budget – Look in




Sign- in sheets

Minutes

Agendas

At least two parent-teacher conferences will be scheduled throughout the year at the parent’s

convenience. Home visits will also be scheduled

as needed to confer with parents.

6

Campus Principals

Teachers

Aug 2014– June 2015



SCE Funds

$2,608,357

21st Century Grant


Sign- in sheets

Minutes

Agendas

Conferences will be scheduled and held for parents of any student not mastering the State

academic standards. If a student is to be retained,

is failing to accrue appropriate high school credits, is to attend summer school or is to be

assigned to the DAEP.

6

Campus Principals

Counselors

Teachers

Aug 2014– June 2015



21st Century Grant

SCE Funds

$2,608,357


Sign- in sheets

Minutes

Agendas

Businesses and Dad’s Mentoring Programs on campuses to provide positive role models for

young students.

PHS and PJH community outreach program.

Government and Business Professionals in classrooms with teachers to develop student

awareness of community opportunities.

6 Campus Principals

Counselors

Teachers

Aug 2014– June 2015



21st Century Grant


Sign- in sheets

of 52


DISTRICT OBJECTIVE: Federal/State/Local programs will be coordinated to improve student achievement.

Summative Evaluation: PISD parents will become full partners with educators in the education of their student(s).


School-wide

Component

(#1-10)

Person(s)

Responsible


Palestine ISD will use efficient communication strategies to share all PISD

programs and service information to

encourage participation.

6

Campus Principals

Counselors

Aug 2014– June 2015





Sign in sheets

Website

Palestine Herald-Press

Parent Involvement Tips

AEIS Meeting

Community Service Projects

Parent/Teacher conferences

PTO Nights

Open Houses

Freshman Orientation

Social Media

Multimedia Broadcast

District wide meetings are held periodically

to ensure that parents are aware of the federal and state educational programs and

services in which Palestine ISD participates

and that are available to their students at Palestine ISD.

6 Campus Principals

Aug 2014– June

2015 Title I Budget

$1,023,811.00



SCE Funds

$2,608,357

Parents are notified of the federal and state

regulations governing educational programs and support services through:


Sign in sheets

Minutes

CIP

Surveys

Parents are notified of the federal and state

regulations governing educational programs

and support services which include the following:

An annual review, adoption and

dissemination of the campus parent involvement policy and the

school/parent/ student compacts

Development of a Special Education Continuous Improvement Plan. (This

team reviewed all of the findings and

planned activities to achieve the desired

results)

6 Campus Principals

CAT Committees

Aug 2014– June

2015 Title I Budget

$1,023,811.00



SCE Funds

$2,608,357

A current DIP approved by the Palestine

ISD Board of Trustees

DPDMC minutes will reflect that the

activity has been implemented as

prescribed, with revision being made to the DIP as needed.

of 52


DISTRICT OBJECTIVE: Federal/State/Local programs will be coordinated to improve student achievement.

Summative Evaluation: District’s Attendance Accounting records will match the District reported through PEIMS. Activity/Strategy *Title 1

School-wide

Component

(#1-10)

Person(s)

Responsible


The district has created and filled an additional PEIMS position. This position

will be responsible for the campus training

and the overseeing of campus data. District will use efficient communications strategies and trainings through Staff Development in

the area of reporting for all staff directly

involved in the attendance procedure.

A review of responsibilities in PEIMS reporting will be held periodically.

Training to specifically include

coding, addressing PK eligibility,

PRS, and EE will be mandatory.

4

10

Campus Principals

District PEIMS Clerk

Campus PEIMS Clerk

Campus Staff

Assistant

Superintendent

April 2014– June 2015

Local Budget

Sign in sheets

Data Check Lists

Entry and Withdraw Sheets

Daily Juvenile Rosters

Homebound Rosters/Schedules

The district has created a means to increase

coordination with the special education department on student services and PEIMS

personnel.

4 10

Campus Principals


Campus PEIMS Clerk

Campus Staff

Assistant Superintendent

Special Ed Director

April 2014– June

2015

Local Budget

Sign in sheets

Data Check Lists




There will be a review process for reporting

attendance, entry, and withdrawal dates

from Anderson County Juvenile Detention Services. This process will enable the

district to track these students until they

return to their home campuses. A daily attendance record will be kept of all those in

the facility.

4

10

Campus Principals


Campus PEIMS Clerk

Campus Staff

Assistant

Superintendent

Juvenile Detention

Staff

April 2014– June

2015

Local Budget

Sign in sheets

Data Check Lists




The district will implement a process for

PRS students with regard to CTE contact

hours while students are being provided Homebound Instruction.

