2017-2018...2018/05/01 · district improvement plan 7 of 171 5/1/18 district-wide educational...

District Improvement Plan 1 of 171 5/1/18

2017-2018


f Eagle Pass Independent School District

Board of Trustees

Lupita Fuentes President Hilda P. Martinez Vice-President Dr. Hector Alvarez Secretary

Rudy Bowles Trustee Glenna Purcell Trustee

Christopher Hiller Trustee Jorge Barrera Trustee

District Service Center Administration

Gilberto Gonzalez Superintendent of Schools Rolando Salinas Deputy Superintendent for District Operations Samuel Mijares Deputy Superintendent for Curriculum & Instruction Ismael Mijares Deputy Superintendent for Business & Finance

Jesus A. Costilla Executive Director for Human Resources


Eagle Pass Independent School District

District Administrative Staff

Position Name Athletics Director Edward Graf Benefits Coordinator Deniz Brown Bilingual/Fine Arts Director Gilberto Sanchez Budget Officer Rene Robledo Career & Technology Director Ana Laura Castillon Chief of Police Jose A. Ramos Facilities & Maintenance Director Pedro Felan Federal Programs Director Norma Serna School Improvement Director/Grant Writer Rene Martinez Food Services Coordinator Mario Garcia Health Services Coordinator Minerva Rankin Information Technology Director Jose Muñoz, Jr. Instructional Technology Director Patrick Salinas Instructional Services Director David Camarillo Language Arts Director Rodolfo Musquiz Mathematics Director Rita B. Carreon Migrant Services Director Timoteo Chaires Parent Ed. & Pregnancy Director Lizzet Duran Parental Involvement/Staff Development Officer Lana Harper PEIMS Coordinator Jesse P. Montalvo Purchasing Director Luis A. Velez Risk Management Director Deniz Brown Science/Social Studies Director Francisco Vielma Senior Accountant Susy Perez Special Education Director Elizabeth Torres Tax Assessor & Collector Rolando Martinez Transportation Director Manuel Reyes, III



Campus Administrative Staff

Position Name C.C. Winn High School Jesus Diaz-Wever Eagle Pass High School John Cox Eagle Pass Jr. High Mario Escobar Memorial Jr. High Jose G. Hernandez, Jr. Armando Cerna Elementary Sandra Lopez Benavides Elementary Olivia Garcia Darr Elementary Veronica Chacon Day Care Center (PEP) Lizzet Duran Discipline Alternative Education Program Clint Wheeler (Director) Early Childhood Center Letty Sandoval Gallego Elementary Jose Villalobos Glass Elementary Laura Telles Gonzalez Elementary Carmen Garcia Graves Elementary Veronica Soto-Gonzalez Kennedy Hall Lisa G. Ruiz Kirchner Elementary Rosanna Rios Language Development Center Rosella Even Liberty Elementary Rosalinda Barcena Robert E. Lee Elementary Blanca Muzquiz Rosita Valley Elementary Cynthia Guedea Rosita Valley Literacy Academy Aida Pang-Villa Sam Houston Elementary Amalia Riojas San Luis Elementary Sylvia Saucedo Seco Mines Elementary Maribel Martinez Perfecto Mancha Elementary Sandra Koenig



Improvement Plan Process

The District Improvement Plan is developed, evaluated, and revised annually by the Assistant Superintendent for Curriculum and Instruction with the assistance of the District-Wide Educational Improvement Council (DWEIC) and District Administrative staff. The development process of the Eagle Pass Independent School District Improvement Plan includes:

• Assessing the academic achievement for each student in the district using the academic indicator system • Setting the district performance objectives based on the State Accountability System for all students in the district • Identifying strategies which assure that the district goals will be met for each student • Determining the resources needed to implement the plan • Setting time lines for reaching goals • Measuring progress towards the performance objectives

Throughout the 2017-2018 school year, district curriculum staff along with the campus administrative staff will:

• analyze data at the end of each nine weeks to ensure that the selected strategies are appropriate, and • implement interventions that address areas of weakness as indicated by the data

As per Board Policy BQ (Legal), the purpose of this plan is to guide the District and Campus staff in the improvement of student performance for all student groups in order to attain state standards in respect to the academic excellence indicators.


District-Wide Educational Improvement

Council Members 2017-2018

Teaching Parents PK - Maria Diaz Claudia Flores KG - Beatriz Ramirez Norma Guadarrama 1st - Hilda Galvan Dulce M. Gomez 2nd - Ana Garza 3rd - Melissa Velasquez 4th - Raul Zambrano 5th - Yvette Valdez 6th - Javier Flores LA - Patricia Pete Rodrigues Math - Nora Rodriguez Science - Erica Esquivel Soc. Studies - Lilia Perales Community Enrichment - Tere Hernandez Asalia Casarez Enrichment - Gerardo Lopez LA- Alyson Cox Non-Teaching Business Gilberto Sanchez William Davis Rodolfo Muzquiz Veronica Chacon Rolando Salinas Juan P. Leia Chairperson Samuel Mijares


District’s Fundamental Beliefs

Fundamental beliefs are the core values that move the organization to commit itself to a specific mission and provide the moral and ethical priorities that guide all of the organization’s activities. The Eagle Pass Independent School District community believes that:

• Excellence and equity in student performance are achievable for all students. This fundamental belief proclaims that every child can and will learn in an

educational setting committed to high expectations for all. Traditional perceptions of a rural education system in which young persons leave the public schools semi-skilled, and enter low-wage, service jobs in incongruent with the technological 21st century. The future demands an educated workforce where all citizens are thinking, productive members of the community. The Eagle Pass ISD will provide equitable learning and support services to ensure that every child becomes a responsible, productive citizen regardless of race, gender, economic or social background, or unique developmental needs.

• No child will be left behind. This principle simply states that failure will not be tolerated. We believe that when a child fails to learn, it is the system that

fails – not the child. Each campus (principal and the entire staff) must assume ownership and accept accountability for the learning outcomes of each and every child. District policies and practices will provide known standards, a demanding curriculum, well-prepared teachers, and a culture of excellence. Additionally, the school system pledges to provide specialized student support services that involve parents throughout the entire educational process of the child and will focus on expanded outreach efforts to ensure uninterrupted school attendance and completion.

• The teacher is the program. A good educational system is measured by the quality of the people who deliver instruction. Programs and innovations have

been traditionally touted as the pathways to a good educational system. No program, no matter how innovative, well researched, or costly, will succeed without the efforts of an effective, caring teaching staff. The District must encourage and nurture our teachers to explore, take risks, and grow intellectually and professionally. At the same time, the District must provide salaries and benefits commensurate with expectations and job performance.

• People support what they help create. Quality education is a collaborative process among leaders and learners where teachers, parents, students, the

community and administration are individually valued and where they jointly share responsibilities for making decisions that improve educational opportunities for all children. In a supportive environment, all stakeholders feel that their actions matter to the overall success of the organization.

• Change comes from within. The change process and change itself is an internal, personal process not a group activity. Successful change comes about

when each person is committed to a common vision and mutually shared beliefs that guide the behavior of the entire organization. Each District stakeholder – those within the school family (i.e., the Board, administration, school staff, and students) and those in the extended school family (parents, community, business, and civic organizations) – must believe and exhibit the principles that form the foundation of Eagle Pass ISD’s core values. The District values the role, responsibility, and worth of each person in the community to transform the district into an exemplary world-class organization.



Mission Statement We are committed to meet the diverse needs of all students and to empower them to become productive,

responsible and successful members of a global community by providing a high quality education in a safe and nurturing learning environment.

Vision Statement

“Create Opportunities for Tomorrow’s Leaders to Succeed”



Mission and Results Policies Results 1: Mission Students will progress academically and intellectually, and will graduate prepared for personal success and inspired to contribute to society. Results 2: Academic Achievement All students will think critically and analytically and will achieve at high academic levels that meet or exceed state and national performance standards, including the State of Texas Assessments of Academic Readiness (STAAR), effectively eliminating any achievement gap. Students will: 2.1 Be proficient in language arts:

• Reading • Writing • Listening and Speaking • Oral and Written Communication • Research

2.2 Be proficient in mathematics. 2.3 Be proficient in science. 2.4 Be proficient in social studies:

• Economics/Government • Geography • History

2.5 Be proficient in technology. 2.6 Be proficient in a second language.


Results 3: College and Career Readiness All students will demonstrate and understand the skills, knowledge, work habits, attitude, leadership and teamwork required by employers for success in the global 21st century workplace: Students will: 3.1 Explore and experience a wide range of career options in relation to their interests and aptitudes. 3.2 Graduate as a Texas Scholar with a jumpstart on college and career success, including considerations:

• postsecondary credit • industry certification • scholarship opportunities

3.3 Demonstrate and understand the skills and knowledge to: • successfully enroll in postsecondary education • access financial aid • transition into the work force • be successful in a variety of jobs and careers

Results 4: Arts All students will participate in and appreciate the arts. Students will: 4.1 Use the visual, performing or musical arts for:

• Exploration • Communication • Self expression

Results 5: Citizenship All students will be productive members of the community and know the values of democracy. Students will: 5.1 Understand and respect the broad range of cultures, languages and belief structures in our community. 5.2 Demonstrate civic responsibility:

• Vote and participate in the political process • Contribute positively to the community, including volunteering • Be good stewards of the environment


Results 6: Personal Development Skills All students will demonstrate the aptitude, attitude and skills to lead responsible, fulfilling, and respectful lives. Students will: 6.1 Possess high self-esteem. 6.2 Manage resources to solve problems. 6.3 Possess sound character. 6.4 Identify and accomplish personal goals. 6.5 Exhibit good sportsmanship. 6.6 Possess the skills to manage conflict. Results 7: Health and Safety All students will understand the components of a healthy lifestyle. Students will: 7.1 Know the components of good physical health, including nutrition and fitness. 7.2 Make healthy decisions. 7.3 Know how to protect personal safety. 7.4 Understand how to access help and support for themselves and others.



2017-2018 District Improvement Plan

Executive Summary Goal 1: IMPROVE STUDENT ACHIEVEMENT Strategies: 1. Implement and monitor all indicators for Results Policies 2 and 4. 2. Monitor student progress across the district. 3. Provide resources and support to campuses for improved student performance. Annual Performance Objectives: • Increase the percentage of students meeting Level II Satisfactory on STAAR by 2.0% in English Language Arts & Reading, 2.0 % in Mathematics, 2% in

Writing, 2.0% in Science, and 2.0% in Social Studies (All Student Group) • Narrow State Assessment performance gaps between and among student groups on all tested areas • Meet the federal No Child Left Behind Act criteria for State Accountability System Goal 2: IMPROVE STUDENT PREPARATION FOR COLLEGE AND CAREER (GRADUATION, COMPLETION, ADVANCED ACADEMICS, ATTENDANCE/DROPOUT RATES) Strategies: 1. Implement and monitor all indicators for Results Policy 3. 2. Promote College and Career Readiness programs at the secondary level. 3. Provide resources and support to campuses for redesign of college and career prep programs. Annual Performance Objectives: • Increase the RHSP/DAP Graduates (Annual Rate) of the regular educational program student that meet the criteria for graduation on the RHSP or DAP by 2% • Increase the district’s Attendance Rate by 1% • Increase the 4-Year Longitudinal Rate (Gr 9-12) by 2% and the 4-Year Federal Graduation Rate Without Exclusions(Gr 9-12) by 2% • Reduce the Grade 7-8 Dropout Rate to < 0.2%


Goal 3: IMPROVE PROGRAMS AND SERVICES TO STUDENTS (SPECIALIZED PROGRAMS, SAFETY, PARENT INVOLVEMENT) Strategies: 1. Implement and monitor all indicators. 2. Implement and monitor action plans for improving all specialized programs including Special Education and Gifted and Talented referral and placement rates. 3. Provide resources and support to campuses for supporting specialized services to students. Annual Performance Objectives: • Students in specialized programs or services will be properly identified and served (as measured by program participation in relation to overall district

representation). • EPISD campuses will provide a learning environment that is safe, conducive to effective learning and free from violence and unnecessary disruption (as

measured by DAEP placement representation, discipline infractions, and suspensions). • Improved parent/family/community satisfaction with schools as measured by survey results (70% expected). *Specific, incremental annual improvement targets for each performance objective above and for all identified student groups are provided in the District Improvement Plan Performance Objectives and Targets. Goal 4: Strategies: Annual Performance Objectives: Goal 5: Strategies: Annual Performance Objectives:


Performance Analysis

Accountability Ratings All Campuses and District Met Standard

2017 Campus Distinction Designation Summary • EAGLE PASS HIGH SCHOOL - Reading/ELA, Mathematics, Science, Social Studies, Top 25% in Student Progress,

Top 25% in Closing Performance Gaps, Postsecondary Readiness • CC WINN HIGH SCHOOL - Reading/ELA, Social Studies, Top 25% in Closing Performance Gaps • EAGLE PASS JUNIOR HIGH - Science, Social Studies, Top 25% in Closing Performance Gaps, Postsecondary

Readiness • MEMORIAL JUNIOR HIGH - Top 25% in Closing Performance Gaps • DENA KELSO GRAVES - Top 25% in Closing Performance Gaps, Postsecondary Readiness • NELLIE MAE GLASS - Reading, Top 25% in Closing Performance Gaps • ROBERT E LEE ELEM - Science • MAUDE MAE KIRCHNER ELEM - Mathematics, Science, Top 25% in Closing Performance Gaps, Postsecondary

Readiness • SECO MINES ELEM - Science • PETE GALLEGO ELEM - Top 25% in Student Progress, Postsecondary Readiness • LIBERTY ELEM - Reading/ELA, Mathematics, Science, Top 25% in Student Progress, Top 25% in Closing

Performance Gaps, Postsecondary Readiness • ARMANDO CERNA ELEM - Reading, Mathematics, Top 25% in Closing Performance Gaps, Postsecondary Readiness • PERFECTO MANCHA ELEM - Top 25% in Student Progress

Current Performance 2017 STAAR Percent at Approaches Grade Level or Above * ALL GRADES • 79% All Subjects - 2% increase from 2016 and 5% above the state performance. • 74% Reading - 2% increase from 2016 and 2% above state performance. • 84% Math - 4% increase from 2016 and 4% above state performance. • 73% Writing - 4% increase from 2016 and 6% above the state performance. • 84% Science - 1% increase from 2016 and 5% above state performance. • 79% Social Studies - 1% decrease from 2016 and 2% above state performance. 2017 STAAR Percent at Level II Satisfactory Standard or Above EOC** • 68% of EPISD Students scored at Approaches Grade Level or Above on the English 1 EOC; 3% increase from 2016

and 4% above state performance. • 68% of EPISD Students scored at Approaches Grade Level or Above on the English 2 EOC; 2% increase from 2016

and 2% above state performance. • 85% of EPISD Students scored at Approaches Grade Level or Above on the Algebra 1 EOC; 3% increase from 2016

and 2% above state performance. • 91% of EPISD Students scored at Approaches Grade Level or Above on the Biology EOC; same as 2016 and 5%

above state performance. • 94% of EPISD Students scored at Approaches Grade Level or Above on the U.S. History EOC; 2% increase from 2016

and 3% above the state performance. *Information obtained from TAPR 2016 District Performance Page 2 **Information obtained from TAPR 2016 District Performance Page 2-3

Performance Gaps State Accountability now signifies System Safeguards • Eagle Pass ISD did not meet System Safeguards in the following categories: State- Science: American Indian Social Studies: English Language Learners Federal- Reading: All, Hispanic, Economically Disadvantaged, Special Education and English Language Learners Mathematics: Economically Disadvantaged, Special Education, and English Language Learners Participation- Reading: American Indian Graduation- Special Education

Special Education Participation Participation in Special Education and Gifted and Talented reasonably reflects the demographics of the district. Attendance The attendance rate for the district (Grades PK-12) for 2015-2016 was 95.2%, 0.1% increase from 2014-2015, and 0.6%

below the state attendance average. Note: Information obtained from TAPR 2017 District Performance Page 12

Graduation/Dropout • The overall dropout rate (grades 7-8) was .1% for the district for the 2015-2016 school year. • The overall dropout rate (grades 9-12) was 1.9% for the district for the 2015-2016 school year. • The completion rate for the class of 2016 was 87.7%.

Discipline There was a significant increase in the number of total reported disciplinary incidents from 2015-16 (1,079 incidents) to 2016-17 (3,128 incidents) due to increase in code 21 incidents.


