Pleasanton Independent School District
District Improvement Plan
2015-2016Accountability Rating: Met Standard
Board Approval Date: September 8, 2015Public Presentation Date: September 8, 2015
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Mission StatementThe mission of Pleasanton ISD as an educational community is to ensure a quality public education through learning, unity, and pride, fully preparing all
students for the future.
VisionPleasanton ISD is a family friendly district committed to excellence for all. Each student is provided the tools to be fully college and/or career ready for
optimum post-graduate success as an adult citizen.
Value StatementPleasanton ISD is proud of student performances that meet or exceed the state expectations in the foundational coursework of English LanguageArts, science, math, and social studies. Student competency is reflected in the state assessments/STAAR, collegiate study in Advanced Placement
and Dual Credit, and in the SAT/ACT outcomes. PISD is also committed to ensuring students experience a full, well-rounded education that includes study in career pathways, fine arts, healthy
lifestyles, 21st century technology, second language acquisition, and individual student areas of need/interest.
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Comprehensive Needs Assessment
Demographics
Demographics Summary
Pleasanton ISD "At A Glance" Enrollment:
Campus GradeLevels Enrollment
Primary PreK-1st 692Elementary 2nd-4th 758Intermediate 5th-6th 524Junior High 7th-8th 514High School 9th-12th 985School ofChoice 11th-12th varies (5)
Demographics:
AfricanAmerican 13 0.4%
Hispanic 2452 69.7%White 1,003 28.5%Amer. Indian 7 0.2%Asian 15 0.4%2 or more races 27 0.8%
Demographics Strengths
Pleasanton ISD continues to grow in enrollment. We offer open enrollment for grades 5-12.
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Demographics Needs
Re-alignment of grade levels to ensure a more educationally appropriate environment and campus.The realignment will be accomplished through the building of a new elementary campus and updating existing facilities through the current bondprogram.
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Student Achievement
Student Achievement Summary
The district improved in all indices for the 2015 state accountability. The 2015 accountability results include only reading and writing for K-8 State of TexasAssessments of Academic Readiness (STAAR) and all 5 STAAR End of Course (EOC) assessments. The 2015 results growth measure for writing isincluded for the first time in index 2.
The number of safeguards for 2015 decreased by 2 from the 2014 results.
See tables in Addendum
Student Achievement Strengths
Met Standard in state accountability for all indicesAll Index scores improved from 1-7%ALL student percentages at Phase in Level II increased for Reading/ELA, Math, Social Studies, ScienceEnglish Language Learners (ELL) increased by 13% at Phase in Level II for readingSchool of Choice (SOC) academic performance has improvedSocial Studies improved performance
Student Achievement Needs
Writing economically disadvantaged and HispanicSpecial education and monitored ELL in readingSocial Studies for economically disadvantagedDistrict distinction designationsDistrict attendanceCamus distinction designationsDesign Tier I instruction to increase student opportunities for engagement and learning
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District Culture and Climate
District Culture and Climate Summary
A positive culture and climate is essential at Pleasanton ISD. Our goal is to always greet our students, parents, community, and staff with a warm welcomeand a dedicated effort to help serve their needs and foster pride in the district and community.
We will develop a culture of modeling, connecting and involving all stakeholders in the decisions that are made for the education all students in PleasantonISD. Our teachers will make an effort to create a learning environment that focuses on the Fundamental 5-framing the lesson, power zones, small grouppurposeful talks, critical writing, recognizing and reinforcing student learning.
District Culture and Climate Strengths
Fundamental 5 districtwide initiativeLead Simply book study"What Great Principals do Differently"Eagle Feather recognitionsPrincipal and Director monthly meetingsCampus and leadership weekly meetings
District Culture and Climate Needs
Improved attendanceStudents should be reading or being read to 20 minutes each dayPositive Behavior Support/Restorative DisciplineIncrease parent communication and participation
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Staff Quality, Recruitment, and Retention
Staff Quality, Recruitment, and Retention Summary
Our theme this year is Academic Fitness through quality instruction. We will provide a rigorous and challenging curriculum within a safe and securelearning environment for all students. We are very fortunate to have knowledgeable and dedicated teachers who are committed to improving the educationalexperience for all students.
We will provide staff development necessary to develop the students both academically and socially. The district will identify staff development that targetsthe academic need from the student results of the state assessments.
Staff Quality, Recruitment, and Retention Strengths
All teachers are highly qualifiedOnline application processCentral office administration along with employee services attend job fairs in the surrounding San Antonio area school districts and universitiesThe district is committed to providing benefits that match or surpass the surrounding districtsWe have implemented Professional Learning Communities (PLC) and will continue to strengthen this endeavorAcademic Teacher Leads (ATL's) meet once a week for staff development, planning, and collaborationProvide stipends to recruit and retain teachers in areas of high need
Staff Quality, Recruitment, and Retention Needs
Recruit staff who have additional certifications in special programsProvide training to teachers for professional growthLeadership development programs and training for teachers and administrators
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Curriculum, Instruction, and Assessment
Curriculum, Instruction, and Assessment Summary
Pleasanton ISD follows the scope and sequence for the Texas Essential Knowledge and Skills (TEKS) Resource system. We believe that curriculum,instruction, and assessment must all be in alignment for students to be successful. We are implementing a common time for teachers to plan instructionthrough collaboration in a PLC setting. We believe it is critical to discuss the alignment of the curriculum, data that indicates how well students mastered thestandards and a focus with the end in mind-the outcome we are trying to achieve. The district has implemented instructional best practices, lessondevelopment and delivery that follow the Fundamental 5 model. Data driven decisions for improvement will be based upon Eduphoria data for state andlocal assessments. Analysis of data will continue to provide the basis for monitoring progress at the district and campus level. Professional development willfocus on specific content areas that have been identified for improvement from the results of the state assessments.Intentional efforts will be required in order to increase fidelity of curriculum implementation, instructional best practices, programs, processes andprocedures.
Curriculum, Instruction, and Assessment Strengths
Academic Teacher Leads/Academic DeanFundamental 5Eduphoria data driven decisionsSpecial Program/Career and Technical Education (CTE) DirectorsYearly Learning SymposiumStaff complete yearly required trainings
Curriculum, Instruction, and Assessment Needs
Improve Tier I instructionFocus on what student should be learningEngage students in the learning processSocial Studies trainingWriting alignmentResponse to Intervention (RTI) trainingPLC training
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Family and Community Involvement
Family and Community Involvement Summary
Overall as a district we scored well. All areas were either recognized or exemplary. We do have some areas which will need some work for the upcoming2015/2016 school year.
Family and Community Involvement Strengths
Strengths for Pleasanton ISD:
21st Century WorkforceFine Arts
21st Century Workforce
100% of our students have exposure to career pathway options100% of students (HS) have post graduate plans in place by their senior yearStudents participate in 3 or more character development and civic activitiesStudents enroll in courses that utilize workforce related skills and have a product of proofFaculty are trained, identify and utilize workforce and college skill set curriculum on a regular basis
Fine Arts
Class offerings in music, visual arts and theater on all campusesTeachers are certified in their content areasCampus students experience varied quality fine arts performances including guidance on appropriate audience behavior
Family and Community Involvement Needs
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Community and Parent Involvement
Parents feel we need to offer more opportunities for their learning needsNeed to improve our attendance for parents at school eventsWe need to increase our numbers in participation for school and community programsParents feel we need to strengthen our communication – use more types of media for communication
Second Language Acquisition
Need for more teachers ELL certifiedNeed for more opportunities to study other languagesNeed for more direct service support for our second language learners
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District Context and Organization
District Context and Organization Summary
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Technology
Technology Summary
The primary goal of the technology department is to provide support for all technology needs throughout the district from the classrooms to the administrative offices. We are responsible foreverything from surveillance to voice services, computer installation and support, internet safety and security, and configuration and troubleshooting for the various other technology devices thatare being utilized by the district.
Technology Strengths
Some of the major upcoming projects for this school year are as follows:
Replacement of all of the outdated surveillance equipment. We will begin deploying these cameras the first week of September.Beginning our computer refresh cycle (removal of all desktop computers that are 5 years old.) This number currently is 353 out of roughly 1500 computers. Creating a professional development and training site to assist teachers with integrating technology in their day to day routines.
Technology Needs
Some of the needs to be addressed throughout the year/summer:
Replacement of all wireless access points throughout the district. This will be done utilizing E-Rate funds and will begin next summer.Firewall/content filter will be expiring in July of next year, we will be looking at various vendors after the beginning of the New Year.Replacing aging servers by either virtualizing them or migrating their roles into the cloud.
Ongoing challenges that the department faces are trying to discover new cost effective technologies that can assist our teachers and staff while maintainingand utilizing the equipment that we currently have.