4



Campus PEIMS Clerk

Campus Staff


Special Ed Director

April 2014– June

2015

Local Budget

Sign in sheets

Data Check Lists




of 52

DISTRICT GOAL #5: Implement HB5 in order to foster innovative learning experiences through District Wide collaborative

STEAM education, College Readiness and CTE Certification DISTRICT OBJECTIVE: Federal/State/Local programs will be coordinated to improve student achievement.

Summative Evaluation: The district will 100% meet the requirements for HB 5. Activity/Strategy *Title 1

School-wide

Component

(#1-10)

Person(s)

Responsible


Palestine ISD will use efficient communications strategies to share all PISD

ideas, plans, and programs.

2, 9, 10 Campus Principals

Superintendent

Assistant

Superintendent

Staff

Parents

Community

Aug 2014– June 2015

Local Funds Plans

Sign in sheets

Minutes

PISD will continue to implement STEAM

(Science, Technology, Engineering, Arts,

and Math) courses and increase the number offered within the district.

LAUNCH (K-5) introduced for the 2014-

2015 school year

PLTW (6-12) continued, with new

courses added


Superintendent

Assistant

Superintendent

Staff

Aug 2014– June

2015 Title I Budget

$1,023,811.00


SCE Funds



Course enrollment

STAAR/EOC scores

PISD will increase course offerings in CTE

to meet the criteria for HB 5. Courses will

lead to certifications and endorsements.


Superintendent

Assistant

Superintendent

Staff

Aug 2014– June

2015 Title I Budget

$1,023,811.00


SCE Funds



Course enrollment

Certifications completed

Endorsements completed

PISD will collaborate with area Junior

Colleges to increase opportunities for students enrolled in Wildcat University to

receive dual credit and complete college

level courses.


Superintendent


Staff

Aug 2014– June

2015 Title I Budget

$1,023,811.00 Local Budget – Look in





Course enrollment

Dual Credits received

College Credits received

PISD has developed a rubric to complete the

self-evaluation required by HB 5 on the

following topics: Fine Arts, Wellness and PE, Community and Parent Involvement,

21st Century Workforce Development,

Second Language Acquisition, Digital Learning, Dropout Prevention Strategies,

Educational Programs for GT, and

Compliance


Superintendent

Assistant

Superintendent

Staff

Aug 2014– June

2015 Title I Budget

$1,023,811.00


SCE Funds



Self-Evaluation Rubric completed and

submitted to TEA

of 52

Region 7 Migrant Education Program

Project and SSA Identification and Recruitment (ID&R) Action Plan 2012-2013

ID&R Goal:

To actively identify and recruit eligible migrant children and youth who:

are enrolled or reside in our school District according to all applicable federal laws and regulations

qualify for appropriate educational services

meet requirements of: State Comprehensive Needs Assessment,

Statewide Service Delivery Plan and

NCLB Consolidated Federal Grant Application, Title I, Part C

ID&R Objective:

To ensure all eligible migrant children and youth residing in the District are properly identified, recruited, and effectively served

through

instructional services

supplemental services such as health, clothing, school materials and referrals for social services

Parent Advisory Council to empower parents to advocate at home and at school for their children’s academic success

Evidence of Need Activity Timeline Staff

Responsibility Materials

Method of

Evaluation

Need # 1

Meet federal

requirements for annual

ID&R training.

Ensure District

Migrant staff

receive annual

ID&R training

August -

September

2012

Region VII

Migrant

Personnel

ID&R Manual, TEA

Power Point, and

activities

Certification exam and

required TEA

certificate

Need #2

Meet with Migrant SSA

and Project school

personnel to brainstorm

recruitment activities for

the ID&R Action Plan

Develop, create

and/or revise ID&R

Action Plan

September

2012

Region VII &

District Migrant

Personnel

ID&R Plan Template,

NCLB Consolidated

Application, 2012-13

ID&R Action Plan,

Statewide Delivery

Plan

Distribution of

revised/completed

ID&R Action Plan to

be attached to District

Improvement Plans

Need #3

Based on the family

survey there is a need to

actively recruit

children/youth who

Are between the ages of birth through 21

Ensure every

family receives a

Required Family

Survey annually

Upon initial

enrollment

Campus

enrollment

personnel

Family survey

Completed survey

maintained for two

years

Screening family

surveys for

eligibility

August and

ongoing

District and

Region 7

Migrant

Personnel

Family survey Completed screening

process on each family

of 52

Cross District lines alone or with parents

Moved due to economic necessity to obtain temporary or seasonal agricultural employment