Ensuring High Achievement for All Eagle Pass Independent School District Students

Needs Assessment 2017-2018

State of the Eagle Pass Independent School District

Stakeholders: EPISD recognizes that stakeholder input is essential in sustaining a quality educational program. As a consequence, stakeholder input - from a wide variety of parent, community, and business groups - is regularly obtained through focus group meetings, parent/community surveys, District Advisory Council and Campus Advisory Council meetings, Program Evaluation meetings, community forums, monthly Principal Meetings, Principal Forum, Title I Council Meetings, SHAC Committee Meetings, Private-Non-Profit (PNP) Meetings and many other opportunities to share and gather information. Long Range Goals and Objectives: The continuing priority of the Eagle Pass Independent School District, under the auspices of the Board of Trustees and the leadership of the Superintendent, is for every EPISD student to achieve at high levels, as measured by district, state, and national standards. Although student performance is regularly measured by an extensive array of indicators related to the Results Policies identified in the previous section of this plan, the overarching long-range objectives for student achievement are that: • all students in the regular education program will meet the criteria for graduation on the Recommended High School plan • all students in need of special programs or services will be properly identified and served and show appropriate progress from year to year • set and communicate high expectations for students and staff members • provide STAAR/EOC information and passing standards to parents, training teachers and staff, and raising expectations to meet the rigor of the new state

standards as indicated through House Bill 5. • increase the enrollment in the Advanced Placement Courses and/or Dual Credit enrollment completion courses • increase the number of students with full participation at PSAT/SAT assessment • increase the average SAT/ACT scores • increase the District's percentage in the areas of STAAR/EOC assessments to meet the State and Federal accountability system(s). • ensure the effectiveness and efficiency of the district programs by recommending the number, types, and the organization of positions needed • monitor for growth, including but not limited to facilities and demographics and revise the plan as needed • ensure financial feasibility to meet district-wide needs. • continue increasing district-wide attendance by 1% for all elementary, middle and high school campuses to achieve 95% attendance score • increase the district's graduation and completion rates each year • strive to maintain all campuses to meet State and Federal Accountability Standards and also to meet School Improvement (System Safe Guards) and PBMAS

standards. • reduce class-size with effective teachers to improve student academic achievement. • provide campuses with supplemental programs to close the achievement gap among sub-group populations. In addition, because EPISD recognizes that the collaboration of all stakeholders is essential to positive growth in the district, our continuing goal is to improve and expand our partnerships with both parents and the community. Summary:


In May 2017, the District-Wide General Comprehensive Needs Committee, with the collaboration of the District-Wide Educational Improvement Council, reviewed the following information: EOC-STAAR Assessment, TELPAS, district-wide reports (attendance, discipline, drop-out, Graduation/Completion Rate, AP/Dual Credit, school climate surveys, 2016-17 State Assessment Results , staff development surveys/evaluations, technology surveys, Principal's Forum, budgets, curriculum guides, PNP Consultation/Coordination Meetings and 2016 Performance Based Monitoring Analysis System (PBMAS). Their findings and recommendations were as followed: • All students in need of special programs or services will be properly identified and served to show appropriate progress from year to year • Maintain all classrooms with 21st Century technology for instructional purposes. • Provide staff development to address STAAR (Curriculum alignment and instruction) for English Language Learners (ELL), continued instructional staff

development in the core content area of instruction (Language Arts, Mathematics, Science and Social Studies), School Improvement and End of Course assessments.

• All classrooms will have Eduphoria-Aware, ForeThought, and HelpDesk available 24/7 year-round. • Continue to collaborate and coordinate targeted staff development opportunities for Private-Non-Profits in efforts to effectively transition students to the public

school system. • Continue to provide supplemental instructional materials to increase student performance outcomes • Continue to reduce class-size with effective teachers to help students achieve challenging state content and academic achievement standards. • Provide supplemental professional and paraprofessional staff to increase academic performance and social development. • Implement the Texas Accountability Intervention System to address areas of improvement. In May 2017, the Curriculum Department, Federal Programs, and the District-Wide Educational Improvement Council reviewed the State Assessment results, up to that time. The Data indicated that the district average STAAR scores were better than the state results in all core-content subject areas. It was noted in the 2016-17 System Safe Guard results that English Language Learners and Special Education continues to be an area of needed improvement for our district. It was recommended that proper LPAC, RTI, 504 documentation and the special education referral process be reviewed to ensure best practices and the effectiveness and efficiency of the program are being implemented. Also, in mathematics, there were increases throughout the campuses in the district. Although the standards went up, the district continues to strive to meet the higher standards set by the state and federal government. In addition, because EPISD recognizes that the collaboration of all stakeholders is essential to positive growth in the district, our continuing goal is to improve and expand our partnerships with both parents and the community. The district will be providing STAAR information through the Curriculum webpage as well as through the district's i-Vision presentations, district app, blog and twitter. To close achievement gaps while raising performance levels for all, to address the identified Causal Factors, and to accomplish the stated long-range goals and objectives, district and school leaders will implement the following Key Strategies for improvement in areas of need: 1. Use assessment and comprehensive data analysis to drive decision-making and target assistance through Eduphoria-Aware 2. Provide early intervention and supplemental support for Tier II and Tier III students through RTI at the elementary and secondary levels. 3. Improve college and career readiness programs through the expansion of the Dual Credit Program as well as the creation of the Transition to College and Career Readiness Course. 4. Ensure that all students needing special programs and services are appropriately identified and served through Bilingual, At-Risk, RTI, 504 and special education identification. 5. Improved the quality of instruction in the content areas through the use of all available resources including Eduphoria-ForeThought, and the 21st Century Classrooms, staff development and supplemental materials to close the academic gap between at-risk students and the general student population. 6. Provide professional development specifically targeted for STARR and EOC; to include respective demographic populations, School Improvement, Instructional Technology, Autism, Behavior Intervention, 504, Dyslexia, Data Analysis, Instructional Modeling, Professional Learning Communities, Four-Core Content Areas, Academic Vocabulary, Instructional Rigor and other staff needs.


7. Provide supplementary instructional materials to enhance our basic instructional program. 8. Provide supplementary personnel to assist students in small group environments to increase student academic performance and social development. 9. Train and support professional staff on T-TESS and T-PESS evaluation system(s). 10. Provide Extended-Day/Year Opportunities for students that are At-Risk to meet minimum state assessment standards (STAAR/EOC),and credit recovery/accrual needs. 11. Maintain Technology Hardware and Software solutions to enhance the students Instructional Experience and close the Academic GAP. 12. Reduce class-size in the primary grades to increase student academic achievement. It is anticipated that full and consistent implementation of these strategies will bring about significantly improved student achievement across the district, close achievement gaps, and ensure that Every Student Succeeds. We will focus on measuring actual progress in student achievement levels through continuous progress monitoring. The district and campuses will be creating specific action plans to address their individual needs. District administrators have also been designated to respective campuses to assist and provide continous support. Demographics: The Eagle Pass Independent School District is a rural district in Maverick County. The current student enrollment is 14,762 students. The district is comprised of 2 high schools, 2 junior high schools, and 15 elementary schools. Additionally, there are 4 early childhood centers, one daycare center, and one Discipline Alternative Education Program. Approximately 97.3 percent of the Eagle Pass ISD student population is Hispanic, 0.8 percent is White, and 1.5 percent is Native American. Public Education Information System (PEIMS) enrollment data shows 78.1 percent of the students are economically disadvantaged, 64.6 percent of the students are classified as being in at-risk situations, 33.9 percent are Limited English Proficient (LEP), 7.0 percent are Gifted and Talented, 3.7 percent are Migrant, and 9.0 percent are in special education. The District employs 2,079 employees, of which 887 are classroom teachers. Of the total $135.4 million budget for 2016-17, more than 54.4 percent is dedicated to instructional related services and the other 45.6 percent provides support for student services such as counseling, health services, media services, transportation, food services, co-curricular, general administration, maintenance, and security services. Student Achievement: Eagle Pass ISD has consistently maintained academic success in all levels of instruction. Thus is the case with the 2016 State Accountability Ratings. The state ratings for the 2016 school year only included, Met Standard or Not Met Statdard labels, district's and campuses must have met all accountability targets on all indexes for which they have perfomance data in 2016 The district results are as follows: • District- Met Standard • 23 Campuses- Met Standard (*The district and all campuses assessed Met Standard) The 2016 State Accountability instrument also included Academic Achievement Distinction Designations (Campuses Only) in the following areas: Top 25% Student Progress and/or Academic Achievement: Reading/ELA and/or Academic Achievement: Mathematics. The results were as follows: • 5 campuses with Distinction Designations in Academic Achievement in Reading/ELA • 4 campuses with Distinction Designations in Academic Achievement in Mathematics


• 6 campuses with Distinction Designations in Academic Achievement in Science • 3 campuses with Distinction Designations in Academic Achievement in Social Studies • 3 campuses with Distinction Designations in Top 25% Progress Academic Achievement Distinction Designation • 10 campuses with Distinction Designations in Top 25% Closing Performance Gaps • 7 campuses with Distinction Designations in Post-Secondary Readiness STAAR Results: The accountability ratings report for the 2016-2017 school year was released on September 2017. The District's 2017 STAAR Percent at Approaches Grade Level or Above rates were as follows: All Subjects - 79%, Reading - 74%, Mathematics - 84%, Writing - 73%, Science - 84%, and Social Studies - 79%. The results for the Performance Index Report were as follows: Index 1: Student Achievement - 77 (Target Score=60); Index 2: Student Progress - 44 (Target Score=22); Index 3: Closing Performance Gaps - 42 (Target Score=28); Index 4: Postsecondary Readiness 73 (Target Score=60). Eagle Pass ISD utilizes STAAR results to identify low performing academic areas, as well as, to identify students needs in the districts' instructional programs and to coordinate instructional programs based on such needs. Statewide STAAR assessment results will also be utilized by all schools to align instruction and to determine staff development needs in all areas of instruction.

2017 2016 Gain/Loss Status

Reading 3-8; English I & II 74% 72% +2% Met Standard Math 3-8; Algebra I 84% 80% +4% Met Standard Writing 4, 7 73% 69% +4% Met Standard Science 5, 8 & Biology 84% 83% +4% Met Standard US History 79% 80% -1% Met Standard The district will focus on improving all academic areas through constructive team and cluster planning at schools that focuses on effective teaching strategies, best classroom practices, and special programs. Strategic support and timely coordination will be provided to all schools through district level curriculum directors. Local, state, and federal resources will concentrate on the closing of performance gaps among our special populations through on-going interventions, supplemental programs, and effective instructional support services by paraprofessionals. In response to State and Federal Safeguards, critical attention will be provided to students reading below grade level, students with learning disabilities, migrant students, and students identified as limited English proficient. Ongoing progress monitoring will be conducted at all schools in order to measure achievement gains among students and to ensure that skills are being mastered. Alternative Assessment: TEA designed the STAAR Alternate 2 to assess students in grades 3–8 and high school who have significant cognitive disabilities and are receiving special education services. The District continues to monitor the number of students taking the STAAR Alternative 2 by meeting with campus administrators and reviewing participation criteria set annually by the TEA in order to ensure we comply and maintain 1% Cap Limit set by Federal Guidelines.


Texas English Language Proficiency Assessment System (TELPAS) Results: The TELPAS results are used in the Annual Measurable Achievement Objective (AMAO) accountability measures required by the No Child Left Behind Act of 2001 for limited English proficient (LEP) students. The EPISD 2015 TELPAS results indicated that in grades K-2 the composite rating for Advanced High Level was 29% and in grades 3-12 the composite rating for Advanced High Level was 33%. Overall, the students in grades K-2 that scored Advanced High in listening were 42%, speaking 37%, reading 27%, and in writing 35%. In grades 3-12 students that scored Advanced High in Listening were 62%, Speaking 50%, Reading 16%, and in Writing 35%. The composite ratings of Advanced High by grade level were:

Grade Students Percent

K 737 30% The district's most recent overall results for AMAO 1 in K-2 at 53% and 3-12 at 51%, progressing at least one proficiency level. The district's overall results for AMAO 2 in K-2 at 29% and 3-12 at 33% of the students attaining an Advanced High Composite Rating. As a district, we continue to maintain our scores, always keeping in check all our Special Population subgroups to assure improvement is made or maintained annually. We will continue focusing on closing the achievement gap between all subgroups. The district feels that through activities, such as but not limited to, extended day opportunities, after school tutorials, tutors, small group instruction, technology, supplemental materials will assist in strengthening our instructional programs to meet the challenging standards of STAAR and help those campuses that have not met the 2015 System Safeguards for English Language Learners (ELL) in reading and math. . School Culture and Climate: The District-Wide General Comprehensive Needs Committee met in May 2017 to review, revise and recommend the following information. These are their findings: The culture and climate at Eagle Pass ISD is very rich across the District due to a dedicated and learner minded staff that is determined to make a difference in our students’ lives. They are very caring and hold very high expectations for our students. We have a strong curriculum minded staff who is willing and able to meet the ever-growing student needs, as diverse as they may be. They exemplify the true TEAM spirit. The District also believes that in order to have success, we must all have consistency throughout our instructional program. We are able to address the needs of our students not only to pass the state assessments, but that our students will be able to compete and contribute to our ever-changing society. In order to do this, we must ensure that students receive a well-rounded education that is continuous from PK-12. We continue to celebrate and further acknowledge our student and staff successful achievements. They are recognized in a variety of ways, such as Scholar of the Month, 9 Weeks Award Assemblies, UIL events, Athletics, Student Council, Extra-Curricular Activities, STAAR/EOC and Red Ribbon Drug Free Pep Rallies, distinguished awards and certificates, etc. Our staff is also recognized by the different means which include District-wide Teacher of the Month/Year Award, recognition of campuses and clubs on district website and blogs which are updated on a weekly basis. Holiday breakfasts and luncheons are celebrated throughout the district. When students and staff are continuously valued and praised for their efforts, they take pride in what they do and try their very best to achieve their goals. One of those goals is to assist our students in reaching their optimum learning potential and to help Eagle Pass ISD maintain state and federal accountability.


Based on the district-wide surveys collected from parents, students, and staff, most stakeholders are satisfied with each respective component of the survey regarding school climate. There is a general feel for students feeling safe at their schools and parents felt their needs being addressed in a timely manner. There is a continous need to have officers at the secondary schools to assure the safety of all stakeholders. Regarding Disciplinary Action Summary, the PEIMS 425 record included a total of 1,853 violations of Student Code of Conduct incidents reported. Seventy-two percent of the students sampled felt that there were consistent consequences for violations in place at their respective campus throughout the district. The data indicates that the schools are taking a proactive approach in ensuring that the students are complying with district policies and procedures as set by our Student Code of Conduct, which in turn, has a direct effect in the academic success of our students affective and academic development district-wide. The District will continue monitoring elements that affect the district/campus culture and climate systematically through a district-wide survey through an on-going process to monitor and adjust areas of need. In summary, the Comprehensive Needs Assessment Sub-Committee identified the following needs: • Enforcing the Student Code of Conduct as it applies to all stake holders and not compromising its integrity. • Continue to monitor School Culture/Climate with district and campus surveys. • Continue with Class-Size Reduction Teachers in the primary grades to close the achievement gap. • Provide on-going staff development to all campuses and district departments on customer service. • Maintain systems that provide balance and checks that affect school culture and climate (Eduphoria, school schedules, class rosters, campus layouts, security

cameras, School Messenger, Raptor, campus safety procedures/drills, etc...) • Address specific staff development in areas of concern: Bullying, Solution Focused Counseling , Mental Health and Crisis Training, Six Pillars of Character,

etc... to prevent or mitigate any possible occurrences that effect school culture and climate. • District-wide Teacher of the Month/Year Recognition • Teacher Mentoring Staff Quality, Recruitment, Retention: The Eagle Pass Independent School District District-Wide General Comprehensive Needs Committee met in May 2017 to review and/or revise as necessary the District Improvement Plan Needs Assessment for Staff Quality, Recruitment and Retention. In order to determine if identified needs were in need of revision, it was necessary to review the status of the District. Following is the result of the review of the Eagle Pass ISD 2016-17 Prelimenary State Assessment results. The Eagle Pass ISD had 99.70% highly qualified teachers for school year 2015-2016 (most recent report). TAPR 2016-17 Staff Summary Data Review showed that the EPISD Professional staff consisted of 910 teachers, 114 Professional Support staff, 26 Campus Administrators and 14 District Service Center administrators. There are currently 285 Educational Aides, all of which are Highly Effective as per ESSA requirements. Research has identified teacher performance a crucial element for student success. In turn, student success allows the district to maintain accountability. To ensure and maintain maximum teacher performance is an identified need. Campus administration is required to conduct weekly walk-throughs of all classrooms and provide immediate feedback to teachers. Administrators are expected to analyze data by nine-weeks performance on nine-weeks tests, Campus/District Benchmark exams, State Assessment results (TAKS/STAAR/EOC/TELPAS) and other tests relative to specific student populations to identify areas in need of improvement. They must also incorporate the use of Professional Learning Communities to provide a forum to address insturctional support and plans. Continuous improvement of teachers has also been identified as a district need. The Eagle Pass ISD conducts a Staff Development evaluation/survey after each training to identify if the specific areas of need for improvement were met. Based on the evaluation/survey results, the District groups areas of need and develops a staff development plan specific to the areas requested. Highly effective staff development in all areas of instruction is available at the District and Campus level to support and retain Highly Effective Teachers. Training for teachers new to the District is part of the plan. Following is a list of district staff development or initiatives that are inclusive, but not limited to the following:


• RTI & Literacy • Catching Falling Readers • GoMath Math Overview • Writing Across The Curriculum • Teaching Through Problem Solving • Strategies for Struggling Students • Standard Based Instruction (Social Studies, Science,English and Mathematics) • Critical Foundation of Algebra • Science Content & Technology Integration • Texas Write Source Overview • Social Studies Content and Technology Integration • Differentiated Instruction with Technology • Edusmart ScienceTraining • Teaching Art in Secondary Classrooms • Teaching Spanish in Secondary AP and Pre AP Classes • CTE Procedures and Overview of Curriculum • Partner System and Active Nutrition • Advanced UIL Marching Techniques Formations and Drills • Identification and Intervention of 504 students/E-SPED Training • Autism • CPR & First Aid • NGS Migrant Recruitment Practices * Class-Size Reduction Teachers ' Creative Collage Art ' Sheltered Instruction-CAVI ' ESL: National Geographic ' Behavior Intervention Strategies/Plans ' PK-12 College and Career Readiness ' ESC-20 Differentiating Social Studies Class Instruction (6th-8th) ' Childcare Provider Services ' ESC-20 Science Lab Safety Training (Grade 4 and 6) ' Spelling & Handwriting ' Solution Focused Counseling ' Coordination of Title I-Part A, Title I- Part C, Title II- Part A and Bilingual/ELL/Title III- Part A/Title IV, Part A Program Services ' Math-Sharon Wells (Grades 2-5) ' ESC-20 Targeting 8th Social Studies TEKS with Process Skills ' College and Career Readiness Training for Counselors * Crisis Response Team Training * Six Pillars of Character - Character Counts Activity Updates * McKinney Vento- Homeless Identification Training * Mental Health and Crisis Training- MHMR and Solution+ * Pearlized Mathematics (Grades K-1) * Counselors Role in Bullying/ David's Law SB179


* ESC-20 Instructional Strategies the Engage the Brain: Social Studies (6th-8th) * Accelerated Instructional Program at High School Training * Academic Vocabulary-(Marzano) * ESC-20 Leaving a Clear Path * ESC 20 - T-TESS and T-PESS Training * The Writing Academy-Expository/Persuasive (8th/English I/English II/Special Ed.) * TRI-LIN Training (ELA) * ESC-20 PK Guidelines * Kinder Math TEKS Training * Creative Mathematics 6th Grade Math Training * ESC-20 Reading Comprehension Training (Grade 2, 3 and 5) * Reading Vocabulary Training (PNPs) * ESC-20 STAAR Expository Writing - Writing Training (Grade 7) * LETRS Modules * English I-IV Reading Comprehensive/Short Answer * ESC-20 Early Reading Activities * ESC-20 Science Rigor and Relevance Training (Grades 3rd-8th) Regulations specify that Teacher Mentors must be assigned to beginning, second and third year teachers to provide support through weekly meetings, sharing of materials and grade level planning for continuous improvement. This support in addition to District trainings and professional learning communities/cluster meetings help staff with necessary skills to become highly qualified. The District staff received numerous trainings on different topics at the beginning of the school year, professional learning communites/cluster meetings and student early dismissal time. These trainings have helped staff with the necessary skills to become well-trained professionals that help their students succeed. As a form of follow-up, the district conducts evaluations on-line which allows staff an opportunity to express their concerns and address areas of need. The information collected through these evaluations is used to determine future trainings for professional development.Continued implementation of this identified need is recommended. The Eagle Pass ISD provided additional Incentives to enhance recruitment and retention of Highly Effective teachers. For instance, the Title ll, Part A Class-Size Reduction Program allows teachers to teach in a small group environment to improve student academic acheivement. The finalization of a Master’s Degree Program in collaboration with Sul Ross State University to provide secondary teachers opportunities for professional growth in the four content areas. Secondary teachers were able to obtain a Master’s Degree at no cost to the teacher, if they fulfilled the program requirements. Student instruction in the respective core content area is highly improved to ensure student academic success. To date, 35 secondary math teachers had fulfilled the requirements for their Master’s Degree and committed to teaching for the Eagle Pass ISD for the next five years upon completion. The need to provide knowledge and capacity to the secondary teachers is still evident through the rigor of End of Course Exams and College and Career Readiness Standards. Continued implementation of this identified need is recommended, if funding is available. The Comprehensive Needs Assessment Committee feels confident that if the needs identified are supported by implementation of strategies and activities outlined in the 2017-2018 Eagle Pass ISD District Improvement Plan, the overall District staff quality, recruitment and retention will remain Highly Effective and overall student academic performance will improve. Technology, Curriculum, Instruction, and Assessment: The Eagle Pass ISD’s technological intent is to prepare our students to live and learn in a technology rich environment. The plan is to establish technology as an integral part of the educational setting. This plan builds on Eagle Pass ISD’s vision statement, our beliefs in technology and our K-12 instructional goals as they relate to technology skills. Through this plan we hope to provide equitable access to the use of technology to enable students to become life long learners.


Due to rapid technological changes and new developments, technology planning must be a continuous process in Eagle Pass ISD. The District Technology Committee has developed the District Technology Plan around the Instructional Goals and needs of Eagle Pass ISD. Primary emphasis is on student instructional needs. A comprehensive long-range technology plan is essential to the successful implementation of technology throughout education. The technology plan is built upon the guidelines established by the National Education Agency, Texas Education Agency and the District’s strategic plan. All areas of education, with emphasis on instruction and student achievement, are affected by this implementation plan. The District has made a tremendous commitment and investment in improving our 21st century technology applications and hardware/software solutions. This includes developing a technology training team composed of technology savvy teachers and administrators that are providing intensive, small group professional development at the campus level. Technology Assessment Campuses first utilized a new technology survey instrument called Clarity during the 2015-2016 school year. Clarity surveys all 3rd-12th grade teachers and students over various technology related topics. Campus level results are provided to drive campus objectives and activities. Clarity expanded to all district teachers in addition to 3rd - 12th grade students beginning last school year. Clarity will replaced the State StarChart survey instrument. Technology Staff Development The need to provide continuous staff development is evident to ensure that all of our teachers are competent in the area of integrating technology with instruction. Teacher technology staff development is available utilizing a tri-mode model. The first is face-to-face traditional technology training conducted by district administrators, our training partners, ESC20, or partner vendors that assist in product deployments. The second mode of delivery is online training through web-based solutions. All staff will have access to a wide array of tutorials through a new product called EduHero. Teachers will be able to complete web-based technology integration tutorials throughout the school year at their own tailor pace. The third mode is school-based training provided by the Instructional Technology Director. All training is aligned to existing hardware and software and incorporated technology integration strategies. This ad-hoc assistance will be ongoing throughout the school year. The district has a need to incorporate the three tier mode for technology staff development, in order to provide an array of training opportunities for instructional personnel. Technology Equipment Curriculum demands that require the use of online digital resources and multimedia are being placed on classroom teachers and students at all grade levels. These changes are reflected in updated state required curriculum and are embedded in all new instructional materials. Therefore, Eagle Pass ISD has identified a need to continue the maintenance of technology equipment for the 2017-2018 school year and has made it a priority to maintain equipment in each classroom where the intelligent classroom was phased in. The need remains to maintain each classroom solution which includes a Promethean Interactive whiteboard, laptop computer, document camera, cart, ceiling mounted projector, polevault control system with ceiling mounted speakers, student response system and all necessary training on a continuous basis. The recommended solution for all new installations will be the new Epson Short-Throw projector unit with touch capabilities. The majority of campuses have at least two static computer labs and one mobile lab to facilitate technology integration. Campuses are encouraged to migrate to more mobile technologies such as tablets and Chromebooks to facilitate student engagement, collaboration and access to Web 2.0. Eagle Pass ISD needs to review/update policies, procedures and funding to migrate towards a Bring Your Own Device (BYOD) or One-to-One device environment and the use of available digital instructional materials such as eTextbooks. Technology Needs


The district must continue to deal with a growing number of security issues that can have a crippling impact on the delivery of our most basic services. Cyber crime such as viruses, denial of service attacks, spam, spy ware, and malware are growing faster than conventional crime. IT must devote a significant amount of time, money, and hours to address these problems for the district. The IT department is currently undergoing a district-wide implementation of Microsoft ForeFront Protection, but must continue to stay informed with the latest technologies to combat these concerns. As the district continues to make great investments in technology, the district must also make an investment on training it's IT support staff. Proper training will provide a good working knowledge and play a valuable role in staff performance. The district must consider budgeting the proper amounts to send staff to appropriate enterprise level training. The continued changes in curriculum rely more and more on the technology infrastructure to be stable and accessible. Therefore, the needs of the technology infrastructure, including wireless, must be assessed and upgraded as needed to ensure accessibility to the district's resources. In summary, the district identified a need to: * Maintain or replace technological hardware/software solutions to monitor student academic progress and provide technological resources to enhance our education program with 21st Century technology applications. * Provide training to all pertinent personnel to assist in facilitating the integration of technology with instruction and effective teaching strategies. * Provide the infrastructure required to bring 21st Century applications to all classrooms in the district including the acquisition of student mobile devices. Curriculum, Instruction, and Assessment: Each year EPISD establishes Annual Performance Objectives, as required in state law, in accordance with the State Accountability System, Performance Based Monitoring Analysis System (PBMAS) and Safe Guards based on meeting or exceeding state and federal standards, detailed APOs are delineated in the Annual Performance Objective Section of this document. District leaders reviewed an extensive array of student performance data, comprehensively disaggregated and analyzed, including performance indicators for students served in Special Programs, including Bilingual/ELL, Migrant, Special Education, Economically Disadvantaged, At-Risk, RTI, Dyslexia and 504, Gifted and Talented, and Career and Technology. This information includes an extensive analysis of STAAR/EOC/TELPAS data, completion rate data, dropout data, attendance, and other state and federal accountability data. District leaders also reviewed district-generated data such as program participation information, course success, parent, student and staff surveys, professional development needs, inclusive results of the Title I Needs Assessment, results of dropout and leavers, and individual program evaluations. As indicated above, input is sought from a wide variety of stakeholders, including school administrators, parents, district and campus advisory councils, and community groups to include Focus Groups meetings/discussions, Program Evaluation Committees and the Comprehensive Needs Assessment Sub-Committee members. The EPISD has a Met Standard rating was due to fulfilling all the accountability targets in each of the four indexes in 2017. The district and campuses continue to excel due to the commitment of the stakeholders and the consistency and continuity of its curriculum development and implementation. To close achievement gaps while raising performance levels for all students the sub-committee has recommended to continue to implement the following Key Strategies for Improvement and address areas of need: • Conduct weekly walk-throughs to give suggestions for improvement of instruction and develop effective teachers throughout the district. • Build capacity and consistency in the understanding and delivery of the core program through staff development opportunities and aligning the curriculum with

state expectations, concentrate efforts in all four content areas, Sheltered Instruction Protocols and the incorporation of academic vocabulary in all subject areas.

• Use assessment and comprehensive state and federal data analysis to drive decision-making and target assistance.


• The data gathered from the following software programs:EduPhoria, iStation, Think Through Math, and Waterford. Reports for Reading and Math, is used to determine interventions and key personnel used in our RTI process. RTI is the process in which interventions are set up for students in need of academic assistance. Emphasis will be directed to the secondary level.

• Provide early intervention in which interventions are set up for students who have been identified with academic deficiencies. Districtwide on-going progress monitoring.

• Ensure that all students needing special programs and services are appropriately identified and served in a timely manner. • Grouping of students to suit their specific instructional needs. This may include technology integration during daily instruction through supplemental software

and hardware technology solutions, involve at-risk students in extended day/year programs,small group instruction with aides, tutors, professional support personnel to address areas of weakness.

• Incorporate the use of all available researched-based instructional materials and supplementary resources/personnel to aid teachers with instruction. Emphasis will be placed on providing alternative technological media through the incorporation of the intelligent classroom and all the peripherals that are required to expose our students and provide our teachers with the necessary tools and resources to meet 21st century technology applications and make adequate yearly academic progress.

• Reduce class-size in the primary grades with effective teachers to increase student academic achievement and close the academic gap. * Grade-level/department meetings to ensure consistency among the grade levels and departments (Professional Learning Communities). * Continue to provide supplemental professional and paraprofessional staff to increase student performance outcomes and social development. * Provide on-going staff development opportunities in all content areas to increase the rigor of instruction and best instructional practices to enhance student academic progress, social development, academic vocabulary and address deficiencies identified through School Improvement and PBMAS. * Provide extended day opportunities for students with academic deficiencies to close the gap in the content areas with the use of supplemental resources. * Provide supplemental materials and training to address areas of academic deficiencies. * Provide Extended-Year opportunities for credit recovery/accrual and STAAR/EOC remedial to meet promotion and/or graduation requirements. * Provide Extended-Year opportunity for Credit Advance It is anticipated that full and consistent implementation of these strategies will bring about significantly improved student achievement and ensure that no child is left behind. Formative, or during the year, evaluation will focus on process measures and the most current but preliminary performance data, while summative, or end-of-year, evaluation will focus on measuring actual progress in student achievement levels. We will continue to evaluate our instructional program through weekly walk-throughs, review of lesson plans, progress monitoring of different programs, student grades, campus 9-week benchmark test analysis of data, and software solutions reports to ensure student progress. The teachers and staff of EPISD are committed to providing quality education and promote student academic achievement. With these key factors being implemented, we will continue to grow as a district and meet standards of local, state, and federal levels. Our vision and mission is to prepare our students to become productive citizens, but most importantly that they have the skills to be college and career ready upon graduation Parent and Community Involvement: The Eagle Pass Independent School District District-Wide General Comprehensive Needs Committee met in May 2017 to review and/or revise as necessary the District Improvement Plan Needs Assessment for Family and Community Engagement. In order to determine whether the identified needs for involvement among parents and community are being met, an array of data was reviewed which included strategies and research of effective parent involvement. Specific items included Eagle Pass ISD Goals and Objectives, Program Specific Provisions and Assurances, Federal Programs Family Survey, Campus Parent Involvement Meetings and Campus and Parent Center Attendance. Following is the result of the review with revisions included. Research indicates that In order for students to be successful, strong communication between the parents, community and school is vital. It is important that parents are informed of their child’s academic progress. Based on data review, the Eagle Pass ISD has determined this to be a need and will ensure communication between the parents, school and community is maintained through Back to School Meet the Teacher Nights, Parent Conference Nights, bi-weekly Parent/Teacher/Student Communication Folders, Title I Council, Private-Non-Profit (PNP) Meetings, progress reports, report cards, telephone calls, home visits