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Comprehensive Needs Assessment Data Documentation
The following data were used to verify the comprehensive needs assessment analysis:
Improvement Planning Data
District goalsCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements
Accountability Data
Texas Academic Performance Report (TAPR) dataPerformance Index Framework Data: Index 1 - Student AchievementPerformance Index Framework Data: Index 2 - Student ProgressPerformance Index Framework Data: Index 3 - Closing Performance GapsPerformance Index Framework Data: Index 4 - Postsecondary ReadinessSystem Safeguards and Texas Accountability Intervention System (TAIS) dataCritical Success Factor(s) dataAccountability Distinction DesignationsFederal Report Card DataNCLB Report Card dataPBMAS dataCommunity and student engagement rating dataAnnual Measurable Achievement Objectives (AMAO) data
Student Data: Assessments
State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR End-of-Course current and longitudinal results, including all versionsProgress of prior year STAAR failersSTAAR Released Test QuestionsSTAAR ELL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsTexas Success Initiative (TSI) data for postsecondary/college-ready graduates dataAdvanced Placement (AP) and/or International Baccalaureate (IB) assessment dataSAT and/or ACT assessment dataPSAT and/or ASPIRE
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Student Success Initiative (SSI) data for Grades 5 and 8SSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license)SSI: Think Through Math assessment data for Grades 3-8 and Algebra I (TEA approved statewide license)Local diagnostic reading assessment dataLocal diagnostic math assessment dataLocal benchmark or common assessments dataStudent failure and/or retention ratesRunning Records resultsObservation Survey results
Student Data: Student Groups
Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsNumber of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etcEconomically Disadvantaged / Non-economically disadvantaged performance and participation dataSpecial education population, including performance, discipline, attendance, and mobilityAt-Risk population, including performance, discipline, attendance and mobilityELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etcCareer and Technical Education (CTE) data, including academic achievement, program growth, race, ethnicity, gender, etcSection 504 dataHomeless dataGifted and talented dataDyslexia DataResponse to Intervention (RTI) student achievement dataRecommended High School Program (RHSP)/Distinguished Achievement Program (DAP) graduates data
Student Data: Behavior and Other Indicators
Completion rates and/or graduation rates dataAnnual dropout rate dataAttendance dataMobility rate, including longitudinal dataDiscipline recordsViolence and/or violence prevention recordsTobacco, alcohol, and other drug-use dataStudent surveys and/or other feedbackClass size averages by grade and subject
Employee Data
Professional Learning Communities (PLC) data
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Highly qualified staff dataCampus leadership dataCampus department and/or faculty meeting discussions and dataProfessional development needs assessment dataEvaluation(s) of professional development implementation and impactPDAS and/or T-TESS
Parent/Community Data
Parent surveys and/or other feedbackParent Involvement RateCommunity surveys and/or other feedback
Support Systems and Other Data
Organizational structure dataProcesses and procedures for teaching and learning, including program implementationCommunications dataCapacity and resources dataBudgets/entitlements and expenditures dataStudy of best practicesAction research results
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Goals
Goal 1: Improve learning for all students in an effort to prepare all students for college and/or career success.PISD: Student Performance that exceeds state benchmarks and graduates well prepared to succeed after high school.
Performance Objective 1: Students will perform at or above state performance standards on all STAAR assessments in all categories measured by stateaccountability that are not at state average and those above state average will increase by 5%.
Summative Evaluation: STAAR 2016 results
Strategy Description Staff Responsiblefor Monitoring Evidence that Demonstrates Success Formative Reviews
Nov Jan Mar JuneState System Safeguard Strategies
Critical Success FactorsCSF 3
1) Identify the scores not at the state average from the results of the 2015STAAR/EOC and those at or above the state average.
Testing CoordinatorSpecial ProgramsPrincipalsAcademic DeanTeachersDepartment Heads
2016 State Assessment results
State System Safeguard StrategiesCritical Success Factors
CSF 1 CSF 2 CSF 4
2) All students not meeting standard on any STAAR/EOC or end of year (EOY)assessments will be placed in an intervention program at the beginning of the nextschool year.
PrincipalsATL'sAcademic DeanTeachersDepartment Heads
Documentation of the intervention groups.
State System Safeguard StrategiesCritical Success Factors
CSF 2 CSF 4
3) All students in an intervention group will have a written targeted or intensiveintervention plan.
PrincipalsATL'sAcademic DeanAcademic Services
Plan in E-STAR
State System Safeguard StrategiesCritical Success Factors
CSF 2
4) Use Eduphoria to create reports that will target the specific student expectationsthat do not meet standard.
ATL'sAcademic DeanInterventionistsAcademic Services
Printed reports in data binders.
Critical Success FactorsCSF 1
5) At least 2 benchmarks will be given to all students in STAAR grades or courses.
ATLAcademic DeanTeachersAcademic Services
Benchmarks on file
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State System Safeguard StrategiesCritical Success Factors
CSF 4
6) Accelerated Instruction will be developed to meet student needs.
PrincipalsTeachersInterventionistsAcademic Services
Accelerated instruction documentation.
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 1: Improve learning for all students in an effort to prepare all students for college and/or career success.PISD: Student Performance that exceeds state benchmarks and graduates well prepared to succeed after high school.
Performance Objective 2: Increase the passing rate for math and reading in Student Success Initiative (SSI) grades 5th and 8th by 50% on the first testingopportunity
Summative Evaluation: 2016 first time testing results for 5th and 8th grade STAAR math and reading.
Strategy Description Staff Responsiblefor Monitoring Evidence that Demonstrates Success Formative Reviews
Nov Jan Mar JuneState System Safeguard Strategies
Critical Success FactorsCSF 1
1) All students not meeting standard on the 3rd,4th,6th, and 7th grade reading ormath STAAR will be placed in an intervention program at the beginning of the nextschool year.
PrincipalsATLAcademic DeanTeachersAcademic Services
Student Schedules
State System Safeguard StrategiesCritical Success Factors
CSF 2
2) All students not meeting standard on the first administration of 5th or 8th grademath and reading STAAR will have a written targeted or intensive intervention plan.
Principals,Academic Dean,ATL,TeachersInterventionTeachers
Written plan in estar
State System Safeguard StrategiesCritical Success Factors
CSF 5
3) Parents will be notified in writing that their student will be placed in anintervention program due to not meeting the standard on STAAR.
PrincipalsATL/Academic DeanInterventionistTeachers
Written letters will be mailed and copies will be filed in adata folder.
State System Safeguard StrategiesCritical Success Factors
CSF 1
4) Students in interventions will be placed in monitoring groups in order to trackprogress.
ATLAcademic DeanTeachersInterventionistPrincipalsAcademic Services
Creation of monitoring groups
State System Safeguard StrategiesCritical Success Factors
CSF 4
5) Accelerated Instruction will be developed to meet student needs.
PrincipalsTeachersInterventionistsAcademic Services
Accelerated instruction documentation.
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 1: Improve learning for all students in an effort to prepare all students for college and/or career success.PISD: Student Performance that exceeds state benchmarks and graduates well prepared to succeed after high school.
Performance Objective 3: Increase the number of students in Tier I to 80% for reading and 65% for math
Summative Evaluation: End of Year diagnostic testing
Strategy Description Staff Responsiblefor Monitoring Evidence that Demonstrates Success Formative Reviews
Nov Jan Mar JuneCritical Success Factors
CSF 2 CSF 3
1) Classroom teachers will differentiate and scaffold instruction in an attempt toreduce the number of students who need intervention.
TeachersPrincipalsATLAcademic DeanAcademic Services
Lesson Plans
Critical Success FactorsCSF 4 CSF 7
2) Teachers will meet and design lessons that incorporate the Fundamental 5.
TeachersATL'sAcademic DeanAcademic Services
Lesson planning time and lesson development.
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 1: Improve learning for all students in an effort to prepare all students for college and/or career success.PISD: Student Performance that exceeds state benchmarks and graduates well prepared to succeed after high school.
Performance Objective 4: Students w/special needs will be supported in on-grade level skill acquisition in all areas.
Summative Evaluation: Individualized Education Plans, Behavior/Attendance Contracts, 504 implementation plans.
Strategy Description Staff Responsiblefor Monitoring Evidence that Demonstrates Success Formative Reviews
Nov Jan Mar JuneState System Safeguard Strategies
Critical Success FactorsCSF 3 CSF 4 CSF 5
1) All students in the special programs will have an education plan that isappropriate to their skill and development.
Special ProgramsPrincipalsAssistant PrincipalsAcademic DeanTeachersAcademic Services
Documentation in digital manager.
State System Safeguard StrategiesCritical Success Factors
CSF 4
2) Accelerated Instruction will be developed to meet student needs.
PrincipalsTeachersInterventionistsAcademic Services
Accelerated instruction documentation.
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 1: Improve learning for all students in an effort to prepare all students for college and/or career success.PISD: Student Performance that exceeds state benchmarks and graduates well prepared to succeed after high school.
Performance Objective 5: At least 18 more students (64%) will participate in the SAT and ACT to gain the 2015 distinction level.
Summative Evaluation: Distinction Designations for 2016
Strategy Description Staff Responsiblefor Monitoring Evidence that Demonstrates Success Formative Reviews
Nov Jan Mar JuneCritical Success Factors
CSF 1 CSF 4
1) Campus schedules will reflect an ACT/SAT prep course.
PrincipalsAcademic DeanDepartment ChairSpecial Programs
Master Schedule
Critical Success FactorsCSF 5
2) Pleasanton will be a designated/hosting site for the administration of the SATand/or ACT.
PrincipalAcademic DeanCounselorsSpecial Programs
Documentation of testing schedules.
Critical Success FactorsCSF 1 CSF 5 CSF 6
3) All students who qualify for the DUKE TIP talent search will be informed of theopportunity and the possibility of fee waivers.
CounselorsAcademic Services
Scheduled meetings documentation of participants.
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 1: Improve learning for all students in an effort to prepare all students for college and/or career success.PISD: Student Performance that exceeds state benchmarks and graduates well prepared to succeed after high school.