Use NGS/MSIX to

verify previously

eligible Migrant

students

August and

ongoing

NGS Data

Specialist

Family survey and

NGS/MSIX reports NGS/MSIX reports

Tracking late

enrollment and

early withdrawal

Ongoing

throughout the

school year

Campus

Enrollment/

Withdrawal

personnel

Late Enrollment/

Early Withdrawal

Form, and/or PEIMS

reports

PEIMS reports or Late

Enrollment/Early

Withdrawal Form

Need #4

Based on federal

requirements, actively

recruit out of school

youth

Utilize Out of

School Youth

Survey

Ongoing

throughout the

school year

Region 7 and

District Migrant

personnel

Out of School Youth

Survey

Completed Out of

School Youth Survey

Need #5

Certificate of Eligibility

(COE)

Complete the

Certificate of

Eligibility (COE)

Ongoing

throughout the

school year

Region 7 and

District Migrant

personnel

COE, COE

Supplemental

Documentation Form

Eligibility Reviewer

signature on COE

Submit and enter

data into NGS

Online System

Ongoing

throughout the

school year

NGS Data

Specialist

COE, COE

Supplemental

Documentation Form,

NGS Online System

NGS Reports

Need #6

Residency Verification

(reporting period)

Verify continued

residency for

current Migrant

students in 2nd

or

3rd

year of

eligibility

Sept 1-Nov 1,

2012: For 2

year olds

turning 3 on or

after 3rd

birthday

Region 7 and

District Migrant

personnel

COE, school records NGS Residency

Verification Report

Need #7

Based on Texas state

requirements maintain

and improve a strong

system of Quality

Provide current

mapping

documentation

Ongoing

throughout the

school year

Region 7 and

District Migrant

personnel

Region 7 agricultural

MEP grid, TX

Produce Availability

chart in ID&R

Manual

Updated mapping grid

for Districts and Region

7

of 52

Control.

Conduct re-

interview process

Jan to April

2013

Trained

eligibility

reviewers

ID&R Manual and

TEA information,

COE, COE

Supplemental

Documentation Form

Completed

documentation returned

to TEA

Follow written

procedures in

ID&R and NGS

Manuals for

Quality Control

Ongoing

throughout the

school year

Region 7 and

District Migrant

Personnel

ID&R Manual, NGS

Manual, NGS

Reports

NGS Quality Control

checklist

Need #8

Annual Evaluation of

ID&R Program

Gather and analyze

data from ID&R

Action Plan

June 30, 2013

Region &

District MEP

Staff and

Migrant PAC

ID&R Action Plan,

current district data,

NGS reports,

NGS Quality Control

list

Completed evaluation

report for Migrant

education program

of 52

TAIS Supplement

Campus Performance Objective District-Level Professional Representative:

Carolyn Martin, Assistant Superintendent of Instructional Services

Peggy Herrington, Assistant Director of Instructional Services

Campus-Based Non-Teaching Professional Representatives:

Melissa Molandes, Elementary (Southside)*

Summer Alcauter, Secondary (Palestine High School) *

Regular Classroom Teacher Representatives:

Meridith Murray, Washington Early Child Care *

Ruth Ann Webb, Northside Primary *

Jessica Jenkins, Southside Elementary *

Ronda Hubert, Story Intermediate School +

Jacquelin Hamel, Palestine Junior High School +

Lauren Sheridan, Palestine High School *

Special Program Teacher Representatives:

Michelle Parker-Moore, Elementary (Story) *

Michelle Merrymann, Secondary (Palestine High School) *

Parent Representatives:

Elizabeth Attaway, Elementary +

Melissa Winkler, Elementary +

Brandon Sheeley, Secondary *

Rusty Stone, Secondary +

Business Representatives:

Robert Lane +

Therrell Thomas +

Community Representatives:

John Morris +

Louis Ferguson +

of 52

SAFEGUARDS: Address Academic Mastery of Subgroup Populations in ELA/Math to meet 75% passing.





Summative Evaluation: 100% of students achieve 75% mastery on informal and formal assessments. Activity/Strategy *Title 1

School-wide

Component

(#1-10)

Person(s)

Responsible


Pre-K students will do phonemic awareness

checklist to be sent with students to be used in K. 1,2,9 Principal

Teacher

Asst.

Superintendent

Instructional Services

January 2014-

August 2014

Local Budget


Checklist

Provide Language for Learning Program for

students struggling in language acquisition ELL at

Washington and Northside.