and required state and federal meetings. Campus Parental Involvement Meetings and the District Partners in Education Conference will offer campuses an opportunity to explain the intent and purpose of the Texas Public School System, to inform parents about the new STAAR testing standards and provide awareness of support services offered by the school and community. The Eagle Pass ISD has created a positive environment for parents and will strive to meet their needs by ensuring that written forms of communication are provided in both English/Spanish/Kickapoo languages, as necessary. Data to support the district open-door policy and to determine that parents feel welcomed and confident in visiting their child’s classroom and administrative offices is evident by review of Campus and Parent Center sign-in sheets. During school year 2016-2017, 10,255 parents attended/participated in Parent Involvement meetings at the campuses, which solidifies the assumption that parents do feel the district has an open-door policy and that it is important to continue the practices currently used. Parents and community are and will continue to be involved in the District and Campus Site-Based Decision Making Committees, Title I Coordinating Council, McKinney Vento-Homeless Grant, Migrant Parent Advisory Council, Business Advisory Council, Private-Non-Profit Meetings and Campus Parent/Teacher Organizations. The need for Eagle Pass ISD to support a District Parent and Community Education Center is evidenced by the number of parents/students who attended classes/trainings during school year 2016-2017 and the number of GED graduates. Data indicates the Parent Center provided services to 19,301 parents (duplicated count) and had 48 GED graduates in 2016-2017. In addition, 2,973 infants and toddlers (duplicated count) had access to Child Care services and pre-school instruction, while their parents attended classes/training. The cumulative attendance for the Parent Center (August-May, 2016-2017) was 22,274 (duplicated count). There was no Summer Program at the Parent Center in 2016-2017. However, attendance at the Parent Center Summer Program (June, 2016 for 15 days) had 1,584 parents, 253 infants and toddlers, for a total of 1,837 parents and children attending the 2015-2016 Summer Program (all duplicated counts). Attendance for 2016-2017 Regular Programs totaled 22,274 (duplicated count), an decrease of 324 participants when compared to the 2015-2016 Regular and Summer Parent Center Program. The EPISD Parent and Community Education Center offers parents an opportunity to improve their knowledge and skills through adult education classes, support groups and educational workshops. Parents are afforded an opportunity to further their education by enrolling in GED (English/Spanish), English-as-a- Second Language, Computer Literacy, Fitness, and Citizenship classes. Parent education and guidance is available to parents and grandparents through support groups and workshops presented by Community Agencies. Child Care is accessible for parents attending classes and Service Advocate Recruiters assist with parent recruitment. It is the district’s goal to provide parents with information/activities that enhance their lives and increase their child’s academic success. The need to continue operation of the Parent Center is evidenced by the number of participants and GED graduates during the 2016-2017 school year. There is need to bring social services to our parents, a Social Worker position is being considered. Parent appreciation occurs throughout the year in the form of luncheons, certificates and awards. At some campuses, Parent Volunteers are involved with the City of Eagle Pass Parks and Recreation Department and different boys and girls sports teams. Although for the 2017-2018 school year funds will be limited, the need to provide support is evident and can be accomplished with intrinsic and limited extrinsic rewards. District/department/campus newsletters, and the district media channel (I-Vision) are additional methods of communicating with parents and community. District and campus information and events are aired daily. The District Parent Involvement website contains up-to-date information regarding parent involvement activities; School/Parent Compacts, Campus and District Parent Involvement Policies, ESEA/Federal Report Cards, McKinny-Vento Homeless Act, Parents Right to Know (Teacher Qualifications Letter), a monthly schedule of events for the Family Engagement (Parent) Center. A parent liaison person (Service Advocate Recruiters) is assigned to each campus and to the District Office to provide information to parents and community regarding student and family engagement activities and to assist with implementation of parent programs/activities at the campus and district level. The Comprehensive Needs Assessment Committee feels confident that if the needs identified are supported by implementation of the strategies and activities outlined in the 2017-2018 Eagle Pass ISD District Improvement Plan, that the overall District Parent and Community Involvement Program will be increased and strengthened in the areas of community involvement, Private-Non-Profit coordination, communication and cooperation will result in overall student academic success.


The Eagle Pass Independent School District Board of Trustees has adapted the following

U.S. Dept. of Education Performance Goals and Performance Indicators

U.S. Department of Education Performance Goals and Performance Indicators

ESEA Goals and Indicators 1. Performance Goal 1:

All students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. 1.1 Performance indicator:

The percentage of students, in the aggregate and for each subgroup, who are at or above the proficient level in reading on the State’s assessment. 1.2 Performance indicator:

The percentage of students in the aggregate and in each subgroup, who are at or above the proficient level in mathematics on the State’s assessment. 1.3 Performance indicator:

The percentage of Title I schools that make adequate yearly progress. 2. Performance Goal 2:

All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

2.1 Performance indicator: The percentage of limited English proficient students, determined by cohort, who have attained English proficiency by the end of the school year.

2.2 Performance indicator: The percentage of limited English proficient students who are at or above the proficient level in reading/language arts on the State’s assessment, as reported for performance indicator 1.1.

2.3 Performance indicator: The percentage of limited English proficient students who are at or above the proficient level in mathematics on the State’s assessment, as reported for performance indicator 1.2.

3. Performance Goal 3: All students will be taught by highly qualified teachers.

3.1 Performance indicator: The percentage of classes being taught by “highly qualified” teachers in the aggregate and in “high-poverty” schools.

3.2 Performance indicator: The percentage of teachers receiving high-quality professional development.G

3.3 Performance indicator: The percentage of paraprofessionals (excluding those whose sole duties are translators and parental involvement assistants) who are qualified.


4. Performance Goal 4:

All students will be educated in learning environments that are safe, drug free, and conducive to learning. 4.1 Performance indicator:

The number of persistently dangerous schools, as defined by the State. 5. Performance Goal 5:

All students will graduate from high school. 5.1 Performance indicator:

The percentage of students who graduate from high school, with a regular diploma, Disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economically disadvantaged.



Matrix of Performance Objectives and Targets 2017-2018

Goal 1 (IMPROVE STUDENT ACHIEVEMENT):

Objective 1.1: All students will meet or exceed the 2013-2014 STAAR Passing Standard. Objective 1.2: STAAR performance gaps between and among student groups will narrow to <20% on all tested areas. Objective 1.3: Every EPISD campus will meet the criteria to receive a Met Standard rating according to the state accountability system while concurrently increasing the number of students achieving commended performance.

Goal 2 (IMPROVE STUDENT PREPARATION FOR COLLEGE AND CAREER): (GRADUATION, FOUR-YEAR COMPLETION, ADVANCED ACADEMIC PROGRAMS, DROPOUT RATES)

Objective 2.1: All students in the regular educational program will meet the criteria for graduation on the Recommended or Distinguished High School Plan with increasing numbers participating in advanced academic opportunities including Advanced Placement and/or Dual Credit. Objective 2.2: EPISD will meet or exceed the 90 % completion rate, 95% attendance rate, and <.5 dropout rate. Objective 2.3: Objective 2.4:

Goal 3 (IMPROVE PROGRAMS AND SERVICES TO STUDENTS): (SPECIALIZED PROGRAMS, SAFETY, AND PARENT INVOLVEMENT)

Objective 3.1: All students in need of specialized programs or services will be properly identified and served. Objective 3.2: EPISD campuses will provide a learning environment that is safe, conducive to effective learning and free from violence and unnecessary disruption. Objective 3.3: 70% of parents/family/community surveyed will express satisfaction as partners with school in addressing education issues.


Goal 4 ():

Objective 4.1: Objective 4.2: Objective 4.3:

Goal 5 ():

Objective 5.1: Objective 5.2: Objective 5.3:


Student Performance Targets for State Accountability: STAAR Performance

Goal 1, Objective 1-3

English 1 & 2, 3-8 2013-14 2013-14 2014-15 2015-16 2016-17 Target Actual Target Target Target

All Students 90% 90% 92%

Hispanic 90% 90% 92%

White >=95% >=95% >97

Eco. Dis. 90% 90% 92%

Mathematics & Algebra, 3-8 2013-14 2013-14 2014-15 2015-16 2016-17 Target Actual Target Target Target



White 90% 90% 92%

Eco. Dis. 90% 90% 92%

Writing 4 & 7 2013-14 2013-14 2014-15 2015-16 2016-17 Target Actual Target Target Target

All Students >=90% >=90% >=92%

Hispanic >=90% >=90% >=92%

White >=90% >=90% >=92%

Eco. Dis. >=90% >=90% >=92%


Science 5,8 & Biology

2013-14 2013-14 2014-15 2015-16 2016-17 Target Actual Target Target Target



White 85% 87% 89%

Eco. Dis. 85% 87% 89%

Social Studies 8 & U.S. History 2013-14 2013-14 2014-15 2015-16 2016-17 Target Actual Target Target Target

All Students >=90% >=90% >=92%

Hispanic >=90% >=90% >=92%

White >=90% >=90% >=92%

Eco. Dis. >=90% >=90% >=92%


BOARD APPROVED GOALS AND OBJECTIVES

2017-2018

District Improvement Plan



Facilities Construction and Improvement Goal

District Improvement Plan 2017-2018

Goal 1 The Eagle Pass Independent School District will develop a strategic master plan for Facilities and Transportation services that addresses enrollment and capacity needs in a manner that is fiscally responsible. Objective 1.1 The Facilities Committee will develop a master plan to review and evaluate the growth of the district and establish balanced school attendance zones. Objective 1.2 The Eagle Pass Independent School District will develop and implement a systematic plan to monitor, review and evaluate the maintenance and up keep of facilities and grounds. Objective 1.3 The Eagle Pass Independent School District will maintain and operate a well-trained transportation fleet that is efficient and safe to accommodate district needs.



Facilities Construction and Improvement Goal


Facilities Construction and Improvement Goal The Eagle Pass Independent School District will develop a strategic master plan for Facilities and Transportation services that addresses enrollment and capacity needs in a manner that is fiscally responsible. OBJECTIVE 1.1: The Facilities Committee will develop a master plan to review and evaluate the growth of the district and establish balanced school attendance zones.

Strategies/Activities Personnel Responsible Timeline Resources Formative

Evaluation Summative Evaluation Monitoring

Monitor land development plans and single family home sales in Maverick County

Deputy Superintendent for District Operations

Monthly City of Eagle Pass Planning and Zoning Meetings

Analyze Development of Land

Report on New Community Growth

Monthly

Complete annual enrollment projections using enrollment history by neighborhood, and new home construction.


June 2017 to July 2018 Local Funds Preliminary enrollment projection report

Completed enrollment projection report

Annually

Monitor the attendance zones and campus enrollment.


June 2017 to July 2018 Local Funds Weekly District and Campus Enrollment Counts

End-of-year report Peak Enrollment Report

Weekly

Develop a Master Plan in accordance with the Five Year Plan

Deputy Superintendent for District Operations Facilities Committee Maintenance Dept. Security Dept. Safety Dept. Finance Dept.

June 2017 to July 2018 Local Funds Completion of Master Plan Facilities Community Meeting

Approval of Master Plan by Board of Trustees

Weekly

Identify boundary changes, additions, and new schools needed to keep campuses within the target enrollment

Deputy Superintendent for District Operations Principals

June 2017 to July 2018 Local Funds Reports as developed End of Year Report Weekly


OBJECTIVE 1.2: The Eagle Pass Independent School District will develop and implement a systematic plan to monitor, review and evaluate the maintenance and up keep of facilities and grounds.



Create a systematic plan to ensure that all district facilities and grounds are maintained.

Deputy Superintendent for District Operations Athletic Director Campus Principal

June 2017 to July 2018 Local Funds Monthly Ground Maintenance Schedule

End of Year Report Weekly

Ensure that all district facilities are safe and secure, and include safety and nurturing environment components in all Campus Improvement Plans

Deputy Superintendent for District Operations. Principals Safety Director Athletic Director

June 2017 to July 2018 Local Funds Campus Walk-thrus CIP Documentation Campus Surveys

End of Year Report Weekly

Conduct Safety Security Audits every year to ensure equal access to facilities across the district.

Deputy Superintendent for District Operations Safety Officers

June 2017 to July 2018 Local Funds Documentation of Audits based on SB11 Standards

Compliance Report to TEA Yearly

Conduct safety security audit every three years to comply with safety mandate.

Deputy Superintendent for District Operations Safety Officers

Every Three Years Local Funds Documentation of Audits based on SB11 Standards

Compliance Report to TEA Compliance Report to Texas School Safety Center Written Report EPISD Board of Trustees

Every Three Years


OBJECTIVE 1.3: The Eagle Pass Independent School District will maintain and operate a well-trained transportation fleet that is efficient and safe to accommodate district needs.



Implement periodic quality control inspections of district school buses

Deputy Superintendent for District Operations, Transportation Director

June 2017 to July 2018 Local Funds Reports to Superintendent Maintenance Records

Annual Report Daily

Develop and monitor a Bus Replacement Plan

Deputy Superintendent for District Operations Transportation Director

June 2017 to July 2018 Local Funds Recommendation to Superintendent on Replacement of Buses

Approval of Budget Request

Yearly

Implement training of all Transportation employees on student conduct.

Transportation Director June 2017 to July 2018 Local Funds Report to Superintendent Agendas Sign-In Sheets

Training Evaluations Yearly



Human Resources Goal


Goal 2 The Eagle Pass Independent School District will have a highly qualified and certified professional cadre of academically prepared and student caring teachers and staff that will be recruited, employed, and retained. Objective 2.1 The Eagle Pass Independent School District will implement a comprehensive position control system. Objective 2.2 The Eagle Pass Independent School District will hire highly qualified personnel by implementing a fair, equitable, and competitive employee compensation plan. Objective 2.3 The Eagle Pass Independent School District will implement a comprehensive staff development plan based on the individual pedagogical and content needs of the staff, which results in improved student performance. Objective 2.4 The Eagle Pass Independent School District will recognize staff members for their efforts and accomplishments.



Human Resources Goal


Human Resources Goal The Eagle Pass Independent School District will have a highly qualified and certified professional cadre of academically prepared and student caring teachers and staff that will be recruited, employed, and retained. OBJECTIVE 2.1: The Eagle Pass Independent School District will implement a comprehensive position control system.



Review staff allocation formula recommendations for all major employee groups.

Deputy Superintendent for Business & Finance Exec. Dir. Human Resources

July 2017 to July 2018 Local Funds Staffing Reviews of enrollment

Peak Enrollment counts PEIMS Report

Monitor & update a clearly defined system for maintaining and updating employee job descriptions

Exec. Dir. For Human Resources Program Directors/ Coordinators

July 2017 to July 2018 Local Funds Assessment of Job Descriptions

Update of job Descriptions

Maintain a position control management system

Deputy Superintendent for Business & Finance Exec. Dir. for Human Resources

August 2017 to July 2018

Local Funds Review of student enrollment, student needs, and curriculum needs

Fully Staffed Departments

Maintain an online application process and applicant tracking system

Exec. Dir. for Human Resources Information Technology Director


Local Funds Update applicant lists Operational online delivery system


OBJECTIVE 2.2: The Eagle Pass Independent School District will hire highly qualified personnel by implementing a fair, equitable, and competitive employee compensation plan.



Maintain a well-targeted recruitment plan.

Executive Director for Human Resources

Quarterly Local Funds Review of applicant lists Recruitment Plan

Recruit and retain certified highly-qualified teachers that have the academic expertise, knowledge of instructional strategies, and personal commitment to provide a quality education for all students.

Executive Director for Human Resources Campus Principals

Quarterly Local Funds Analyze TEA ESSA Data Reporting for 2017

Increase percentage of highly qualified teachers on ESSA Report for 2017.

Establish and maintain employee satisfaction differentiating between teachers, campus administration, and central office administration, based on a competitive compensation plan and an employee sensitive fringe benefits program that addresses health insurance, personal leave, and worker’s compensation.

Deputy Supt. for Business & Finance, Benefits Coordinator, Executive Director for Human Resources

June 2017 to June 2018

Local Funds Analyze/ Compare Benefits Program with other districts

Retain competitive Benefits Program


OBJECTIVE 2.3: The Eagle Pass Independent School District will implement a comprehensive staff development plan based on the individual pedagogical and content needs of the staff, which results in improved student performance.



Provide opportunities for professionals/paraprofessionals/classroom assistants to obtain college credit classes to meet NCLB requirements

Deputy Supt. for C & I, Staff Development Officer

Aug. 2017- May 2018

Title I; Title II, Part A; Local Funds

Update list of paraprofessional college hours.

NCLB compliance of paraprofessionals and Avatar

Focus professional development experiences prepared and presented by content area directors to meet the particular needs of new teachers.

Deputy Supt. for C & I, Content Area Directors

August 2017 to June 2018

Title I, Part A; Local Funds

Staff Development Calendar

Evaluations of Staff Development Student Achievement

Monitor staff progress toward meeting ESSA requirements and ensure compliance

Deputy Supt. for C & I, Executive Director for Human Resources,

July 2017 to June 2018 Local Funds Report on highly qualified teachers

TEA ESS Report Avatar Services Reports

The district will monitor mentorship program to act as a professional development and support system for all new teachers

Deputy. Supt. for C & I, Ex. Dir. H.R. Staff Development Officer Campus Principals

Aug. 2017- May 2018 Local Funds New Teacher/Mentor Staff Development Plan

Staff Development Plan Evaluation Number of new teachers retained




Provide professional development activities that increases knowledge and skills related to: • state standards

(TEKS & TAKS) STAAR, CCRS

• scientifically based research/best practices • Integration of technology into curriculum and instruction

Deputy Superintendent for Curriculum & Instruction Content Area Directors Campus Principals

August, 2017– July, 2018

Title I, Part A Title II, Part A Local Funds

Agendas & Sign-in sheets Trainings evaluations

Monitor an electronic database for professional development for registration, tracking, and awarding Continuous Professional Education (CPE)

Staff Development Officer August 2017 July 2018

Title I, Part A; Local Funds

Electronic database setup. Monitor electronic database survey results Feedback from Staff PDAS Evaluation


OBJECTIVE 2.4: The Eagle Pass Independent School District will recognize staff members for their efforts and accomplishments.