Performance Objective 6: A Comprehensive Post Graduate Preparation Plan will be developed for all PISD students.
Summative Evaluation: Evidence of Endorsement Pathways on graduation Plans.
Strategy Description Staff Responsiblefor Monitoring Evidence that Demonstrates Success Formative Reviews
Nov Jan Mar JuneCritical Success Factors
CSF 5 CSF 6
1) The district will partner with Region 20 for the College and Career (CCR) cohort.
Post Graduate/CTEDirectorCTE counselorCounselorsPrincipalAcademic Dean
Commitment Schedule on file.
Critical Success FactorsCSF 1 CSF 5 CSF 6
2) Students in Junior High will be exposed in greater depth to the endorsementpathways.
Post Graduate/CTEDirectorCTE counselorCounselorsPrincipalAcademic Dean
Schedule of meetings at the Junior High.
Critical Success FactorsCSF 5 CSF 6
3) All students entering grade 9 will have a Personal Graduation Plan (PGP) on fileand any student 6-8 grade not meeting standard on the state assessment will have aPGP.
PrincipalsCounselorsPost Graduate/CTEDirectorCTE Counselor
PGP's on file
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 1: Improve learning for all students in an effort to prepare all students for college and/or career success.PISD: Student Performance that exceeds state benchmarks and graduates well prepared to succeed after high school.
Performance Objective 7: School Health programs will be coordinated through the School Health Advisory Committee (SHAC).
Summative Evaluation: SHAC agendas and minutes.
Strategy Description Staff Responsiblefor Monitoring Evidence that Demonstrates Success Formative Reviews
Nov Jan Mar JuneCritical Success Factors
CSF 5 CSF 6
1) Physical education classes (external to athletics) at the secondary level will teachlifelong exercise programs with individual health monitoring processes.
Physical EducationteachersPrincipalsAcademic DeanDepartment Head
Lesson Plans
Critical Success FactorsCSF 5 CSF 6
2) Healthy lifestyles programs incorporate the community fitness resources indeveloping life habits.
CTE DirectorCTE Counselor
Health Fair with community involvement pictures.Flyer advertising Health Fair
Critical Success FactorsCSF 1 CSF 4 CSF 5
3) Healthy lifestyles programs will integrate into health (and science) courses achecklist of individual healthy mind/ healthy body elements.
Science /HealthTeachersPE Teachers
Lesson Plans
Critical Success FactorsCSF 1
4) K-12 alignment of CATCH Program in accordance with TEA standards for fullCoordinated Health Plan
PE TeachersSpecial ProgramsDirectorCTE DirectorDepartment HeadsPrincipals
Lesson Plans documentation
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 2: The district will implement a response to intervention program with fidelity so all students will perform to thegreatest of their ability.PISD: The resources needed to provide a quality education.
Performance Objective 1: The district will develop an RTI district wide plan of action.
Summative Evaluation: Documented Plan
Strategy Description Staff Responsiblefor Monitoring Evidence that Demonstrates Success Formative Reviews
Nov Jan Mar JuneCritical Success Factors
CSF 3 CSF 6 CSF 7
1) The plan will be developed with input from campus leadership teams.
Special ProgramsDirectorATLAcademic DeanPrincipalsAcademic Services
Plan posted and shared with campuses.
Critical Success FactorsCSF 3
2) The plan will outline the programs used for screening and diagnostic testing andinterventions.
Special ProgramsATL'sAcademic DeanPrincipalsAcademic Services
Outline of the plan shared with campuses.
Critical Success FactorsCSF 3 CSF 7
3) The campus will identify RTI team leads.
PrincipalsATL'sInterventionists
Campus Committee names
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 2: The district will implement a response to intervention program with fidelity so all students will perform to the greatest of their ability.PISD: The resources needed to provide a quality education.
Performance Objective 2: Data will be used to make decisions about students who must be placed into Tier II or Tier III intervention groups.
Summative Evaluation: Data binders and information entered into E-Star.
Strategy Description Staff Responsiblefor Monitoring Evidence that Demonstrates Success Formative Reviews
Nov Jan Mar JuneCritical Success Factors
CSF 2
1) Implement a Beginning, Middle and End of Year (BOY, MOY, EOY) screenerfor math and reading.
PrincipalsATL'sAcademic DeanAcademic ServicesSpecial Programs
Screener results documented in Estar
Critical Success FactorsCSF 1 CSF 2
2) Grades K-8 will implement progress monitoring every 2 weeks for students inTier groups.
ATLInterventionistsClassroom teachers
Data Graphs
Critical Success FactorsCSF 3
3) Campus schedules will contain periods of time for Tier instruction.
PrincipalsInterventionistsATL'sTeachers
Campus schedules on file
State System Safeguard StrategiesCritical Success Factors
CSF 2
4) Several data sources will be collected to determine student progress andintervention plan.
TeachersInterventionistsPrincipalsATL'sAcademic Services
Programs in place
Critical Success FactorsCSF 3 CSF 4
5) Tier instruction will be identified for 10-12 week intervals.
PrincipalsInterventionistsATL'sTeachers
Schedule of intervals
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 2: The district will implement a response to intervention program with fidelity so all students will perform to the greatest of their ability.PISD: The resources needed to provide a quality education.
Performance Objective 3: The district will use an electronic process to maintain student intervention data forms.
Summative Evaluation: Electronic storage of the RTI forms.
Strategy Description Staff Responsiblefor Monitoring Evidence that Demonstrates Success Formative Reviews
Nov Jan Mar JuneCritical Success Factors
CSF 3 CSF 7
1) Documentation of goals, strategies and progress forms are to be created for allstudents in Tier I, II, or III.
TeachersInterventionistsATL'sSpecial Programs
Documents will be stored in Estar
Critical Success FactorsCSF 2
2) Tier forms are to be updated at the end of every identified Interval.
TeachersInterventionistsATL'sSpecial Programs
Documents will be stored in Estar
Critical Success FactorsCSF 4 CSF 6
3) Teachers will review the data forms in the estar program on all their new studentsfor the year.
TeachersPrincipalsATL
Evidenced by the documentation of teacher reviewed inEStar.
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 3: All teachers will implement a guaranteed and viable curriculum allowing students the opportunity and time to learn.PISD: A professionally qualified staff that meets the individual learning needs of all students and the resources needed toprovide a quality education.
Performance Objective 1: Fundamental 5 initiative for Tier I instruction
Summative Evaluation: Trainings and Purchasing of books
Strategy Description Staff Responsiblefor Monitoring Evidence that Demonstrates Success Formative Reviews
Nov Jan Mar JuneCritical Success Factors
CSF 1 CSF 4 CSF 7
1) Teachers will have posted the lesson frames for the daily learning objective andthe TEKS learning goal.
TeachersCampusAdministrationAcademic Dean
Walkthrough monitoring of posting
Critical Success FactorsCSF 1 CSF 3 CSF 7
2) All new teachers will have the Fundamental 5 training.
Employee servicesSuperintendentAcademic Services
Sign In sheetsagenda
Critical Success FactorsCSF 1 CSF 7
3) Campus administration will include weekly walk-throughs into the classrooms.
Campusadministration
Walkthrough data posted in Eduphoria
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
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Goal 3: All teachers will implement a guaranteed and viable curriculum allowing students the opportunity and time to learn.PISD: A professionally qualified staff that meets the individual learning needs of all students and the resources needed to provide a quality education.
Performance Objective 2: Teachers will use the IFD in the TEKS Resource system to study the scope and alignment of the TEKS.
Summative Evaluation: Evidenced by identification in lesson plans
Strategy Description Staff Responsiblefor Monitoring Evidence that Demonstrates Success Formative Reviews
Nov Jan Mar JuneCritical Success Factors
CSF 1 CSF 4
1) Professional Learning Communities (PLC)/Collaborative meetings will occur toplan instruction.
TeachersATLAcademic DeanDepartment Chair
Lesson plans on file, schedule of meeting times
Critical Success FactorsCSF 1 CSF 4
2) Teachers will align the lessons to the standards for their grade.
TeachersATL'sDepartment Chair
The TEKS Resource System vertical alignmentdocuments
Critical Success FactorsCSF 3 CSF 7
3) Teachers will study the cognitive specificity and the depth of the content for eachTEK and identify those that are readiness or supporting standards.
TeachersDepartment ChairATL'sAcademic Dean
Walkthrough data posted in Eduphoria
State System Safeguard Strategies4) Teachers plan instruction using the 5 fundamental elements for teaching reading-phonics, phonemic awareness, vocabulary, fluency, and comprehension.
K-8 Reading teacherReading specialistinterventionistsATL
Data will be collectedSchedules for programsLesson plans on file
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
Pleasanton Independent School DistrictGenerated by Plan4Learning.com 29 of 48 District #007-905
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Goal 3: All teachers will implement a guaranteed and viable curriculum allowing students the opportunity and time to learn.PISD: A professionally qualified staff that meets the individual learning needs of all students and the resources needed to provide a quality education.
Performance Objective 3: Teachers will meet to plan common summative assessments.
Summative Evaluation: Assessments on file or in Eduphoria.
Strategy Description Staff Responsiblefor Monitoring Evidence that Demonstrates Success Formative Reviews
Nov Jan Mar JuneCritical Success Factors
CSF 1 CSF 2 CSF 4
1) Teachers will utilize the test makers available in Eduphoria to create summativeassessments.