2,3,8,9,10 Principal

RtI/LPAC

Speech Teacher

Aug 2013– June

2014 Title Budget

Local Budget

Weekly Checklist

Smart technology training to maximize student engagement.

1,2,3 Campus Principals

Team Leaders

CAT

Technology

Director

Aug 2013– June 2014



campuses needs summary SCE Funds

$2,608,357


Teacher lesson plans will indicate that 100% of the classroom teachers use technology to support the

instructional process at least once each week.

Utilize TACE program for tutoring in all sub population areas for ELA/Math.

1,3,9 Principal Classroom Teacher

Curriculum Office

TACE

Aug 2013– June 2014

TACE Local Funds

Increased student achievement in reading, writing, math on benchmarks, CBA, state testing.

Continue to provide differentiated instruction,

multiple learning opportunities, and research based

strategies to meet the indicators reflected in the 2013 federal campus safeguards

2, 9, 10 Principal

Classroom Teacher

Curriculum Office

January 2014-

August 2014

Title 1

Local Budget

SCE Funds TTIPS

Increased student achievement in reading, writing,

math on benchmarks, CBA, state testing.

Set performance goals for all students with emphasis on Hispanic students. Extended learning

opportunities prior to assessments to insure student

success with focus on closing the gap of Hispanic students. Incorporate ELL strategies such as SIOPP

and content specific ELL instructional strategies.

Utilize ELPS to increase student understanding and performance.

Teachers will receive professional development on

strategies to improve comprehension for our ESL/Bilingual and monitored students.

2, 9, 10 Principal Classroom Teacher

Curriculum Office

January 2014-August 2014


Local Budget


Title III $41,665

Staff Time Contribution TTIPS

Increased student achievement in reading, and writing on benchmarks, and CBAs.

Woodcock-Munoz


Parental evaluation

Standardized tests (STAAR,TELPAS)

of 52







School-wide

Component

(#1-10)

Person(s)

Responsible


ENGLISH LANGUAGE:

English Language Arts will be appropriately grouped, with flexible grouping used as a strategy

for accelerating the instruction of all students; the

low achiever to the GT to sustain their reading level. All students will be on grade level in

Reading by the end of their 3rd grade year.

STAAR tutoring

Intervention grouping – labs (K-12)

Literacy/Phonics Initiative/Guided Reading (K-3)

Handwriting (K-3)

Class Size Reduction


Istation (k-8)

DRA

Study Island

Accelerated Reader

Summer Reading

Provide extending learning opportunities for all students

outside of the regular school day

Conduct data analysis once per six weeks to track

class/student progress on, Benchmarks and CBA data and

include demographic/student population information.

Set performance goals for all students with emphasis on

AA and Hispanic students. Extended learning opportunities

prior to assessments to insure student success with focus on

closing the gap of AA and Hispanic students.

Utilize STAAR formatted, research based materials to

prepare for standardized testing.

Incorporate vertically aligned ELA vocabulary lists

Require Writing across disciplines, utilizing writing

strategies to develop strong teaching practices in all cores.

1,3,9 Asst.


Spec. Ed. Director

Campus Principals

Campus level

interventionists

Aug 2013– June

2014

Title I Budget

$1,067,740



SCE Funds

$2,608,357


21st Century Grant

State Assessments

Istation

Brigance

CIRCLE

Benchmarks

CBA’s

Phonics Red Inventory

DRA

of 52







School-wide

Component

(#1-10)

Person(s)

Responsible


MATH:

Math courses available at Palestine ISD will meet

the needs of all students & all student groups, from

the low achiever to the GT student. The priority of

each course is to teach at a level that encourages all students to meet their potential. Math will be taught

at a greater depth at each grade level. All students

will be on grade level in Math by the end of their 3rd grade year.

STAAR tutoring

Intervention grouping – labs (6-12) Class Size Reduction


Ignite/Study Island

Provide extending learning opportunities for all

students outside of the regular school day. TACE Math intervention Program (Progress Monitoring

(Screener)

Incorporate vertically aligned Math vocabulary lists. Conduct data analysis sessions each six weeks to

track progress.

Utilize STAAR formatted, research based materials to prepare for standardized testing.

Think Through Math

1,3,9 Asst.

Superintendent

of Instruction

Spec. Ed. Director

Campus Principals

Staff

Aug 2013– June

2014

Title I Budget

$1,067,740



SCE Funds

$2,608,357


21st Century Grant

State Assessments

Brigance

CIRCLE

Benchmarks

CBA’s

Blank District Improvement Plan

Documents

Transcript of Blank District Improvement Plan