The District will recognize staff members for their efforts and accompishments.

Executive Director for Human Resources

May 2018 Local M&O Awards List Awards Ceremony



School Community Relations Goal


Goal 3 The Eagle Pass Independent School District will strengthen communication, involvement, and cooperation among and within our schools, and the community at large. Objective 3.1 The Eagle Pass Independent School District will continue an on-going open-door policy for all employees and establish partnerships with parents, area businesses, institutions of higher education, and community groups to strengthen district programs. Objective 3.2 The Eagle Pass Independent School District will continue the expansion of electronic communication methods in order to improve dissemination/awareness of district and campus information relative to parents and community. Objective 3.3 The Eagle Pass Independent School District will continue to offer parents and community an opportunity to participate in district and campus activities.



School Community Relations Goal


School Community Relations Goal The Eagle Pass Independent School District will strengthen communication, involvement, and cooperation among and within our schools, and the community at large. OBJECTIVE 3.1: The Eagle Pass Independent School District will continue an on-going open-door policy for all employees and establish partnerships with parents, area businesses, institutions of higher education, and community groups to strengthen district programs.



Expand opportunities for interested parents and community members to actively participate in the education process and strengthen school-community relations and public support for education.

Deputy Superintendent for Curriculum & Instruction Staff Development/ Parental Involvement Coordinator

Every nine weeks

Title I, Part A, Local Funds

Department Advisory Meetings/DWEIC Title I Coordinators' Meetings Meeting Calendar

Summary Report on Advisory Meetings and Parent Center Participation

Create, develop, and/or maintain collaborations and relationships with external agencies in order to establish community/business education and service programs with governmental, business, and educational entities (PNP's).

Superintendent, Deputy Supt. for C & I, Executive Director for Human Resources

Monthly, August 2016– June 2017

Title I, Part A, Title II, Part A Local Funds

Monthly Documentation of Collaboration Sign-In Sheets Agendas

Summary Report of Collaboration


OBJECTIVE 3.2: The Eagle Pass Independent School District will continue the expansion of electronic communication methods in order to improve dissemination/awareness of district and campus information relative to parents and community.



Build effective relationships and maintain communication with area news media, realtors, bankers, business owners, and key communicators.

Executive Director for Human Resources Staff Development Officer

Monthly August 2016 to July 2017

N/A Monthly Communication Reports

Fair and accurate news reporting, Expectations and responsibilities understood by all stakeholders

Improve communication between staff, parents, and students through the following means: • Newsletters • I-Vision • District/Campus

Webpages • Presentations • Community Outreach

Liaison • Drug Awareness &

Parenting Skills • Service Advocate

Recruiter • Student/Parent

Handbook • Pamphlets • Surveys

Deputy Supt. C & I Deputy Supt. B & F Exec. Dir. For HR Staff Dev./Parental Involvement Officer Federal Programs Director Technology Director

August 2016 to July 2017 State/Local & Title I funds Weekly/Monthly Activity Reports Nine Weeks Publications Surveys

Summary report of EPISD Information

Conduct external surveys on the effectiveness of communication - Establish a Business Advisory Council

Superintendent CTE Director

Quarterly August 2016 to July 2017

CTE Funds Quarterly Council Meetings Calendar, Agendas, Sign-in Sheets

External Survey Results


OBJECTIVE 3.3: The Eagle Pass Independent School District will continue to offer parents and community an opportunity to participate in district and campus activities.



Conduct Bi-Annual meetings with the Policy Review Committee for recommendations

Executive Director for Human Resources Deputy Supt. for C & I

Conduct Meetings August 2016 to June 2017

TASB On-Line Resource Services

Agendas and Sign-In Sheets

Policy Updates approved by Board

Establish and maintain employee satisfaction through open communication channel using chain of command.

Superintendent, Asst. Supt. for C & I, Asst. Supt. for District Operations

Monthly N/A Monthly meetings with principals, Agendas, Sign-in Sheets, Superintendent Open Door Policy

Employee Satisfaction Survey

Provide training to Principals addressing the expected outcomes of Site-Based Decision-Making as well as implementing effective practices that build teamwork.

Deputy Superintendent for Curriculum & Instruction

July 2016 N/A Agendas, Sign-in Sheets Training Evaluation

Implement collaboration between the various departments related to Academic Support through Directors’/Coordinators'meetings.


Monthly

N/A Agendas, Sign-in Sheets Summary Reports in Meetings.

Provide a Parent Conference Week for teachers to meet with parents

Principal October 2017 N/A Teacher logs of parent conferences

Conference Evaluation




Increase student and parental awareness and accountability of STAAR and the instructional focus through the media, district website, parental meetings and forums, Literacy Nights, Open House and parent/teacher conferences.

Deputy Supt. for C & I, Parental Involvement Officer, Principals, Service Advocate Recruiters, and Federal Programs

August 2016 to May 2017

Title I, Part A and C, Local/State Funds

Agendas, surveys, meetings, newsletters, sign-in sheets, and evaluations Handouts

District-wide survey

Distribute academic standards to all parents to ensure they are informed of grade-level requirements.

Deputy Supt. C & I Principals Parental Involvement Officer Federal Programs

Sept. 2016 Local Funds Title I, Part A Funds

Campus Verification Forms Parent Survey

Disseminate information to parents on a consistent basis through the use of an EPISD district newsletter and campus newsletters, campus websites.

Deputy Supt. C & I Principals Parental Involvement Officer

Nine Weeks Local Funds Title I, Part A Funds

Campus and District Documentation

Parent Survey

Maintain a Parent and Communtiy Education Center to provide adult educational services, health and wellness information and training for parents on how to help their children with school.

Deputy Supt C & I, Parental Involvement Officer, Federal Programs Director

August 2016 - July 2017 Title I, Part A, Title III, and Local Funds

Program Evaluations/Surveys, Daily Attendance

Parent Survey and Attendance

Conduct a yearly meeting to review and and revise the District Title I, Part A Parental Involvement Policy.

Parental Involvement Officer Federal Programs Director Federal Programs Evaluator

August 2016-May 2017 Title I, Part A Agenda, Sign-in Sheets, Handouts

Presentation Evaluation

Provide training to newly elected PTO Officers.

Parental Involvement Officer Finance Department

September, 2016 Local Funds Agenda, Sing-in Sheets, Handouts

Presentation Evaluation.

Coordinate and collaborate with local Private-Non-Profits by providing instructional support in the content areas through staff development opportunities.

Deputy Supt C & I Federal Programs Federal Programs Evaluator Curriculum Directors

August 2016 - June 2017 Title II- Part A , Local Funds

Agenda, Sign-in Sheets Program Evaluation



Administrative Goal


Goal 4 The Eagle Pass Independent School District will develop and nurture a professional culture of leadership, motivation, creativity, and collaboration at each campus dedicated to student learning to fully meet the needs of the students. Objective 4.1 The Eagle Pass Independent School District will develop and promote educational leaders that collaborate with a common vision. Objective 4.2 The Eagle Pass Independent School District will establish high expectations for organizational excellence and the accountability of district leadership. Objective 4.3 The Eagle Pass Independent School District will be responsible to the needs and expectations of our stakeholders to promote and maintain our position in the region as the leading provider of quality education.



Administrative Goal


Administrative Goal The Eagle Pass Independent School District will develop and nurture a professional culture of leadership, motivation, creativity, and collaboration at each campus dedicated to student learning to fully meet the needs of the students. OBJECTIVE 4.1: The Eagle Pass Independent School District will develop and promote educational leaders that collaborate with a common vision.



Train administrative staff on procedures and policy updates, data analysis, collaborative teamwork, instructional planning, STAAR assessment, instructional strategies, and effective leadership.



Local Funds Agendas, Sign-in Sheets Evaluation of Training

Develop a schedule for Cluster and Departmental meetings to address instructional issues in targeted areas.

Deputy Superintendent for Curriculum & Instruction, Campus Principal

Sept. Nov. Feb. April

Local Funds Agendas, Sign-in Sheets End of year feedback

Organize Administrative training for all campus administrators in Special Education legal requirements, data analysis, State and Federal Programs Policies and Procedures

Deputy Supt. for C & I, Executive Director for Human Resources Special Education Director Federal Programs Director

July-August 2016 Local, IDEA, Title I, Part A Agendas, Sign-in Sheets Training Evaluations

Training for New Administrators in T-TESS and T-PESS.

Deputy Superintendent for Curriculum & Instruction Staff Development Officer

August 2016 to July 2017 Local Funds

Agendas, Sign-in Sheets Course Evaluation


OBJECTIVE 4.2: The Eagle Pass Independent School District will establish high expectations for organizational excellence and the accountability of district leadership.



Provide technical assistance to Principals and Campus Leadership Teams addressing the implementation of effective practices that improve instruction through clustering.

Deputy Superintendent for Curriculum & Instruction, Director for Inst. Services Content Directors Federal Programs Director

Monthly August 2016 to May 2017

Local Funds Monthly Reports by Directors and Coordinators

Needs Assessment by Campus

Provide focused meetings regarding use of student data to improve instruction and student achievement.

Deputy Supt. for C & I Dir. – Inst. Svcs. Federal Programs Director

Sept. 2016 – May 2017 Eduphoria, Local Funds

Agendas, Sign-in Sheets Meeting Evaluations

Provide technical assistance to principals, asst. principals, and instructional officers on assessment and instructional strategies

Deputy Supt. for C & I Dir. – Inst. Svcs., Directors Content Directors

Nine-Weeks - August 2016 to May 2017

Title I- Part A, Local Funds

Agendas, Sign-in Sheets Campus Visits

Training Evaluations

Implement the use of Eduphoria, T-TESS Solution to monitor instruction.

Deputy Supt. for C & I Dir. -Inst. Svcs. Campus Administrators

Weekly - Sept. 2016 to May 2017

N/A Documented Teacher Observations

Summative Teacher Evaluations

Monitor the implementation of district curriculum and special programs, and to meet the needs of all students

Deputy Supt. for C & I, Director for Instructional Svcs., Federal Prog. Dir. Content Directors

Monthly August 2016 - June 2017

Title I, State & Local Funds

District Walk-thrus by all administrators

Summary Report per campus


OBJECTIVE 4.3: The Eagle Pass Independent School District will be responsible to the needs and expectations of our stakeholders to promote and maintain our position in the region as the leading provider of quality education.



Provide training in STAAR, College and Career Readiness Standards

Deputy Supt. for C & I Federal Programs Director Content Area Directors

May 2016 to May 2017 Title II, Part A Local Funds

Agendas, Sign-in Sheets Training Evaluations

Develop Policies and Procedures to address the STAAR State Standards

Deputy Supt. for C & I Exec. Dir. Inst. Svcs. Federal Programs Director Content Director

May 2016 to June 2017

Local Funds Agendas, Sign-in Sheets Board approved Policies and Procedures Administrative Procedures

Increase parental involvement by conducting Family Literacy Night, Math/ Science Night, Grade Level presentations, and to provide question and answer opportunities regarding district initiatives

Deputy Supt. C & I Federal Programs Director Principals Parental Involvement Officer

Monthly Local Funds Title I, Part A

Campus and District Documentation

Parent Survey



Academic Goal


Goal 5 The Eagle Pass Independent School District will promote academic excellence by actively engaging all students in a personally challenging curriculum in a setting that is conducive to learning. Objective 5.1 The Eagle Pass Independent School District will provide curriculum that is rigorous, culturally diverse, student-centered, standardized, technologically infused, research-based, and data driven, in an appropriate setting. Objective 5.2 The Eagle Pass Independent School District will implement an extensive assessment and evaluation system that measures student achievement, teacher effectiveness, and program success. Objective 5.3 The Eagle Pass Independent School District will monitor instruction using the state and federal accountability systems and campus implementation process to ensure that all campuses meet or exceed all accountability standards.



Academic Goal


Academic Goal The Eagle Pass Independent School District will promote academic excellence by actively engaging all students in a personally challenging curriculum in a setting that is conducive to learning. OBJECTIVE 5.1: The Eagle Pass Independent School District will provide curriculum that is rigorous, culturally diverse, student-centered, standardized, technologically infused, research-based, and data driven, in an appropriate setting.



Review and revise the curriculum guides incorporating best practices, effective teaching models, ELPS and College & Career Readiness Standards to provide directions for delivery and a rigorous, common curriculum in the core content areas aligned to the TEKS and STAAR.

Deputy Supt. for C & I, Directors & Coordinators


Title I, Part A Local Funds, SCE

TEKS Study/Curriculum Alignment Sessions, May 2017- June 2018 Sign-in Sheets and Agendas

Completed Curriculum Alignment Guides

Provide supplemental instructional resources for instructional use, including assessments, curriculum materials, software and hardware to support standards-based instruction

Deputy Supt. for C & I, Curriculum Directors Federal Programs Director Title I Program Evaluator Title I, Part C Director Title III/Bilingual Director Instructional Technology Director

Monthly: June 2017 to June 2018

Title I,Part A Title III Title I, Part C Bilingual SCE, State and Local Funds

Review of purchase orders Assessment results (ITBS/LOGRAMOS/STAAR/TELPAS) I-Station Reports (BOY/MOY/EOY)




Incorporate Class-Size Reduction Teachers in the primary grades to help students achieve state content and meet academic achievement standards.

Deputy Supt. for C & I Federal Programs Director Principals

August 2017 - June 2018 Title II, Part A Campus Master Schedule F230's

State Assessment STAAR results Assessment results (ITBS/LOGRAMOS/TELPAS) I-Station (BOY/MOY/EOY) reports

Response to Intervention Model (RTI) will be implemented at all levels as an early intervention process to maximize campus instructional support for students experiencing academic difficulties

Deputy Supt. for C & I, Director for Inst. Services, School Improvement Director Curriculum and Program Directors Campus Administrators Special Education Director Primary/Intermediate Interventionist

June 2017 to June 2018 Title I, Part A SCE, State and Local Funds

Meeting agendas and sign-in sheets of RTI Implementation

District RTI Implementation Framework

Identify and address the needs of students in grades 3-8 who did not pass STAAR for accelerated intervention.

Deputy Supt. C & I, Content Area Directors, Director for Inst. Services Program Directors Title I Program Evaluator Principals

June 2017 to June 2018 Title I, Part A; Title I, Part C; Title III Title IV SCE Bilingual & Local Funds

Logs & Accelerated Plan EDUPHORIA Summary of campus STAAR results and students identified for Accelerated instruction


OBJECTIVE 5.2: The Eagle Pass Independent School District will implement an extensive assessment and evaluation system that measures student achievement, teacher effectiveness, and program success.



Disaggregate and analyze areas of strengths and weaknesses on TAKS/STAAR, Common Assessments,District Benchmarks to determine instructional focus and address identified areas of need.

Deputy Supt. for C & I, Director of Inst. Services, Directors, Principals, Instructional Officers, Vertical Team, Department Chairs, Teachers

Every nine weeks and after each benchmark

Title I, Part A Title I, Part C Title III Bilingual, and Local funds

Data analysis breakdown through Eduphoria, sign-in sheets every nine weeks and after each State administration

District Summary Report TAIS System Safe Guard PBMAS

Continue special focus on academics and attendance for Native Americans through parent/teacher meetings and by providing additional instructional support.

Campus Principals Title I Program Evaluator


Title I, Part A; & Local Funds

Sign-in sheets School/Parent Compacts

Increased State Assessment scores and student attendance

Develop and implement Common Assessments in Core Content Areas aligned with STAAR in grades 3-12.

Deputy Supt. for C & I, Director of Inst. Services, Curriculum Directors

1st & 2nd Nine weeks of Fall Semester

Title I, State and Local Funds

Common Assessment Results

State Assessment Results

Ensure administering and use of primary reading and math assessments for students in grades K-3.