TeachersATL'sAcademic DeanAcademic Services
Tests in Eduphoria
State System Safeguard StrategiesCritical Success Factors
CSF 1 CSF 2 CSF 4
2) Teachers will create assessments with attention to the percentage of readiness andsupporting standards and dual coded questions.
TeachersATL'sAcademic DeanAcademic Services
Answer keys in Eduphoria linked to tested standards.
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
Pleasanton Independent School DistrictGenerated by Plan4Learning.com 30 of 48 District #007-905
February 10, 2016 10:30 am
Goal 4: The district will create a positive district culture and climate.PISD: All parents actively participating in the education of their child.
Performance Objective 1: Leadership book studies: Lead Simply and What Great Principals Do Differently
Summative Evaluation: Purchased book and discussion item on agenda
Strategy Description Staff Responsiblefor Monitoring Evidence that Demonstrates Success Formative Reviews
Nov Jan Mar JuneCritical Success Factors
CSF 3 CSF 7
1) District Leadership will have book studies throughout the year and havediscussions at leadership meetings.
SuperintendentDistrict Leadership
Minutes to the Agendas
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
Pleasanton Independent School DistrictGenerated by Plan4Learning.com 31 of 48 District #007-905
February 10, 2016 10:30 am
Goal 4: The district will create a positive district culture and climate.PISD: All parents actively participating in the education of their child.
Performance Objective 2: District RTI Behavior Plan
Summative Evaluation: Documented plan created by Assistant Principals
Strategy Description Staff Responsiblefor Monitoring Evidence that Demonstrates Success Formative Reviews
Nov Jan Mar JuneCritical Success Factors
CSF 3 CSF 6
1) Each campus will create a behavior RTI plan.
RTI TeamAttendance staffAssistant principals
RTI Plan on file
Critical Success FactorsCSF 6
2) Each campus will have a plan to address a bullying through student training andavenues for reporting.
Assistant PrincipalsTeachersCounselors
Training's documented
Critical Success FactorsCSF 5 CSF 6
3) The campus will implement a positive behavior support initiative and restorativediscipline.
Assistant PrincipalsCounselorsAcademic Services
Included in the RTI plan
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
Pleasanton Independent School DistrictGenerated by Plan4Learning.com 32 of 48 District #007-905
February 10, 2016 10:30 am
Goal 4: The district will create a positive district culture and climate.PISD: All parents actively participating in the education of their child.
Performance Objective 3: Increase attendance to 98%
Summative Evaluation: Weekly attendance checks.
Strategy Description Staff Responsiblefor Monitoring Evidence that Demonstrates Success Formative Reviews
Nov Jan Mar JuneCritical Success Factors
CSF 3
1) District PEIMS will create a report every week for attendance totals.
District PEIMSCentral OfficeAdministrationAssistant Principals
Reports kept on file
Critical Success FactorsCSF 6
2) Campuses will use the Raptor system to keep track of late check in and earlycheck outs.
Clerical staffAttendance staffAssistant Principals
Raptor reports printed
Critical Success FactorsCSF 4 CSF 5
3) Phone calls to parents when a student is absent.
Clerical staffAttendance staffAssistant Principals
Documented phone calls
Critical Success FactorsCSF 5 CSF 6
4) Truancy Officer will be called on students who have 3 unexcused absences in a 4week period.
Clerical staffAttendance staffAssistant PrincipalsTruancy Officer
Documented absences and home visit log.
Critical Success FactorsCSF 4 CSF 5 CSF 6
5) Campus assistant principals will create an intervention plan to address attendance.
Clerical staffAttendance staffAssistant PrincipalsTruancy Officer
Intervention Plan on file
Critical Success FactorsCSF 5 CSF 6
6) Principal contracts will be created for students who are not in 90% attendance fora class or who are not in 90% attendance of days.
Clerical staffAttendance staffAssistant PrincipalsPrincipals
Contracts on file
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
Pleasanton Independent School DistrictGenerated by Plan4Learning.com 33 of 48 District #007-905
February 10, 2016 10:30 am
Goal 4: The district will create a positive district culture and climate.PISD: All parents actively participating in the education of their child.
Performance Objective 4: Optimize the learning environment and support the instructional program of the district with the development andimplementation of an EOP.
Summative Evaluation: EOP on file
Strategy Description Staff Responsiblefor Monitoring Evidence that Demonstrates Success Formative Reviews
Nov Jan Mar JuneCritical Success Factors
CSF 7
1) Maintenance department will conduct EOP training.
MaintenanceDirectorAcademic Services
Training created in Eduphoria workshop, Sign In Sheet,Agenda
Critical Success FactorsCSF 6 CSF 7
2) Safety audits will be conducted yearly.
MaintenanceDepartmentPrincipalsAssistant Principals
Safety Audits on File
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
Pleasanton Independent School DistrictGenerated by Plan4Learning.com 34 of 48 District #007-905
February 10, 2016 10:30 am
Goal 4: The district will create a positive district culture and climate.PISD: All parents actively participating in the education of their child.
Performance Objective 5: The district will hire a part time parent liaison who will coordinate campus events and parent involvement.
Summative Evaluation: Documentation of hired personnel.
Strategy Description Staff Responsiblefor Monitoring Evidence that Demonstrates Success Formative Reviews
Nov Jan Mar JuneCritical Success Factors
CSF 5 CSF 6
1) Parent Liaison will provide training to parents at the parent center or districtfacilities/campuses to focus on involvement in their child's education.
Parent LiaisonAcademic Services
Agendas and sign in sheets
Critical Success FactorsCSF 5 CSF 6
2) Parent Liaison will coordinate and attend parent events at the campuses.
Parent LiaisonAcademic Services
Calendar of scheduled events
3) The parent liaison will train parents to be campus volunteers. Parent LiaisonAcademic Services
Agendas and sign in sheets
Critical Success FactorsCSF 5 CSF 6
4) The parent liaison will manage and open the parent center for parents to come andutilize the supplies for the campuses.
Parent LiaisonAcademic Services
Sign in sheets
Funding Sources: 211- ESEA Title I, Part A - $50.00, 211- ESEA Title I, Part A - $220.60, 211- ESEATitle I, Part A - $60.00
Critical Success FactorsCSF 5 CSF 6
5) Parent liaison will help facilitate the information to parents about campus eventsand encourage participation.
Parent LiaisonAcademic Services
Flyers, call trees, documented events and number ofparticipants
Critical Success FactorsCSF 5 CSF 6
6) Parent survey will be available for parent input.
CentralAdministration
Survey posted on line
Critical Success FactorsCSF 5 CSF 6 CSF 7
7) A mobile application will be available for parent access to the website and studentapplications.
CentralAdministrationTechnologyDepartment
Mobile Application available
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
Pleasanton Independent School DistrictGenerated by Plan4Learning.com 35 of 48 District #007-905
February 10, 2016 10:30 am
Goal 4: The district will create a positive district culture and climate.PISD: All parents actively participating in the education of their child.
Performance Objective 6: The district will offer a Beyond the Bell (BTB) program for grade PK-6 until 6:00 pm.
Summative Evaluation: Program and registration paperwork on file.
Strategy Description Staff Responsiblefor Monitoring Evidence that Demonstrates Success Formative Reviews
Nov Jan Mar JuneCritical Success Factors
CSF 6
1) The BTB lead will hire student workers to help implement the after schoolprogram.
Program LeadCentral OfficeAdministrationHigh school workforce programEmployee Services
Hiring paperwork
Critical Success FactorsCSF 5
2) The program lead will create a schedule that includes snack time, homework time,including reading and play time.
Program LeadFood ServiceCentralAdministration
Schedule of events, snack schedule
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
Pleasanton Independent School DistrictGenerated by Plan4Learning.com 36 of 48 District #007-905
February 10, 2016 10:30 am
Goal 4: The district will create a positive district culture and climate.PISD: All parents actively participating in the education of their child.
Performance Objective 7: The campuses will offer family reading and math nights at their campuses
Summative Evaluation: District calendar of events
Strategy Description Staff Responsiblefor Monitoring Evidence that Demonstrates Success Formative Reviews
Nov Jan Mar JuneCritical Success Factors
CSF 5
1) Campuses will identify on their calendar family reading and math nights andcommunicate the events to parents.
PrincipalsATL'sDepartment ChairParent Liaison
Documented events on Calendar
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
Pleasanton Independent School DistrictGenerated by Plan4Learning.com 37 of 48 District #007-905
February 10, 2016 10:30 am
Goal 4: The district will create a positive district culture and climate.PISD: All parents actively participating in the education of their child.
Performance Objective 8: The district will ensure that all campuses investigate any claims of bullying be 100% in compliance with the information inPolicy FFI and FFH (Legal/Local).
Summative Evaluation: Bullying reports will be run every six weeks
Strategy Description Staff Responsiblefor Monitoring Evidence that Demonstrates Success Formative Reviews
Nov Jan Mar JuneCritical Success Factors
CSF 5 CSF 6
1) The district will provide the bully investigation checklist.
PrincipalsAssistant PrincipalsTeachersSuperintendent
Investigation reports filed
Critical Success FactorsCSF 6
2) The superintendent will be provided with a TxEIS bully report every 6 or 9 weeksfor each campus.
PEIMS data clerksAssistant PrincipalsAcademic Services
Reports filed
Critical Success FactorsCSF 7
3) The district has a system for reporting bullying anonymously.
District OfficeAcademic Services
Purchased reporting system
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
Pleasanton Independent School DistrictGenerated by Plan4Learning.com 38 of 48 District #007-905
February 10, 2016 10:30 am
Goal 5: The district will be committed to the recruitment, retention and training of highly qualified staff.PISD: Attract and retain an exceptional staff
Performance Objective 1: The district will provide staff development that centers around training for the critical needs areas and required training.
Summative Evaluation: Purchase order (PO) and sign in sheets, agendas, training flyers, Eduphoria workshop courses
Strategy Description Staff Responsiblefor Monitoring Evidence that Demonstrates Success Formative Reviews
Nov Jan Mar JuneState System Safeguard Strategies
Critical Success FactorsCSF 4 CSF 7
1) The district will offer training or approve training for Sheltered InstructionObservation Protocol (SIOP), English Language Proficiency Standards (ELPS),Language Proficiency Assessment Committee (LPAC),Special education, Dyslexia,ELL.
Academic ServicesSpecial ProgramsATL's
Documented courses in Eduphoria
Funding Sources: 199- General Fund: Dyslexia - $75.00, 199- General Fund: Special Education - $20.40
Critical Success FactorsCSF 7
2) The district is implementing training at all campuses for the Fundamental 5.
Academic ServicesSpecial ProgramsSuperintendent
Documented courses in Eduphoria
Critical Success FactorsCSF 7
3) All teachers will obtain the required yearly training through online trainingmodules.
Academic ServicesSpecial ProgramsMaintenanceDepartment
Documented courses in safety training program
State System Safeguard StrategiesCritical Success Factors
CSF 1 CSF 2 CSF 7
4) Social Studies teachers will be attending training on the process standards forsocial studies.
Academic ServicesSpecial ProgramsPrincipalsATL'sAcademic Dean
Documented courses in Eduphoria
State System Safeguard StrategiesCritical Success Factors
CSF 1 CSF 7
5) The district will be providing training in reading and writing strategies andprocess.
Academic ServicesSpecial ProgramsPrincipalsATL'sAcademic Dean
Training documented in Eduphoria
Funding Sources: 255- ESEA Title II, Part A TPTR - $2600.00
Pleasanton Independent School DistrictGenerated by Plan4Learning.com 39 of 48 District #007-905
February 10, 2016 10:30 am
Critical Success FactorsCSF 7
6) The district will be providing training to the staff for the documentation of theRTI process.
Academic ServicesATL'sAcademic DeanInterventionistPrincipals
Documented training in Eduphoria.
Funding Sources: 255- ESEA Title II, Part A TPTR - $6500.00Critical Success Factors
CSF 7
7) The district will develop the leadership in the district through preparationprograms and leadership academies.
Executive DirectorEmployee ServicesSuperintendentAcademic Services
Certificates on file
State System Safeguard StrategiesFederal System Safeguard Strategies
8) The district will develop the administration, teacher leads, department chairsthrough the processes of PLC be attending the PLC institute.
Academic ServicesPrincipalsATL's
PO numberCertificates for attending the training
Funding Sources: 255- ESEA Title II, Part A TPTR - $29205.00, 199- General Fund: GT - $2596.00
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
Pleasanton Independent School DistrictGenerated by Plan4Learning.com 40 of 48 District #007-905
February 10, 2016 10:30 am
Goal 5: The district will be committed to the recruitment, retention and training of highly qualified staff.PISD: Attract and retain an exceptional staff
Performance Objective 2: Recruit 100% Highly Qualified (HQ) staff that allows for rigorous instruction at all levels.
Summative Evaluation: Documentation of HQ
Strategy Description Staff Responsiblefor Monitoring Evidence that Demonstrates Success Formative Reviews
Nov Jan Mar JuneCritical Success Factors
CSF 7
1) Central administration and employee services will attend job fairs at surroundingdistricts and universities.
Executive Directorof EmployeeServicesEmployee ServiceAdministrativeAssistant
Documentation of Job Fairs
Funding Sources: 211- ESEA Title I, Part A - $3934.00Critical Success Factors
CSF 7
2) The district will provide class reduction teachers and instructional aides tofacilitate academic initiatives.
Primary PrincipalAcademic ServicesExecutive Directorof EmployeeServices
Hiring documentation
Funding Sources: 255- ESEA Title II, Part A TPTR - $82400.00State System Safeguard Strategies
Critical Success FactorsCSF 7
3) Recruit highly qualified staff with certifications in special programs.
PrincipalsAcademic ServicesExecutive Directorof EmployeeServices
Hiring documentation
Critical Success FactorsCSF 7
4) Pleasanton will pay a stipend to teachers who they have identified as teaching in ahigh needs area.
Employee ServicesFinance DepartmentSuperintendent
Documented stipend
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
Pleasanton Independent School DistrictGenerated by Plan4Learning.com 41 of 48 District #007-905
February 10, 2016 10:30 am
Goal 5: The district will be committed to the recruitment, retention and training of highly qualified staff.PISD: Attract and retain an exceptional staff
Performance Objective 3: Provide updated technology and training site to assist teachers in integrating technology
Summative Evaluation: Technology replacement schedule and training site
Strategy Description Staff Responsiblefor Monitoring Evidence that Demonstrates Success Formative Reviews
Nov Jan Mar JuneCritical Success Factors
CSF 1 CSF 4 CSF 7
1) The technology department will create a 5 year replacement schedule for campustechnology.
TechnologyDepartmentFinanceSuperintendent
Technology Replacement Schedule
= Accomplished = Considerable = Some Progress = No Progress = Discontinue
Pleasanton Independent School DistrictGenerated by Plan4Learning.com 42 of 48 District #007-905
February 10, 2016 10:30 am
State System Safeguard Strategies
Goal Objective Strategy Description1 1 1 Identify the scores not at the state average from the results of the 2015 STAAR/EOC and those at or above the state average.
1 1 2 All students not meeting standard on any STAAR/EOC or end of year (EOY) assessments will be placed in an interventionprogram at the beginning of the next school year.
1 1 3 All students in an intervention group will have a written targeted or intensive intervention plan.1 1 4 Use Eduphoria to create reports that will target the specific student expectations that do not meet standard.1 1 6 Accelerated Instruction will be developed to meet student needs.
1 2 1 All students not meeting standard on the 3rd,4th,6th, and 7th grade reading or math STAAR will be placed in an interventionprogram at the beginning of the next school year.
1 2 2 All students not meeting standard on the first administration of 5th or 8th grade math and reading STAAR will have a writtentargeted or intensive intervention plan.
1 2 3 Parents will be notified in writing that their student will be placed in an intervention program due to not meeting the standard onSTAAR.
1 2 4 Students in interventions will be placed in monitoring groups in order to track progress.1 2 5 Accelerated Instruction will be developed to meet student needs.1 4 1 All students in the special programs will have an education plan that is appropriate to their skill and development.1 4 2 Accelerated Instruction will be developed to meet student needs.2 2 4 Several data sources will be collected to determine student progress and intervention plan.
3 2 4 Teachers plan instruction using the 5 fundamental elements for teaching reading-phonics, phonemic awareness, vocabulary,fluency, and comprehension.
3 3 2 Teachers will create assessments with attention to the percentage of readiness and supporting standards and dual codedquestions.
5 1 1 The district will offer training or approve training for Sheltered Instruction Observation Protocol (SIOP), English LanguageProficiency Standards (ELPS), Language Proficiency Assessment Committee (LPAC),Special education, Dyslexia, ELL.
5 1 4 Social Studies teachers will be attending training on the process standards for social studies.5 1 5 The district will be providing training in reading and writing strategies and process.
5 1 8 The district will develop the administration, teacher leads, department chairs through the processes of PLC be attending the PLCinstitute.
Pleasanton Independent School DistrictGenerated by Plan4Learning.com 43 of 48 District #007-905
February 10, 2016 10:30 am
Goal Objective Strategy Description5 2 3 Recruit highly qualified staff with certifications in special programs.
Pleasanton Independent School DistrictGenerated by Plan4Learning.com 44 of 48 District #007-905
February 10, 2016 10:30 am
Federal System Safeguard Strategies
Goal Objective Strategy Description
5 1 8 The district will develop the administration, teacher leads, department chairs through the processes of PLC be attending the PLCinstitute.