Deputy Supt. for C & I Director of Inst. Services, Reading/LA Director

Beginning Middle & End of Year

Title I, Part A; SCE; Bilingual ; and Local Funds

Assessment Data DRA/EDL, TPRI/TEJAS LEE AND ITBS/Logramos I-station

Teachers will conduct parent-teacher conferences for parents of students at risk of failing, to discuss what the school will do to help and what parents can do to help.

Deputy Supt. C & I Campus Principals

Fall, End of School Year Local Funds TItle I, Part A SCE

Conference Logs Possible Retention Letters

Teacher Documentation




Identify the instructional catagories/objectives needing intervention and develop Action Plans that include targeted strategies/activites to address areas of deficiency.

Deputy Supt. for C & I, Director of Inst. Services, Curriculum Directors


STAAR,TAKS, TELPAS, TPRI & Tejas Lee data

• Item Analysis Report for State Assessments

• Common Assessments

• Benchmarks • Program/Campus

Action Plans

Summary reports for State Assessments

Conduct TAIS data reviews to review campus State Assessment results and development of the Campus Improvement Plans & Comprehensive Needs Assessment

Deputy Supt. for C & I, Director of Inst. Services, School Improvement Director, Federal Programs Director; Program and Content Area Directors Camus Principals


Title I, Part A; Title I, Part C; Title III, Part A SCE; Local and State Funds

Agendas, Sign-in Sheets; CNA Committees; SBDM; DWEIC; CNA Validations

DIP & CIPs presented to Board


OBJECTIVE 5.3: The Eagle Pass Independent School District will monitor instruction using the state and federal accountability systems and campus implementation process to ensure that all campuses meet or exceed all accountability standards.



Utilize the EduPhoria Program and Item Analysis to set district-wide and campus priorities

Deputy Supt. for C & I, Curriculum and Program Directors, Principals, Instructional Officers, Deans of Instruction


Title I, Part A; SCE Funds; Local Funds

Agendas & Schedules. CIP’s CIP Review

District and Campus Performance Objectives

Implement and monitor supplemental extended learning opportunities and intervention programs and support for students in Reading, Math, Writing, Science, and Social Studies in order to provide additional instructional time (beyond the regular instructional day) to master state content and performance standards

Deputy Supt. for C & I, Director for Inst. Services, Curriculum Directors Federal Programs Director Title I Program Evaluator Title III/Bilingual Director Title I, Part C Coordinator

Every nine weeks Title I, Part A; Title I, Part C; Title III, Part A; SCE; and Local Funds

Program Data Collection Program Evaluation of Interventions

Curriculum Directors will provide on-going development and support in identified best practices to ensure systemic replication of effective teaching and learning strategies.

Deputy Supt. for C & I Curriculum Directors


Title I, Part A Title II, Part A Local Funds

Weekly Campus Visitation Reports Sign-in Sheets & Agendas Department/Cluster Planning Agendas

Campus Principals End of Year Evaluation

Evaluate and monitor District and Campus Improvement Plans at the end of every nine weeks. Alignment of plans will be made as reflected by nine-week and/or Benchmark test scores.

Deputy Supt. for C & I Principals; SBDM; Instructional Officers; and Department Chairs DWEIC

Every nine weeks

Title I, Part A; and Local Funds

Agendas, Sign-in Sheets, Document Tracking System (DTS)

Document Tracking System (DTS)Reports

STAAR - Monitor and review Assessment for Special Education at all campuses.

Deputy Supt. for C & I; Principals; SBDM; Instructional Officers; Department Chairs DWEIC

Every nine weeks Title I, Part A SCE; Special Ed.; and Local Funds

Sign-in Sheets IEPs/ARD's

Meet System Safe Guards and PBM Accountability Standards




Program and Curriculum Directors will monitor their respective programs and collaborate/coordinate with each other to ensure that state and federal accountability standards are met.

Deputy Supt. for C & I School Improvement Director Federal Programs Director Title I, Part C Coordinator Title III/Bilingual Director Special Education Director CTE Director

Monthly Title I, Part A and Part C Title II, Part A; Title III, Part A SCE CTE Special Education Bilingual Local

Director Collaborative Mtgs. Action Plans Data Analysis Campus PLC Meetings Monthly Principal Meetings

Meet TAIS, System Safe Guards and PBM Accountability Standards

Build a Foundation in Reading to improve Reading comprehension skills and state assessment results in grades 3-6 through extended day/week instructional services (PS3001)

Deputy Supt. for C&I School Improvement Director Federal Programs Director ELA Director Bilingual Director Special Education Director Campus Principals

Monthly Title I, Part A Extended Day Documentation

Meet TAIS, System Safe Guards, State and Federal Accountability

Provide extended year services to student in need of improvement

Deputy Supt. for C&I Federal Programs Director Curriculum Directors Program Directors Principals

May 2017 to June 2018 Title IV, Part A Title V, Part B High School Allotment

Extended Year Documentation

Meet state and federal accountability standards


5. Academic: Career and Technical Education The Eagle Pass Independent School District will promote academic excellence by actively engaging all students in a personally challenging curriculum in a setting that is conducive to learning. The Career and Technical Education Department will: Increase CTE/LEP and CTE/SP ED EOC passing rates and empower students with the Career & College Readiness Standards ( Employability Technical & Academic Skills).



Increase and monitor student enrollment in CTE programs and CTSO's organizations (DECA, BPA, FBLA, SkillsUSA, HOSA, FFA, FCCLA & TSA). CTSO's competitions subject to funding.

Deputy Supt. - C & I, CTE Director, CTE Counselor, CTE Dept. Chair, CTE Instructors

August 2017 - June 2018 167 Funds & 244 Funds CTE Department Reports, Needs Assessments, CTE Guidelines

PEIMS Summary Data CTSO Monthly minutes & Agendas. Membership Rosters for CTSO's and Summary of Activities.

Promote visibility of CTE programs throughout the Eagle Pass community through College Articulations (ATC) Presentations CTE Career Pathways Guide, CTE Brochures, CTE Presentations to Chamber of Commerce, Student Job Shadow Experience, CTE Advisory Committee, CTE Promotional Video

Deputy Supt. -C & I, CTE Director, Secondary Principals , CTE Counselors, CTE Dept. Chairs & CTE Instructors

August 2017 - June 2018

167 Funds 244 Funds Title I, Part A

CTE Department Reports, documentation of presentations

CTE Summary Report Advisory Council, Career Fairs, Career Days, 8th grade student tour of High Schools, Annual Title I Parent Conference, Title I Council Meetings and Work Based Programs.

Provide secondary students an opportunity to choose a comprehensive coherent sequence of courses that provide aquisition of graduation endorsement plans & foundational preparation for a variety of career options.

Deputy Supt. - C & I, CTE Director, Secondary Principals, Secondary Counselors, CTE Dept. Chairs

August 2017 - June 2018 167 Funds 244 Funds

Enrollment reports, Student Schedules & Academic Achievement Records

PEIMS Summary Report Update Four Year Plans. Endorsements and opportunity to obtain certifications.




Expand opportunities for students to obtain industry certifications/licenses in order to provide like opportunities for students. (A+, CNA, Medical Billing & Coding, Pesticide Applications, MOS,OPAC, Welding, Cosmetology, Pharmacy Technician,Phlebotomy, Electrocardiography, ServSave, NCCER, CPR, OSHA-Construction Safety & Health, Security Services, Net +)

Deputy. Supt.- C & I, CTE Director, Secondary Principals, CTE Counselors, CTE Instructors

August 2017- June 2018 167 Funds 244 Funds

Certification/ License reports & Endorsements on Graduation Plans

CTE Summary Report Results from testing agencies.

Align course offerings with demand occupations identified by the Workforce Development,Middle Rio Grande Development Council, Eagle Ford Shale Consortium, Dept. of Labor, and Regional Workforce Centers for the Maverick County area and surrounding region.

Deputy Supt. - C & I, CTE Director, Secondary Principals CTE Counselors, CTE Dept. Chairs, CTE Instructors.

August 2017-Spring 2018 167 Funds 244 Funds

Agendas, & sign-in sheets of meetings

Course offerings list for pre-registrations. Orientation for Dual Credit Courses in Health Science Program and application process for Engineering Program.

Increase student enrollment

Provide an Interest Inventory Assessment/ Ability Profiler to 8th grade students and develop a Personal Graduation Plan/four-year plan.

Deputy Supt. - C & I, CTE Director, Secondary Principals, Junior High Counselors and High School CTE Counselors.

( September 2017-January 2018)

167 & 244 Funds

8th Grade student enrollment and 9-12 studentsPersonal Graduation Plans/ four year plans

Interest inventory report, Ability Profiler, Course Enrollment & Completion data reports, CTE Summary Report

reports mailed to parents in November and on going

Maintain a Year at a Glance and Scope & Sequence based on TEKS & Curriculum Guides for Career & Technical Education courses to include certifications offered in course.

Deputy Supt. – C & I CTE Director,Secondary Principals, CTE Counselors, CTE Dept. Chairs, CTE Instructors.

August 2017-June 2018 167 & 244 Funds Agendas, Sign-in sheets of meetings. Course Enrollment and Completion Data Reports

Summary report of Scope & Sequence

Curriculum updates and Year at a Glance updates-Work in progress

Provide opportunities for curriculum integration between CTE and core content area classes

Deputy Supt. - C & I, CTE Director,Secondary Principals, CTE Instructors.

August 2017-June 2018 167 & 244 Funds Title I, Part A

Agendas, sign-in sheets of meetings. Communication with campus adminstration.

Summary report of integrations

Professional Learning Teams and Dept. Meetings




Develop and distribute a variety of printed materials to students, parents, counselors, teachers, and administrators that identify career opportunities, graduation endorsements, educational requirements, average salaries, and future labor market trends

Deputy Supt. - C & I, CTE Director,CTE Counselors,CTE Instructors.

August 2017-June 2018 167& 244 Funds Publication documentation. Graduation Endorsements Plans to be created by BIM I classes as a reinforcement for students to learn the Endorsement Plans

CTE Summary Report. Graduation Tool Kit & CTE Newsletter.

Brochures, CTE Web Site, Monthly Newsletter, & Community Newspapers.

Maintain & expand college articulations and Dual Credit with SWTJC and maintain credit options for Pathway to Engineering with Project Lead The Way.Provide the sequence of courses (4) for completion of credit options with University of Texas at Tyler, Texas A&M Kingsville, Austin Community College, Texas State University

Deputy Supt. - C & I, CTE Director,Secondary Principals, CTE Counselors, CTE Instructors.

August 2017-June 2018 167 & 244 Funds Student articulation credit reports from SWTJC and credit reports from Project Lead The Way

Yearly Articulation Credit Summary Reports

Articulation Agreements & Dual Credit Reports

Maintain an advisory committee made up of teachers,counselors, administrators, parents, post secondary education, community and business/industry

Deputy Supt. – C & I, CTE Director, CTE Counselors,CTE Instructors.

August 2017-June2018 167 & 244 Funds Agendas, Sign-in Sheets CTE Documentation Summary Report

Advisory Council Meeting

Provide Staff development to CTE instructors that offer strategies to address needs of CTE/SP ED and CTE/LEP students. ( Subject to funding)

Deputy Supt. – C & I, CTE Director, Secondary Principals CTE Counselors, Sp. Ed. Director,Bilingial Director Lang. Arts Director, Principal, CTE Dept Chair.

Fall 2017 Spring 2018

167 & 244 Funds EOC /TAKS Scores, Walkthrough. Collect Yearly -on going Monitoring Forms for all at-risk students from CTE teachers at end of every nine weeks to monitor Special Population students & staff development needs.

EOC Scores Walkthrough Evaluations . Professional Development Teacher led.

SIOP Training




Develop, maintain and support Career Clusters and coherent sequence of courses in the following areas: • Agriculture, Food &

Natural Resources • Architecture &

Construction • Arts, A/V Technology

& Communication • Business

Management & Administration

• Education & Training • Finance • Health Science • Hospitality & Tourism • Human Services • Information

Technology Education

• Law, Public Safety, Corrections & Security

• Manufacturing • Marketing, Sales &

Service • Science, Technology,

Engineering, & Mathematics

• Transportation, Distribution & Logistics

Deputy Supt. - C & I, CTE Director, Secondary Principals CTE Counselors, CTE Instructors.

Fall 2017 & Spring 2018 167 & 244 Funds TEA Identified Pathways, HB5 Graduation Endorsements, Master Schedule, Labor Market Information

PEIMS Data

CTE Counselors




Provide teachers the opportunity to get Advanced Technical credit Certification in courses that they teach at their annual Professional Development Conferences (subject to funding ) or other Regional ATC Training Sessions and District Service Centers.

Deputy Supt. for C & I CTE Director, Secondary Principals CTE Dept. Chairs

Fall 2017 Spring & Summer 2018

CTE Funds Conference Travel Documentation

Report on Percentage of CTE Teachers Certified

Provide funding for professional development in their areas of instruction through their annual conferences and regional service centers.

Provide opportunities for students to earn college credit via Dual Credit Courses and Advanced Technical Credit (ATC) CTE courses that offer course enhancements above and beyond the TEKS to meet college level expectations. Students may utilize these courses for college credit at statewide 2-year colleges and/or technical colleges.

Deputy Supt. for C & I CTE Director & CTE Counselors

Fall 2017- Spring 2018

CTE Funds Course Enrollment Data End of Semester Course Completion Report

Teachers receive training in ATC and Articulated courses.

Develop and implement safety rules for all CTE facilities and programs. Provide students with a safe learning environment.

Deputy Supt. for C & I CTE Director, Secondary Principals, CTE Instructors & Facilities & Safety Coordinator

Fall 2017-Spring 2018 CTE Funds Preliminary Safety Plan, Career Safe Training (OSHA), Safety Guidelines, EPISD Safety Manual & CTE Safety Guidelines for Shops, Use of Annual Inspections using safety checklists.

Final Safety Plan Developed. Student acknowledgement form on file on safety training. Follow-up Inspections of Shops

Provide safety training in all areas of CTE instruction and OSHA training in the Trade & Industry classes. Teachers and students completed training on line for Cyber Safety and Workplace Safety

Provide a transition for students to post secondary educational opportunities and the workforce by integrating college and community partnerships via Dual Credit, Apprenticeship, Practicums & Internships for students.

Deputy Supt. for C & I CTE Director,CTE Special Pops/Curr Specialist, CTE Counselors, Secondary Principals, CTE Instructors

Fall 2017-Spring 2018 CTE Funds Partnership Development • Training plans on file

(Paid & Un-Paid) • Coordinator logs on

file

End of Year Report/Matrix Provide information on college tours offered by the schools.




Develop and implement a plan thru Professional Learning Communities to monitor CTE programs to ensure we are addressing the compliance issues in the PBMAS guidelines pertaining to special populations students in Career and Technical Education.

Deputy Supt. for C & I CTE Director, Secondary Principals, CTE Counselors, CTE Teachers

August 2017-June 2018 CTE Funds Professional Development Agendas & Sign-In Sheets to be turned in to the CTE office every nine weeks by CTE Chairperson/Campus CTE Administrator , Lesson Plans Checklist, Data Analysis

PBMAS Report Monitoring SLR list of students and any other students failing EOC exams. Monitor CTE/Special Pops students ' grades & attendance by 9 wks. On going Monitoring forms submitted by teachers

Conduct monthly Professional Learning Team meetings to address common issues regarding curriculum, assessment, instruction and the achievement of all Special Education students , English Language Learners, Migrant, PRS & returning DAEP students in CTE.

Deputy Supt. for C & I CTE Director, Special Education Director , DAEP Director, Secondary Principals, CTE Counselors, Migrant Coordinator, PepDay Care Coordinator & CTE Teachers

August 2017-June 2018 167 & 244 Funds Professional Development Agendas & Sign-In Sheets to be turned in to the CTE office every nine weeks by CTE Department Chairperson/Campus CTE Administrator, Data Analysis

PEIMS Summary Report & PBMAS

Agendas & Sign in Sheets


5. Academic: Gifted and Talented Education The Eagle Pass Independent School District will promote academic excellence by actively engaging all students in a personally challenging curriculum in a setting that is conducive to learning. The Gifted and Talented Education Department will: Increase the percent of GT students scoring at the Advanced level



Review criteria for admission into the Gifted/Talented Program based on STAAR Assessment standard changes, in addition, revise the G/T District Matrix annually to coincide with changes. ITBS/Logramos for K-2 do not change.

Deputy Supt. for Curriculum & Instruction, Campus GT Committee, Curriculum Directors, GT Director

Fall 2017 & Spring 2018

Gifted/Talented Funds

Agendas, list of students enrolled in G/T classes

G/T Administrative Procedures for Admission

August 2017 - May 2018

Provide summer school for grades 1-6 G/T identified students using differentiated and advanced learning approaches through the use of technology and scientific research.