Pleasanton Independent School DistrictGenerated by Plan4Learning.com 45 of 48 District #007-905
February 10, 2016 10:30 am
District Funding Summary
199- General Fund: Special EducationGoal Objective Strategy Resources Needed Account Code Amount
5 1 1 Travel reimbursement from training 19913641100870623000 $20.40Sub-Total $20.40
199- General Fund: GTGoal Objective Strategy Resources Needed Account Code Amount
5 1 8 PLC institute 19913641102001,041,104,103,105,630C00 $2,596.00Sub-Total $2,596.00
199- General Fund: DyslexiaGoal Objective Strategy Resources Needed Account Code Amount
5 1 1 Primary Interventionists training 19913641100105623000 $75.00Sub-Total $75.00
211- ESEA Title I, Part AGoal Objective Strategy Resources Needed Account Code Amount
4 5 4 Parent Involvement manage supplies 21161639900925699B00 $50.004 5 4 Parent supplies 21161639900925699B00 $220.604 5 4 Business cards 21161639900925699B00 $60.005 2 1 Title I recruitment 255 41 6299 00 749 6 24 0 00 $3,934.00
Sub-Total $4,264.60255- ESEA Title II, Part A TPTRGoal Objective Strategy Resources Needed Account Code Amount
5 1 5 Title II 25513629900925624000 $2,600.005 1 6 Title II during the year 25513629900925624000 $6,500.00
5 1 8 PLC institute 255-13-6411.00-105,104,103,041,001-624000 $29,205.00
5 2 2 Title II personnel 255 11 6119 00 105 6 24 0 00 $82,400.00
Pleasanton Independent School DistrictGenerated by Plan4Learning.com 46 of 48 District #007-905
February 10, 2016 10:30 am
Sub-Total $120,705.00Grand Total $127,661.00
Pleasanton Independent School DistrictGenerated by Plan4Learning.com 47 of 48 District #007-905
February 10, 2016 10:30 am
Addendums
Pleasanton Independent School DistrictGenerated by Plan4Learning.com 48 of 48 District #007-905
February 10, 2016 10:30 am
TEXAS EDUCATION AGENCY2015 Accountability Summary
PLEASANTON ISD (007905)
Accountability Rating
Met Standard
Met Standards on Did Not Meet Standards on
- Student Achievement - NONE
- Student Progress
- Closing Performance Gaps
- Postsecondary Readiness
In 2015, to receive a Met Standard or Met Alternative Standard rating, districts and campuses must meet targets onthree indexes: Index 1 or Index 2 and Index 3 and Index 4.
Performance Index Report
0
25
50
75
100
Index 1
StudentAchievement
(Target Score=60)
Index 2
StudentProgress
(Target Score=20)
Index 3
ClosingPerformance Gaps(Target Score=28)
Index 4
PostsecondaryReadiness
(Target Score=57)
72 31 35 72
Performance Index Summary
IndexPoints
EarnedMaximum
PointsIndexScore
1 - Student Achievement 2,762 3,857 72
2 - Student Progress 249 800 31
3 - Closing Performance Gaps 695 2,000 35
4 - Postsecondary Readiness
STAAR Score 8.6
Graduation Rate Score 24.5
Graduation Plan Score 22.0
Postsecondary Component Score 17.0 72
Distinction Designation
Postsecondary Readiness
Percent of Eligible Measures in Top Quartile0 out of 12 = 0%
NO DISTINCTION EARNED
State System Safeguards
Number and Percent of Indicators Met
Performance Rates 17 out of 22 = 77%
Participation Rates 10 out of 10 = 100%
Graduation Rates 5 out of 5 = 100%
Total 32 out of 37 = 86%
For further information about this report, please see the Performance Reporting Division website at http://ritter.tea.state.tx.us/perfreport/account/2015/index.html
TEA Division of Performance Reporting Page 1 August 7, 2015
STAAR
SubPopulation
Reading/ELA Math Social Studies Science Writing
Tested LII Sat
LII Sat% Tested LII Sat
LII Sat% Tested LII Sat
LII Sat% Tested LII Sat
LII Sat% Tested LII Sat
LII Sat%
All Students 2020 1457 72% 296 223 75% 440 305 69% 693 528 76% 408 249 61%
Native American * * * * * * * * * * * * - - -
Asian 7 8 88% * * * * * * * * * * * *
African American * * * * * * - - - * * * - - -
Hispanic 1420 959 68% 216 160 74% 301 184 61% 486 345 71% 284 160 56%
White 566 470 83% 75 61 81% 132 116 61% 192 171 89% 117 85 73%
Two or More Races 18 16 89% * * * * * * 9 8 89% * * *
ECD 1013 645 64% 142 97 68% 216 122 56% 345 231 67% 204 105 51%
Special Education 52 15 29% * * * * * * * * * * * *
ELL 62 27 44% * * * * * * 18 7 39% * * *
Groups that meet the Minimum Size Criteria with <60% performance are highlighted in dark gray above & must be addressed in the
DIP/CIP. Groups that do not meet the Minimum Size Criteria with < 60% are highlighted in light gray above. Although, they don’t fit
System Safeguard requirements, we will monitor student progress in these areas.
Index I Summary - Student Achievement Reading/ELA Math Social Studies Science Writing Total
Met Phase-in 1 Level II 1457 + 223 + 305 + 528 + 249 + 2762
Students Tested 2020 + 296 + 440 + 693 + 408 + 3857
Index I Score (2015 Accountability Target = 60) 72
Index II Summary - Student Progress
All Sts
Hispanic White SpEd ELL Total Pts
Max Pts
Reading Growth Rate 56 54 58 * 52
Math Growth Rate 26 6 35 * *
Total 249 800
Index II Score (2015 Accountability Target ≈
5th percentile) 20
31
Index III Summary - Closing Performance Gaps
(MSR=25 both years/Rdg&Mth)
Eco Dis
Lowest Performing
Group Hispanic
Total Pts
Max Pts
Reading Performance Rate 71 75 146 400
Math Performance Rate 72 81 153 400
Soc. St. Performance Rate 63 67 113 400
Science Performance Rate 74 79 153 400
Writing Performance Rate 54 59 130 400
Total 695 2000
Index III Score (2015 Accountability
Target = 5th percentile)28
35
Index IV Summary - Postsecondary Readiness
All Sts
Hispanic White SPED ELL Total Pts
Max Pts
Score 25%
STAAR Final Level II Performance on 2 or more subject area tests
(25%) 31 24 48 103 300 34.3 8.6
5 Yr Graduation Rate (25%) 98.1 97.2 100 96 391.3 400 97.8 24.5
RHSP/DAP (25%) 88 88 87.5 263.5 400 87.8 22
Postsecondary Readiness (25%) 69 71.3 63.2 203.5 300 67.8 17
Graduation Rate Score (Use best Grad Rate) TOTAL 72
Index IV Score
(2015 Accountability Target = 57) 72
Phase In Results
Reading Math Writing Science Social Studies
Phase-In Standard
Phase-In Standard
Phase-In Standard Phase-In Standard Phase-In Standard
I II Recommended
III I II
Recommende
d
III I II
Recommende
d
III I II Recommended
III I II
Recom
mended
III
3rd 3rd
PISD 72% 65% 40% 48% PISD
State 77% 68% 40% 53% State
4th 4th 4th
PISD 64% 57% 35% 39% PISD PISD 53% 37% 16% 29%
State 74% 66% 43% 50% State State 70% 55% 29% 44%
5th 5th 5th
PISD 64% 52% 29% 40% PISD PISD 67% 57% 32% 40%
State 78% 67% 42% 54% State State 72% 61% 34% 44%
6th 6th
PISD 69% 57% 33% 40% PISD
State 76% 65% 40% 52% State
7th 7th 7th
PISD 71% 64% 33% 42% PISD PISD 66% 49% 25% 35%
State 75% 66% 38% 49% State State 72% 59% 35% 46%
8th 8th 8th 8th
PISD 77% 66% 39% 50% PISD PISD 76% 66% 39% 51% PISD 48% 34% 10% 18%
State 78% 69% 43% 54% State State 70% 61% 38% 48% State 64% 52% 26% 35%
Color Key: At or Above State Performance >10% Below State Performance
Phase In Results
Color Key: At or Above State Performance >10% Below State Performance
Reading/Writing Math Science Social Studies
Phase-In Standard Phase-In Standard Phase-In Standard Phase-In Standard
I II Recommended
III I II Recommended
III I II Recommended
III I II Recommended
III
ELA I- Rd
Alg I
PISD 60% 56% 40% 45% PISD 74% 62% 31% 42%
State 63% 59% 45% 50% State 81% 70% 43% 54%
ELA II- Rd
Bio I
PISD 57% 49% 34% 40% PISD 89% 80% 49% 64%
State 66% 60% 45% 53% State 92% 84% 57% 69%
U.S. History
PISD 89% 82% 52% 69%
State 91% 84% 62% 72%
TEA Division of Performance Reporting Page 1 of 3 August 7, 2015
TEXAS EDUCATION AGENCY2015 State System Safeguards - Status Report
PLEASANTON ISD (007905)
AllStudents
AfricanAmerican Hispanic White
AmericanIndian Asian
PacificIslander
Two orMore
RacesEcon
DisadvSpecial
Ed
ELL(Current &Monitored) ELL +
TotalMet
TotalEligible
Percent ofEligible
Measures Met
Performance Status ‡
Target 60% 60% 60% 60% 60% 60% 60% 60% 60% 60% 60%
Reading Y Y Y Y N N 4 6 67
Mathematics Y Y Y Y 4 4 100
Writing Y N Y N 2 4 50
Science Y Y Y Y 4 4 100
Social Studies Y Y Y N 3 4 75
Total 17 22 77
Participation Status ‡
Target 95% 95% 95% 95% 95% 95% 95% 95% 95% 95% 95%
Reading Y Y Y Y Y Y 6 6 100
Mathematics Y Y Y Y 4 4 100
Total 10 10 100
Federal Graduation Status (Target: See Reason Codes)
Graduation Target Met Y Y Y Y Y 5 5 100
Reason Code *** a a a a a
Total 5 5 100
Overall Total 32 37 86
‡ Resultsfor grades 3-8 mathematics,STAAR A, and STAAR Alternate2 are not included in 2015 State System Safeguards.
+ Participation uses ELL (Current) rate, Graduation uses ELL (Ever HS) rate.*** Federal Graduation Rate Reason Codes:
a = Graduation Rate Goal of 90%b = Four-year Graduation Rate Target of 83%c = Safe Harbor Target of a 10% decrease in difference from the prior-year rate and the goald = Five-year Graduation Rate Target of 88%
Blank cells above represent student group indicators that do not meet the minimum size criteria.
TEA Division of Performance Reporting Page 2 of 3 August 7, 2015
TEXAS EDUCATION AGENCY2015 State System Safeguards - Performance and Participation Data Table
PLEASANTON ISD (007905)
AllStudents
AfricanAmerican Hispanic White
AmericanIndian Asian
PacificIslander
Two orMoreRaces
EconDisadv
SpecialEd
ELL(Current &Monitored)
ELL(Current)
Performance Rates ‡
Reading
# at Phase-in Satisfactory Standard 1,457 * 959 470 * 7 - 16 645 15 34 n/a
Total Tests 2,020 * 1,420 566 * 8 - 18 1,013 52 74 62
% at Phase-in Satisfactory Standard 72% * 68% 83% * 88% - 89% 64% 29% 46% n/a
Mathematics
# at Phase-in Satisfactory Standard 223 * 160 61 * * - * 97 * * n/a
Total Tests 296 * 216 75 * * - * 142 * * *
% at Phase-in Satisfactory Standard 75% * 74% 81% * * - * 68% * * n/a
Writing
# at Phase-in Satisfactory Standard 249 - 160 85 - * - * 105 * 5 n/a
Total Tests 408 - 284 117 - * - * 204 * 16 *
% at Phase-in Satisfactory Standard 61% - 56% 73% - * - * 51% * 31% n/a
Science
# at Phase-in Satisfactory Standard 528 * 345 171 * * - 8 231 * 10 n/a
Total Tests 693 * 486 192 * * - 9 345 * 21 18
% at Phase-in Satisfactory Standard 76% * 71% 89% * * - 89% 67% * 48% n/a
Social Studies
# at Phase-in Satisfactory Standard 305 - 184 116 * * - * 122 * * n/a
Total Tests 440 - 301 132 * * - * 216 * * *
% at Phase-in Satisfactory Standard 69% - 61% 88% * * - * 56% * * n/a
Participation Rates ‡
Reading: 2014-2015 Assessments
Number Participating 2,118 ** 1,487 593 * 9 - 19 1,053 54 n/a 70
Total Students 2,128 ** 1,490 600 * 9 - 19 1,058 54 n/a 71
Participation Rate 100% 100% 100% 99% * 100% - 100% 100% 100% n/a 99%
Mathematics: 2014-2015 Assessments
Number Participating 310 * 227 78 * * - * 148 8 n/a 6
Total Students 312 * 229 78 * * - * 149 9 n/a 6
Participation Rate 99% * 99% 100% * * - * 99% 89% n/a 100%
‡ Resultsfor grades 3-8 mathematics,STAAR A, and STAAR Alternate2 are not included in 2015 State System Safeguards.
* Indicates results are masked due to smallnumbers to protect student confidentiality.** When only one racial/ethnic group is masked, then the second smallest racial/ethnic group is masked (regardless of size).- Indicates there are no students in the group.n/a Indicates the student group is not applicable for Systems Safeguards.
TEA Division of Performance Reporting Page 3 of 3 August 7, 2015
TEXAS EDUCATION AGENCY2015 State System Safeguards - Graduation Data Table
PLEASANTON ISD (007905)
AllStudents
AfricanAmerican Hispanic White
AmericanIndian Asian
PacificIslander
Two orMoreRaces
EconDisadv
SpecialEd
ELL(Ever HS)
ELL(Current)
Federal Graduation Rates
4-year Longitudinal Cohort Graduation Rate (Gr 9-12): Class of 2014
Number Graduated 210 * 144 64 - - - * 100 24 * n/a
Total in Class 224 * 154 67 - - - * 109 25 * -
Graduation Rate 93.8% * 93.5% 95.5% - - - * 91.7% 96.0% * n/a
4-year Longitudinal Cohort Graduation Rate (Gr 9-12): Class of 2013
Number Graduated 209 * 139 65 * - - * 109 23 * n/a
Total in Class 217 * 146 66 * - - * 114 27 * *
Graduation Rate 96.3% * 95.2% 98.5% * - - * 95.6% 85.2% * n/a
5-year Extended Graduation Rate (Gr 9-12): Class of 2013
Number Graduated 212 * 142 65 * - - * 110 25 * n/a
Total in Class 216 * 146 65 * - - * 113 26 * *
Graduation Rate 98.1% * 97.3% 100.0% * - - * 97.3% 96.2% * n/a
* Indicates results are masked due to smallnumbers to protect student confidentiality.** When only one racial/ethnic group is masked, then the second smallest racial/ethnic group is masked (regardless of size).- Indicates there are no students in the group.n/a Indicates the student group is not applicable for Systems Safeguards.
Possible Data Sources Organized by Critical Success Factors (CSFs)
Academic Performance
Use of Quality Data to Drive Instruction
Leadership Effectiveness
Increase Learning Time
Family & Community Engagement
School Climate Teacher Quality
STAAR/EOC Results
Texas Academic Performance Reports
TELPAS results
Curriculum- Based Assessments
Formative assessments
Student self-tracking goal setting documents
Tutoring reports
Student portfolios
Graduation rate
AP/IB data
Dual credit
Early college entrance
SAT/ACT Scores
Texas Primary Reading Inventory
Performance Based Monitoring
Computer software results
Developmental Reading Assessment
Individual education plans
PEIMS six-weeks principal reports
Aggregated /disaggregated attendance data
Aggregated/ disaggregated discipline referral data
STAAR/EOC Results
Curriculum- Based Assessments
Formative assessments
Data Management Systems (DMAC/Eduphoria)
Data walls/ rooms
Individual student profiles
Response to Intervention tracking
Classroom walkthrough data
Feedback from walkthroughs
Professional learning community minutes
Intervention decisions
Teacher surveys
TEKS- unpacking
Re-teaching/Tutoring
Use of anecdotal data such as teacher or counselor input in ARDs or LPAC meetings
PEIMS six-weeks principal reports
STAAR/EOC Results
Texas Academic Performance reports
Teacher retention
Teacher attendance
professional Development plans (including implementation and monitoring plans)
Staff surveys
Teacher leader
Leadership 360 reviews
Principal evaluation results
Teacher evaluation results
Principal/teacher self-evaluation
Time on task observations
Student engagement observations
Percentage of school-wide engagement in enrichment activities
Master schedule
Late state/Early release data
Minutes of instructional time per day
Days per year on the instructional calendar
Minutes of extended opportunities offered
24/7 online academic opportunities provided
Minutes offered for staff collaboration/PD
Number of credits recovered by students at-risk
Family and community perception surveys
Number of parent/family conferences held
Observed results from the conferences
Number of family/parent focus workshops and programs offered
Participation results from the workshops
Number of home visits conducted
Observed results from the home visits
Number of modes of communication used to inform families how to support their student academic growth
Number of languages in which parent communication is provided
Number of community partners
Observed results from the community partnerships
Teacher retention rate
Student perception data
Staff perception data
Parent/Community perception data
Discipline data
Aggregated /disaggregated attendance data
PEIMS data
PBIS activities & impact
Teacher attendance
Involvement in extra-curricular activities
Walk-through Observations
Campus cleanliness
Community involvement and support
Aggregated/ disaggregated discipline referral data
PEIMS 425 report
STAAR/EOC results
Student feedback
Classroom observations
Third party classroom observation
Teacher recruitment process
Increased student performance
Walk-through data
Teacher feedback
Teacher evaluation results
Professional development hours
Professional development implementation (as evidenced during walk-throughs)
Classroom engagement
Time on task
Failure Rates
Discipline referrals
Parent surveys
Pleasanton District Improvement Plan Acronyms
ISD-Independent School District
STAAR-State of Texas Assessments of Academic Readiness
EOC- End of Course
ELL-English Language Learners
CTE-Career and Technical Education
TEKS-Texas Essential Knowledge and Skills
RTI-Response to Intervention
SSI-Student Success Initiative
CSF-Critical Success Factors
BOY-Beginning of Year
MOY-Middle of Year
EOY-End of Year
E-star-
GT-Gifted and Talented
CCR-College and Career Ready
PGP-Personal Graduation Plan
SHAC-School Health Advisory Committee
PLC-Professional Learning Communities
BTB-Beyond the Bell
EOP-Emergency Operation Plan
PO-Purchase order
HQ-Highly Qualified
TxEIS-Texas Enterprise Information System
LPAC-Language Proficiency Assessment Committee
SIOP-Sheltered Instruction Observation Protocol
2015-2016 SSA Migrant Districts Priority for Service (PFS) Action Plan
2015-2016 SSA Migrant Districts Priority for Service (PFS) Action Plan
Education Service Center, Region 20
As part of the NCLB Consolidated Application for Federal Funding, Part 4 of the Title I, Part C Migrant Education Program schedule, the Priority for Service
(PFS) Action Plan is a required Program Activity for the Migrant Education Program. Priority for Service students are migratory children who are failing, or
ost at risk of faili g, to eet the state’s challe gi g state acade ic co te t sta dards a d challe gi g state stude t academic achievement standards, and
whose education has been interrupted during the regular school year. [P.L. 107-110, §1304 (d)]
The Priority for Service Report on NGS must be used to determine who to serve first and foremost with MEP funds. Students are identified as PFS if they
meet both of the following criteria:
Criteria for 2015-2016
Students who failed one or more of the state assessments (TAKS/STAAR), or were granted
a TAKS LEP Postponement, were Absent or were not enrolled in a Texas school during the
state assessment testing period for their grade level; and have their education interrupted
during the previous or current regular school year.