Deputy Supt. for Curriculum & Instruction, GT Director, Curriculum Directors, GT Teachers, Principals

Summer 2018

G/T funds, Title I Funds

Sign-in sheets, Summer class rosters and schedules

Summer Class Rosters Lesson Plans Attendance Logs

June 2018 - July 2018

Incorporated Advanced teaching strategies into the G/T curriculum including: Thinking Maps, Technology, Research, SE Instructional Model using the Inquiry Method and Power Point presentations

GT Teachers, GT Director, Curriculum Directors, Principals


GT Funds

Walk-thrus and Lesson Plans

Program Evaluation





Provide professional development opportunities for all teachers grades PK-12 to attain a minimum of 30 clock hours in gifted education training on the 5 G/T training components. All new teachers will receive training on the 5 day mandated training.

Deputy Supt. for Curriculum & Instruction, GT Director, Curriculum Directors, Principals


G/T funds,

Staff development records, sign-in sheets, agendas


An evaluation of the gifted program will be conducted through: • Analyzing the

assessment results of GT students achieving Advanced in core area subjects and

• EPISD survey of teachers, students, parents, administrators and directors.

All GT students STAAR results are monitored to see who achieved commended performance, in addition, meetings are held at all campuses to review students achievement.


G/T Funds

Documentation Program Evaluation and Peer Review

Summary report of teachers trained in GT Annual report to administrators Region 20 Report


All G/T students' STAAR results are monitored to see who achieved advanced level.

Deputy Supt. for Curriculum & Instruction, G/T Director, Curriculum Directors, Principals

Annually 2017-2018

G/T Funds

Summary Report AEIS Advanced Level





Revise the elementary GT curriculum to focus on all four core areas, specifically technology applications.

Deputy Supt. for C & I, GT Teachers, GT Director, Curriculum Directors, Principals

Every 9 weeks August 2017 - August 2018

Local GT Funds

Elementary GT Framework

End of Year GT Program Evaluation


Provide opportunities for GT students to participate in field experiences and community awareness projects

Deputy Supt. for C & I, GT Teachers, GT Director, Principals

Fall 2017 and Spring 2018

Title I Local GT Fund

Field Experience Documentation

Evaluation of Field Experience


Ensure all teachers comply with the required 6 hour G/T Training Update.

Deputy Supt. for C & I, GT Director, Principals, Teachers


Local GT 165 Funds Title I Bilingual Title III, Part A funds

Sign-in Sheets

Training Evaluation


Students will use and incorporate I-Pad Minis into their instructional program to develop and apply technology applications.

G/T Teachers G/T Director Principals


G/T Funds

Classroom evaluation

Evaluation of project


Students will participate in an informative debate competition among 6th grade students to practice communication skills.



G/T Funds Title I Bilingual Title III Part A

Individual participation

Campus recognized winners




Students will participate in the Invention Convention competition



G/T Funds 199 Funds

Individual participation

Individual/Campus recognized winners


All elementary campuses will have a campus based GT Committee to address GT student placement, furloughs or GT student exits.

GT Teachers Counselors Principals/IO's

February 2017 - Spring 2018

GT Funds

Agenda Sign-In Sheets

GT Administration Procedures


Implement a robotic program as part of the summer curriculum.

GT Director GT Teachers GT Supervisor Curriculum Directors

June 2018 - July 2018

GT Funds & Foundation Funds

Student Attendance List

June 2018 - July 2018

Implement drones as pat of the summer GT curriculum.

GT Director GT Teachers GT Supervisor Curriculum Directors

June 2018 - July 2018



June 2018 - July 2018

Provide field trip for all GT 6th grade students to UT Explore 2018.

GT Director GT Teachers

March 2018


Students Attendance List

January 2018 - May 2018




Provide opportunities to create 3-D figures using a 3-Dimension printer for GT students in grades 1-6.

GT Teachers GT Director Principal

Summer 2018

GT Funds


June 2018


5. Academic: Guidance and Counseling The Eagle Pass Independent School District will promote academic excellence by actively engaging all students in a personally challenging curriculum in a setting that is conducive to learning. The Guidance and Counseling Education Department will: Increase direct guidance time with all students.



Implement the comprehensive developmental guidance program and Character First Education Program(Pillars of Character)

Counselors, Guidance Planning Team, Federal Programs Director

Weekly SCE Local Funds Title I, Part A

Counselor Logs ( electronic logs)/ Lesson Plans, walk throughs.

100% Implementation yes

Designate Counselors to spearhead District Crisis Team and share information at each respective campus in order to address crisis situations.

Deputy Supt. for C & I, Crisis Team Members, Federal Programs Director

August 2018-Spring 2019 Title I, Part A SCE Local Funds

Meeting agendas & sign-in sheets Crisis Team Member designation list

Incident Reports End of year evaluation

yes

Review campus guidance plans/framework supporting appropriate counselor time spent in the four guidance components: guidance curriculum, responsive services, individual planning and system support

Counselors, Guidance Planning Team, Federal Programs Director

Fall 2018 - Spring 2019 SCE Local Funds Title I, Part A

Counselor's logs (electronic logs) indicating the components Time and Effort Logs (electronic logs)

End of year counselor reports

yes

Decrease non-guidance tasks to increase time in counselor role and guidance program components

Counselors, Principals, Federal Programs Director

Weekly SCE Local Funds Title I

Counselor's Logs Time and Effort Logs

End of year counselor reports

yes

Monitor that all secondary counselors complete a graduation plan (PGP) for every student.

Deputy Supt. for C & I, CTE Director High School Principals, High School Head Counselors, Federal Programs Staff

Every Nine Weeks SCE Title I, Part A Local Funds

Every Nine Weeks PGP reports

100% of qualified students will have a personal graduation plan.

yes




Provide training for counselors in active/interactive group counseling techniques. To address: • Youth Mental Health

1st Aid • Mental Health and

Crisis Training • Homeless

Students/McKinney Vento

• College and Career Readiness

• Solution Focused Grief Counseling, Classroom and Parent Conferences

• Counselor's Role in Bullying

• 504 Training

Deputy Supt. for C & I, Federal Programs Director Sp. Ed Director Counselors

Fall 2018 - Spring 2019 Title I, Part A TEXSHEP

Agendas and Sign-in Sheets Walk-thrus

Principals’ Monitoring and Evaluation Staff development evaluations

yes

Designate Counselor Planning Teams and time for early childhood and elementary counselors in order to enhance program development, coordinate Pillar of Character lessons/activities, impact program expectations, and expedite communication between schools and central office.

Deputy Supt. for C & I, Federal Programs Director Early Childhood and Elementary Counselors

September 2018 - January 2019

Title I, Part A SCE Local Funds

Meeting agendas & sign-in sheets Lessons and Activities

End of year evaluation yes




All high school and middle school counselors will notify students, teachers and students’ parents of the Texas Scholars Program to assist in making informed curriculum choices for adequate preparation for success beyond high school, and to be aware of sources of information on higher education admissions and financial aid(TEC §§ 33.001-33.009) and House Bill 5 mandates.

Deputy Supt. for C&I Campus Principals Head Counselors Secondary Counselors College Advisors Director of Instructional Services C.T.E Director Federal Programs Staff

Fall 2018 - Spring 2019 Title I, Part A SCE Local Funds

Presentation agendas & sign-in sheets Meetings

Summary report on Texas Grant Teach for Texas Grant, & Texas Scholars

yes

All Junior High/High School counselors will meet with every 8th grade student and develop individual four year plans.

Junior High School Counselors, Principals, Federal Programs Director High School Counselors


Individual logs & sign-in sheets

8th grade students 4 year plans 100% compliance

yes

All Elementary, Junior High and High School counselors will meet with students and parents prior to the end of 6th/8th grade to discuss taking a rigorous curriculum to meet STAAR requirements and transition students to the new campus.

Elementary Counselors, Principals, Junior High School Counselors


Parent & student sign-in sheets 6th and 8th grade parent meetings Transitional Campus Visits

100% compliance yes


5. Academic: English Language Arts & Reading The Eagle Pass Independent School District will promote academic excellence by actively engaging all students in a personally challenging curriculum in a setting that is conducive to learning. The English Language Arts & Reading (ELAR) Department will: increase the passing rate in all student groups for ELAR to exceed current district and campus rate to at least 93%; increase the written composition scores of 3s and 4s in grades 4, 7, 9, , and 10.



Continue Implementation of all ELA/R State requirements and alignment to STAAR

ELAR Director

August 2017 July 2018

Local & State Funds Agendas Sign-In Sheets

Evaluation Survey Oct. 20, 2017, Dec. 22, 2017, March 29, 2018, & June 7, 2018

Develop a framework for reading/writing instruction to include components that are researched-based and revise the K-12 English Language Arts & Reading (ELAR) scope and sequence to incorporate the STAAR.

ELAR Director, Campus Administrators

Spring & Summer 2018 Local and State Funds Lesson Plans and Walk-through Documentation

ELA Framework Completed

Oct. 20, 2017, Dec. 22, 2017, March 29, 2018, & June 7, 2018

Continue to design and implement Common Nine-Weeks Tests in English Language Arts and Writing for grades 3-8 and analyze data results to prioritize student needs.

Dep. Supt. for C & I, ELAR Director, Campus Administrators, Teachers

1st Nine-Weeks Local Funds Common Assessment Scores through Eduphoria

STAAR results Oct. 20, 2017, Dec. 22, 2017, March 29, 2018, & June 7, 2018

Continue to analyze test data from Common Assessments, STAAR Simulations, Benchmarks and STAAR tests to prioritize student needs.

Dep. Supt. for C & I, ELAR Director, Campus Administration, Reading Interventionists, Teachers


Local Funds Assessment results through Eduphoria Campus Action Plans

STAAR Test Results In grades 3-10.


Implement and monitor Best Practices to include: 3-Tiered Reading Program Progress monitoring at regular intervals 90-minuteuninterrupted Reading block

Dep. Supt. for C & I, RtI Director, ELAR Director, Principals, Instructional Officers, Interventionists, Teachers

August 2016 June 2018

Title I, State Funds Evidence of tiered instruction by walk-through documentation, case histories, increased reading levels; i-station reports

STAAR results and retention lists

On-going,




Continue to implement all Reading Software Programs and use them to monitor and address reading deficiencies to identified students.

ELAR Director, Special Education Director, Reading Interventionists, Reading Teachers, and Campus Administrators

Every Nine Weeks Local, State Computer Lab Reports Reading Levels On-going,

Focus on vocabulary development for all students: a study of Word Structure (Greek and Latin roots, prefixes, and suffixes) and words in context for grades 3-8.

Dep. Supt. for C & I, ELAR Director, Principals

Every nine weeks Local, State Lesson plans and walk-through documentation Common Assessments

STAAR results, SAT/ACT results


Implement and monitor a district required reading list and literary term list for grades K-12.

Dep. Supt. for C & I, ELAR Director

Every nine weeks Local, State Reading and terms lists STAAR, SAT, and ACT results

On-going

Utilize and disaggregate data to assess literacy skills from iStation, DRA/EDL, ITBS/Logramos, STAR and TMSFA tests in a timely manner.

Dep. Supt. for C & I, ELAR Director, Bilingual Director, Interventionists, Principals

Every nine weeks Local Funds Assessment results from beginning, middle, and end-of-year

Outcome assessment results

On-going

Monitor full implementation of the Accelerated Reader Program on all elementary and junior high school campuses.

Dep. Supt. for C & I, ELAR Director, Campus Administrators, Literacy Specailists

Every nine weeks State Funds Campus computer generated reports and district reports every nine weeks. Increased circulation of AR books from the library records.

STAAR results, AR school points

Monthly

Implement a Reading course at the high school level to address EOC success rate.

Dep. Supt. for C & I, ELAR Director, Campus Administrators

Every Nine Weeks 169 Campus monitoring reports.

EOC Results. On-going

Provide Professional Development for Teachers in Writing Strategies.

Dep. Supt. for C & I ELAR Director, Principals

August 2017-July 2018 212, 166, Common Assessments STAAR Results, District and Campus Ratings


Offer a Reading course at the high school level to address college readiness.

Dep. Supt for C&I ELAR Director, Principals

August 2017-July 2018 169 Nine-weeks assessments STAAR EOC results On-going

Assist campuses in data analysis and instructional planning

Dep. Supt for C&I ELAR Director

August 2017-July 2018 Local Funds Nine-weeks assessments STAAR/EOC Results On-going




Provide Data Analysis training to the teachers to improve student success.

Dept. Sup. for C&I ELAR Director

August 2017-July 2018 Local Funds PLT Data Analysis and Plan of Action Agendas, Sign-In Sheets

STAAR/EOC Results On-going

Provide Professional Development for Teachers in Reading Strategies.

Dep. Supt. for C & I ELAR Director, Principals

August 2017-July 2018 211 Common Assessments STAAR Results, District and Campus Ratings

On-going

Purchase supplemental instructional material to address the needs and close the academic gap of all students.

Dep. Supt. for C & I ELAR Director Federal Programs Director

August 2017-July 2018 Title I, Part A(211) Title I, Part C(212) SCE (164) Bilingual (166) Title III (263)

Lesson plans Walkthroughs documentation Common Assessment results

STAAR/EOC Results Oct. 20, 2017, Dec. 22, 2017, March 29, 2018, & June 7, 2018


5. Academic: Limited English Proficient The Eagle Pass Independent School District will promote academic excellence by actively engaging all students in a personally challenging curriculum in a setting that is conducive to learning. The Bilingual Department will: Increase the passing rates of LEP students in grade levels and subjects tested on STAAR



Ensure that LEP/ESL students are offered an intensive ESL program of instruction which provides extended instructional time, sheltered content, through various language programs in order to develop proficiency in English assuring all students advance 1 level each year and the ELPS are implemented in all core area subjects.

Deputy Supt. for C&I Bilingual Director Principals Curriculum Directors Teachers PK-12

Monthly, August 2017 - May 2018

State Bilingual Title III Part A Title I- Part A

Interim assessment results class rosters, Walk-through Documentation

TELPAS Increase oral English proficiency, meet System Safeguards

On-going August 2017 - May 2018

Monitor exited students for four years to assure academic success using the On-Going Yearly Monitoring Form.

Deputy Supt. for C&I Bilingual Director Principals Inst. Officers Deans of Inst.


Title III-Part A State Bilingual Title I - Part A


TELPAS and STAAR results in years after exit Bilingual/ESL Program


Monitor the progress of students entering the U.S. after grade 2 to ensure they meet exit criteria by the fifth year of instruction.

Deputy Supt. for C&I Bilingual Director Principals Curriculum Directors Inst. Officers Deans of Inst.


State Bilingual Title III-Part A Title I- Part A


TELPAS and STAAR disaggregated by year of entry





Implement a Bilingual PK-K Summer School Program to improve oral English vocabulary and literacy skills

Deputy Supt. for C&I Bilingual Director Exec. Dir. For Inst. Svcs. Principals Program Directors

Annual Activity Summer 2018

State Bilingual Title III-Part A

Interim assessment results, class rosters, Summer Program documentation

End of school inventory, program evaluation/ report

June 2018 - July 2018

Provide sheltered instruction training in core content areas grades 7-12 to address the LEP student’s instructional needs and to assure highly qualified staff for LEP students.

Deputy Supt. for C&I Bilingual Director Secondary Principals Curriculum Directors Teachers Inst. Officers Deans of Inst.

Annually, August 2017 - August 2018

State Bilingual, Title III-Part A

Agendas and Sign-in Sheets

Professional Development evaluations


The Bilingual/ESL Department will support campus ESL programs through the following means: support for implementing SIOP, compliance and support for instructional planning for continuing education in the area of LEP/Bilingual-ESL.

Bilingual Director Principals Teachers Program Directors

Weekly, August 2017 - May 2018

State Bilingual Title III-Part A

Campus Visitations & Walk-thrus, and documentation of assistance

End of Year Principals’ Report


Work closely with campus principal to assure teachers complete Bilingual/ESL certification requirements annually.

Bilingual Directors Principals Teachers Human Resources Dept.

Every semester August 2017 - May 2018

State Bilingual, Title III-Part A

Certification and Documentation

Increase number of certified Bilingual/ESL staff.





Service Advocate Recruiters will be provided to serve as school/home liaisons for LEP students at all campuses PK-12

Deputy Supt. for C&I Bilingual Director Federal Programs Principals Inst. Officers Deans of Inst.