Students who are designated LEP in the Student Designation section of the New
Generation System (NGS) Supplemental Program Component, or have been retained, or
are overage for their current grade level and have their education interrupted during the
previous or current regular school year.
Grades 3-12,
Ungraded (UG) or
Out of School (OS)
Grades K-2
Education Service Center, Region 20 7/8/2015
2015-2016 SSA Migrant Districts Priority for Service (PFS) Action Plan
Required Activities Timeline Person(s) Responsible Documentation Mid-Year Status EOY Status
Monthly System Specialists NGS Monthly Reports
May-August
MEP Coordinator
Ed Spec Supervisors
Counselors, Recruiters
System Specialists
District Contact
Completed 2015-2016
PFS Action Plan
Provide SSA migrant contacts a
copy of the PFS criteria, monthly
updated NGS PFS reports, and
expectation of procedures to follow
with PFS students.
Monthly
Ed Spec Supervisors,
System Specialists,
Counselor, District Contact,
Campus Administrator or
Campus Designee
PFS Report
100% of PFS migrant students will receive priority access to supplemental instructional and support
opportunities.
Objective(s):
On a monthly basis, run NGS Priority for Service (PFS) reports to identify migrant children and youth who require priority access to MEP services.
The PFS Action Plan must include the following:
When, in your school year calendar, the district’s MEP Contact will provide each campus principal, appropriate campus staff and parents the Priority for Service criteria and updated NGS Priority for Service reports.
Ensure that identified Priority for Service migrant
students have the same opportunity to meet the
challenging state, content, and student performance
standards expected of all children.
Goal(s):
Education Service Center, Region 20 7/8/2015
2015-2016 SSA Migrant Districts Priority for Service (PFS) Action Plan
Required Activities Timeline Person(s) Responsible Documentation Mid-Year Status EOY Status
100% of PFS migrant students will receive priority access to supplemental instructional and support
opportunities.
Objective(s):
Ensure that identified Priority for Service migrant
students have the same opportunity to meet the
challenging state, content, and student performance
standards expected of all children.
Goal(s):
Provide all parents a copy of the
PFS criteria, what it means, and
implications for the student to
ensure awareness. Districts will
attach information on progress
reports or report cards.
Upon
Identification as
PFS
Ed Spec Supervisors,
District Contact
PFS Criteria Letter, Mail
out list
Provide parents of PFS students
with the knowledge of local and
state requirements for promotion,
graduation
Community
Outreach Fair,
PAC meetings;
individual
meetings/phone
calls with
parents as
needed (case by
case)
Campus and Migrant
Counselor, Campus
Administrator or Campus
Designee
Counselor follow-up,
student feedback,
Agendas, Sign-In sheets
When, in your school year calendar, the district MEP contact, MEP staff and migrant school staff will make home and /or community visits to update
parents on the academic progress of their children.
Education Service Center, Region 20 7/8/2015
2015-2016 SSA Migrant Districts Priority for Service (PFS) Action Plan
Required Activities Timeline Person(s) Responsible Documentation Mid-Year Status EOY Status
100% of PFS migrant students will receive priority access to supplemental instructional and support
opportunities.
Objective(s):
Ensure that identified Priority for Service migrant
students have the same opportunity to meet the
challenging state, content, and student performance
standards expected of all children.
Goal(s):
Provide parents of PFS students an
update on the academic progress of
their child.
Individual
meetings/phone
calls with
parents as
needed (case by
case)
Ed Spec Supervisors,
Tutors, District Contact,
Campus Administrator or
Campus Designee
Parent evaluations/
feedback, Counselor
follow-up, phone logs,
email documentation,
mail out list
Provide parents of PFS students
information about available
community and/ or social services.
Community
Outreach Fair,
PAC meetings;
individual
meetings/phone
calls with
parents as
needed (case by
case)
Ed Spec Supervisors,
Counselor, Recruiters,
Tutors, District Contact,
Campus Administrator or
Campus Designee
Parent evaluations/
feedback, Counselor
follow-up, tutor feedback,
student feedback
How the district’s MEP contact will use NGS Priority for Service reports to give priority placements to these students in Migrant Education Program activities.
Education Service Center, Region 20 7/8/2015
2015-2016 SSA Migrant Districts Priority for Service (PFS) Action Plan
Required Activities Timeline Person(s) Responsible Documentation Mid-Year Status EOY Status
100% of PFS migrant students will receive priority access to supplemental instructional and support
opportunities.
Objective(s):
Ensure that identified Priority for Service migrant
students have the same opportunity to meet the
challenging state, content, and student performance
standards expected of all children.
Goal(s):
SSA districts will develop a set of
written procedures that outline a
variety of strategies for migrant
students with late entry and/or early
withdrawal and saved course slots
in elective and core subject areas.
(Required Activity “m”)
August
District Contact or
appropriate district designee;
Ed Spec
100% of students who
enroll late will be placed
in the necessary core
content classes.
Provide appropriate placement/
programs for students not meeting
the state content standards or
mastering TEKS objectives. Ex:
tutoring, state assessments,
remediation, Online migrant
coursework, credit recovery (Nova
Net, Plato, FLEX, night school,
etc.), summer school, or community
resources/ services.
Year Round
District designee, Ed Spec,
Ed Spec Supervisor,
Counselor
Increased number of
students completing
partial credit and/or
passing state
assessments. Partial
Credit Report, Retention
Report, Formal/Informal
Assessment
How the district’s MEP contact will ensure that Priority for Service students receive priority access to instructional services, as well as social workers and community social services/agencies.
Education Service Center, Region 20 7/8/2015
2015-2016 SSA Migrant Districts Priority for Service (PFS) Action Plan
Required Activities Timeline Person(s) Responsible Documentation Mid-Year Status EOY Status
100% of PFS migrant students will receive priority access to supplemental instructional and support
opportunities.
Objective(s):
Ensure that identified Priority for Service migrant
students have the same opportunity to meet the
challenging state, content, and student performance
standards expected of all children.
Goal(s):
ESC-20 MEP staff and district staff
will coordinate to provide resources
and tools to promote student
academic success.
Year Round
District designee, Ed Spec,
Ed Spec Supervisor,
Counselor
Partial Credit Report,
Formal/Informal
Assessment, STAAR
Results, On time for
graduation Report..
Identify dropout students/ out-of-
school youth (OSY) and provide
information regarding options for
obtaining diploma/ GED.
Year RoundOSY Recruiter, Ed Spec
Supervisor, Counselor
Identify and provide
information regarding
options to 100% of OSY
students. Supplemental
Report, OSY Report,
Student Termination
Report.
Ongoing
Identify state, federal, and local
programs that serve PFS students
during the current school year in
order to ensure migrant services are
supplemental.
Year RoundEd Spec Supervisor, District
designee
Completed Academic
Services Form from each
SSA district on file
What federal, state and local programs service Priority for Service students?
The MEP Contact will include the PFS Action Plan in the District’s Improvement Plan as a separate section appropriately labeled or identified (e.g., “Migrant PFS Action Plan” section), rather than integrating the action plan elements with other DIP sections that focus on other student population groups ( e.g.,
Bilingual, ESL, economically disadvantaged).
Education Service Center, Region 20 7/8/2015
2015-2016 SSA Migrant Districts Priority for Service (PFS) Action Plan
Required Activities Timeline Person(s) Responsible Documentation Mid-Year Status EOY Status
100% of PFS migrant students will receive priority access to supplemental instructional and support
opportunities.
Objective(s):
Ensure that identified Priority for Service migrant
students have the same opportunity to meet the
challenging state, content, and student performance
standards expected of all children.
Goal(s):
Provide district contacts with Priority
for Services criteria and a copy of
the PFS action plan to be included
in their District Improvement Plan
(DIP).
JuneEd Spec Supervisor,
Counselors
Copy of DIP showing
insertion of PFS Action
Plan
Additional Activities Timeline Persons Responsible Documentation Activity Status
Collect and analyze sources of
student data (transcripts, testing
data) to determine progress toward
graduation.
Year Round
Counselor, Ed Spec
Supervisor, System
Specialists
Increased number of
students completing
partial credit and/or
passing state
assessments.Not on time
for Graduation Report.
Education Service Center, Region 20 7/8/2015
2015-2016 SSA Migrant Districts Priority for Service (PFS) Action Plan
Required Activities Timeline Person(s) Responsible Documentation Mid-Year Status EOY Status
100% of PFS migrant students will receive priority access to supplemental instructional and support
opportunities.
Objective(s):
Ensure that identified Priority for Service migrant
students have the same opportunity to meet the
challenging state, content, and student performance
standards expected of all children.
Goal(s):
Provide an opportunity for campus
counselors to participate in the
Migrant Counselor Overview
session to analyze migrant student
educational needs.
Year Round Counselor
Increase the number of
participants to this
session by 100%. Sign
In sheets from overviews
provided.
Provide on-line and face to face
opportunities for district/campus
staff to attend staff development for
enhancing their knowledge of the
migrant student population including
migrant student needs. Videos,
Face to Face overviews.
Year RoundEd Spec Supervisor,
Counselors
Increase the number of
participants at the ESC
sessions/ contact
meetings by 100%.
Participant evaluations.
Participant feedback.
Sign-In sheets.
Education Service Center, Region 20 7/8/2015