Weekly August 2017 - May 2018

State Bilingual Title III, Part A Title I - Part A

Weekly logs and reports, campus activities

Improved home school relations


Implement research-based academic programs and tutorials for teaching students who are Limited English Proficient in order to meet LEP System Safeguards Standards in Reading and Math ELL.

Deputy Supt. for C&I Bilingual Director Principals Curriculum Directors Inst. Officers Deans of Inst.

Every nine weeks August 2017 - May 2018

Title III, Part A SCE Funds State Bilingual Title I - Part A

Meet AYP, LEP System Safeguards

State and Federal mandated assessments


Provide bilingual instructional aides at all PK-6 elementary campuses to provide supplemental instructional support.

Deputy Supt. for C&I Bilingual Director Principals Program Director


State Bilingual

Instructional Aides logs and documentation Manning Tables FTE's

Evaluation report of instructional aides





Provide instructional resources that build listening, speaking, reading, and writing skills for English language learners such as: Hampton Brown ESL Series-LAS Links Classroom libraries IDEA Kits Reading, Phonics, Phonological Awareness Programs Harcourt ESL Resource Big Books, National Geographic Adoption Reach K-5, Milestone 6-8

Deputy Supt. for C&I Bilingual Director Principals Program Directors Teachers Literacy Coaches Inst. Officers Deans of Inst. Asst. Principals


State Bilingual, Title III, Part A Title I- Part A, SCE

Purchase orders documentation

Campus report of ELL materials


Annual TELPAS results will be monitored by all campuses to ensure performance standards are met by LEP students in grades K-12.

Deputy Supt. for C&I Principals Teachers Bilingual Director Program Directors


Title III Part A Bilingual

Monitor English proficiency levels

Monitor Adv. High and 1st Yr. proficiency level progress

Monitor annually based on TELPAS results.

The Bilingual/ESL Department will conduct training in the following areas: ELPS, TELPAS, LPAC, LPAC Decision Making Process for the Texas Assessment Program, building academic language and improving vocabulary

Bilingual Director Principals Instructional Officers Program Directors Teachers

Fall 2017- Spring 2018

State Bilingual Title III – Part A Title I - Part A

Professional Development Agendas & Sign-Ins

Professional Development Evaluation Report





Core content area classes will use the sheltered instruction framework for making content more comprehensible to ELL students using the ELPS Standards and focusing on vocabulary development in all core area subjects.

Bilingual Director Exec. Dir. for Inst. Services, Campus Administrator, Program Directors, Inst. Officers, Deans of Inst.

Daily Fall 2017 - Spring 2018

State Bilingual Title III – Part A Title I - Part A

Professional Development Agendas & Sign-Ins

End of Year Evaluation Report


Provide regular day Title III, Part A part-time tutors to assist LEP students in improving English proficiency at the elementary level.

Deputy Supt. C&I Bilingual Director Principals Program Directors


State Bilingual Title III, Part A Title I - Part A

Class Rosters Lesson Plans

State Mandated Assessments


Provide supplemental instruction for LEP students based on English Proficiency and STAAR results through an innovative Bilingual Language Acquisition Summer Program for grades 3-6.

Deputy Supt. for C&I, Bilingual Director, Summer Program Supervisor

Monthly August 2017 - May 2018

Title III, Part A State Bilingual

Campus Visitations, Walk-thrus and Documentation of Assistance

State Mandated Assessment Results

June 2018 - July 2018

Monitor the retention percentage rate of LEP students by grade district-wide

Deputy Supt. for C&I Bilingual Director Principals Teachers

Monthly August 2017 - May 2018

State Bilingual SCE Title III Part A Foundation

State Mandated Assessments





The Bilingual/ESL Program Department will conduct a review of the LEP student assessment decision-making process to determine who qualifies for Extended Time for STAAR Assessment, keeping in mind the changes that will impact exiting of ELL.

Deputy Supt. for C&I, Bilingual Director, Exec. Dir. For Inst. Services, Inst. Officers, Deans of Inst.

Fall 2017 – Spring 2018

State Bilingual Title III, Part A

Professional Development Agenda & Sign-Ins

Documented Forms for Exemption


All campuses district-wide, grades K-12, will implement the English Language Proficiency Standards (ELPS) in all core area subjects to meet the language needs of ELL students.

Deputy Supt. for C&I Bilingual Director Principals Curriculum Lead Teachers

Fall 2017 – Spring 2018

State Bilingual Title III, Part A Foundation Title I

Lesson Plans Walk-thrus

State Mandated Assessment Results





*All Campuses K-12 will recieve training on the use of the (ELPS) Linguistic Instructional Alignment Guide. *Provide State Bilingual part-time tutor instructional support in grades 7-12. *Grades 7-8 campuses will have Title III, Part A supplemental language acquisition teachers to help LEP/ELL coded student in language acquisition activities based on academic need.

*Deputy Supt for C&I Bilingual Director Principals Curriculum Lead Teachers Inst. Officers Deans of Inst. *Deputy Supt. for C&I Principals Bilingual Director *Deputy Supt. for C&I Bilingual Director Princpals Title III, Part A Director

*Fall 2017 - Spring 2018 *October 2017 - April 2018 *Fall 2017 - Spring 2018

*State Bilingual Title III, Part A Foundation Title I *State Bilingual *Title III, Part A Funds

*Professional Development Agendas & Sign-In's *Part-time Tutors Attendance Logs and Documentation *Student Assessment Results

*Professional Development Evaluation Report *Improve ELL Academic Performance Results *Increase assessment results

August 2017 - May 2018 August 2017 - May 2018 August 2017 - May 2018

Monitor STAAR passing rates.

Deputy Supt. for C&I Principals Teachers Bilingual Director


Bilingual Title III, Part A Funds Title I Migrant

Monitor passing rates August 2017 - May 2018

Assure all campuses meet ELL System Safeguards in reading and math

Deputy Supt. for C&I Principals Teachers Bilingual Director


Bilingual Title III, Part A Funds Title I Migrant

Monitor passing rates end of year 2018




Implement/monitor tutorial and tutor instructional support program for grades 1-6.

Deputy Supt. for C&I Principals Curriculum Director Bilingual Director


Bilingual Title III, Part A Funds Title I

Increase academic progress

Increase academic progress

Monitor STAAR, ITBS, Logramos results.

Conduct Bilingual Evaluation of eight selected campuses to evaluate program implementation.

Deputy Supt. for C & I Bilingual Director Principals


Bilingual Funds

Increase academic progress, improve program implementation.

Increase ELL assessment scores


Provide training based on audit recommendations to improve overall instruction.

Deputy Supt. for C & I Bilingual Director Principals Curriculum Directors


Bilingual Funds

Improve assessment scores/ PBMAS ratings

Improve Ell assessment scores.



5. Academic: Mathematics The Eagle Pass Independent School District will promote academic excellence by actively engaging all students in a personally challenging curriculum in a setting that is conducive to learning. The Mathematics Department will: Increase the passing grade in all student groups for Mathematics to exceed the current district and campus rate to at least 92%.



Review and Revise the Math Curriculum Timelines and Scope and Sequence to align the NEW Math TEKS to STAAR in grades K-12.

Deputy Supt. for C & I, Math Director, Federal Programs Director,Principals, Instructional Officers, Teachers

August 2017 Title I, State Funds, SCE Eduphoria upload with all Curriculum documents

Aligned Curriculum Documents by Summer 2017

Monitor implementation of the K-12 Scope and Sequence and ensure alignment with TEKS and STAAR.

Deputy Supt. for C & I Federal Programs Director Math Director Principal, I.O., Assistant Principals

Monthly Title I, Local Funds Walk-thru Documentation Math STAAR results Common Assessment Results

Develop and implement district assessments benchmarks for grades 3rd -8th

Math Director Federal Programs Director Grade Level Teachers

1st wks nine weeks 2nd Semester Benchmark

Title I, State Funds, SCE Assessment Results Assessment results STAAR results

Analyze Math test data results from common assessments, STAAR benchmarks, and STAAR tests to prioritize student needs.

Deputy Supt. for C & I, Math Director, Principals, Instructional Officers, Teachers

Every nine weeks Math Director

Assessment Results Campus Action Plans Eduphoria Reports

Increase in Math STAAR Test results in grades 3rd – 12th

Provide key academic vocabulary and grade level TEKS and monitor implementation of K-High School

Deputy Supt. C & I Math Director Teachers

Every Nine Weeks Math Director Walk-thru documentation Math Vocabulary Assessments

Monitor the implementation of manipulatives in grades K-5

Deputy Supt. for C & I, Math Director, Principals, Federal Programs Director Instructional Officers Teachers

Weekly Title I Walk-thru Documentation Increase in Math STAAR scores




Incorporate and emphasize the use of technology into the math curriculum, such as graphing calculators, intelligent classroom equipment and software programs.

Deputy Supt. for C & I Math Director Federal Programs Director Principals Assistant Principals Instructional Officers Teachers

Monthly Title I, State Funds, Title II, SCE

Walk-thru documentation Staff Development Survey STAAR Results

Monitor implementation of Imagine Math technology components to meet needs of students in grades 3-8, update training as needed.

Deputy Supt. for C & I, Math Director, Principals, Instructional Officers computer Lab Managers

Monthly IMA Monitoring of student progress

Increase in District-wide- promotion rates STAAR Results

Implement ELPS to be aligned with TEKS.

Bilingual Director Federal Programs Director Math Director Principal Instructional Officer

Monthly Title I, Title II-Part A, Bilingual

Curriculum Plan Staff Development Agendas & Sign-Ins

End of year evaluation STAAR EOC Results

Provide Math training for Kinder & 1st gradeTeachers. (Math Academies)

Deputy Supt. for C & I Math Director Region 20

2017-2018 Academic Year

TEA Curriculum Plan Staff Development Agendas & Sign-Ins

In depth knowledge of TEKS

Mathematics Data to drive instruction PLC through Lead4ward.

Math Director 3rd-Algebra I Math Teachers

2017-2018 Math Director Curriculum Documents Data Analysis

STAAR Results

Attend cluster meetings/Department meetings/PLCs, provide support/training on identified needs

Deputy Supt. for C & I, Math Director, Principals, Instructional Officers, Teachers


Math Director Campus and Department meeting agendas

Campus and Department meeting agendas

Provide Math Training for all 6th, 7th & 8th grade teachers.

Deputy Supt. for C & I Math Director

2017-2018 Local Funds Curriculum Plan Staff Development Agendas & Sign-Ins

STAAR Results

Mathematics Data to drive instruction PLC through Lead4ward.

Math Director Secondary Math Teachers

9 weeks Math Director Curriculum Documents Data Analysis

STAAR Results

Develop and Implement a Pre-AP Pre-Algebra Scope & Sequence for 8th grade.

Deputy Supt. for C & I Math Director Secondary Teachers

9 weeks Math Director High School Allotment

Curriculum Documents Walk-Thru documentation

STAAR Results, Algebra Ready




Provide and implement training for Sharon Well Math Curriculum grades 2nd-5th.

Deputy Supt. for C & I Math Director Federal Programs Director


Title I Staff Development Agendas/Sign In Survey

STAAR Results

Purchase supplemental instructional material to address the needs and close the academic gap of students.

Deputy Supt. for C & I Math Director Federal Programs Director Bilingual Director


Title I Bilingual Local

Curriculum Documents Walk-thru documentation

STAAR Results

Provide and Implement training for Pearlized Math Curriculum for 1st grade teachers.

Deputy Supt. for C & I Math Director Federal Programs Director


Bilingual Local

Staff Development Agendas/Sign in Survey

End of Year Assessments

Provide TI Nspire Training for Secondary Math Teachers.

Deputy Supt. for C & I Math Director Federal Programs Directors

Fall 2017 Local Staff Development Agendas/Sign in Survey

STAAR Results


5. Academic: Migrant The Eagle Pass Independent School District will promote academic excellence by actively engaging all students in a personally challenging curriculum in a setting that is conducive to learning. The Migrant Department will: provide quality academic services to migrant students and will ensure educational continuity for all migrant students in order to meet state academic achievement standards. Priority for Services Action Plan / TEA Requirement This action plan for highly mobile youth is described in detail as a separate document in the district improvement plan. Each campus maintains a copy of such plan in order to address the special needs of Priority for Service migrant students. This is in accordance with the Title I, Part C Program Abstract requirements.



Implementation of TEA: Program Requirements & Supplemental Services (Seven Areas of Concern) US Dept. of Education

DSC Administration, Campus administration, Migrant staff

July 2017 - Sept. 2018 Title I. Part C $ 1, 004, 495

Texas State Wide Goals TEA and Regional Results, State Assessments Outcomes

Year-round Monitoring Methods




1. ) Identification and Recruitment Interview families upon student entry into the district. Survey all families at the campuses through employment surveys. Conduct community recruitment through DSC-SARs. Conduct recruitment based on campus zones and sectors. Provide annual identification and recruitment training. (staff development) Conduct annual residency verification on status III families. Provide support for Identification of families through district level recruiters for specific sectors of the community. (S.W. Component # 4)

Federal Programs Director Migrant Services Director DSC / Migrant Recruiters (1) Service Advocate Recruiters ( Campus SARs -22 ) ( DSC SARs -1 )

July 1st - June 30th Oct.-Nov. July 1st – June 30th Sept. 1st - Oct. 1st

Title I. Part A -Economically Disadvantaged 30 % - 40% Title I. Part C -Migrant 30 % - 40% Title III. LEP - Limited English Proficient 30% Title I. Part C Service Advocate Recruiters (23) FTE = 8.6 District ID&R Plan Region 20 Consultants ID&R Training Series State Conferences and Workshops

Recruitment by Campus Zones & Community Sectors Monthly Recruitment Log Regional Assessment / R20 MEP -Resource Binders IDR Logs

Unique Student Count Report NGS Region 20 Quality Control Results District Wide Student Counts ID&R (gains- losses) Migrant Program End-of-Year Evaluation Recruiters IDR - Logs Initial Compliance Review / ICR Compliance Indicators Performance Based Monitoring TEA Results

Identification and Recruitment logs submitted every 4 weeks. NGS reports of campus migrant counts monitored monthly. Staff Development - attendance by all SARs reviewed. Family surveys collected, reviewed, and families identified




2. ) New Generation System Provide Annual NGS Certification Training and Staff Development. Encode all COE family data and conduct updates as needed for all families. Encode all summer intersession counts as required. Encode fall and spring grades for 6th-12tth students. Priority for recently mobile youth. Download all STAAR results for all migrant students. Verify graduation plans for all migrant students. Generate monthly PFS Reports for all campuses and DSC staff. Enter all medical, health, and immunization data for all students. Conduct annual Quality Control Check on the department. Verification of LEP and Special Services. ( all other annual activities as per NGS Regional Guideline.) ( S.W. Component # 9 )

Federal Programs Director Migrant Services Director NGS Staff New Generation System / Staff Migrant Recruiters

July 1st – June 30th Year-Round June – July Jan. 30th June 13th June - July Sept. 30th Monthly March – April February-April

Title I. Part C 2.0 FTE NGS Specialists

NGS Weekly Activity Log NGS Montly Activity Calendar deadlines and submissions NGS Unique Student Count Report NGS Eligibility Report / End of Eligibility Report PEIMS / NGS Cross-check on Enrollments and Coding

Region 20 / Quality Control Results ICR / Indicators met Data Integrity / accuracy Data Entry Deadlines Met / not Met Print / Distribution of NGS Reports

NGS Submission deadlines reviewed monthly on R-20 calendar for submission of... * new migrant families * residency verifications * LEP indicator * Fall & Spring grades * Immunizations PFS reports reviewed and delivered to schools on monthly basis. Quality control conducted by R-20 migrant specialist on 100% of COEs and NGS filing system.




3. ) Migrant Services Coordination Determine individual student needs for instructional support. • literacy development • math development • STAAR remediation • makeup work Coordinate with campus based educational programs and other community entities. • extended day tutoring • distance learning • E-2020 / Reading

Assistant Collaborate with campus staff( and assist in obtaining instructional supplemental materials and supplies. ( K-12 ) Provide instructional support for migrant students by migrant instructional aides at schools. (11) -MEP paraprofessionals Prepare and align educational experiences through Field Trips for Elementary and Pre-K students: • Lamar Bruni

Planetarium 2nd - 3rd

• Austin Nature Center 4th- 6th

• San Antonio Zoo Pre-K - Kinder

Align staff development training opportunities for teachers that work with migrant students on target areas of instruction. • Reading

Comprehension 3-6 • Social Studies &

Science 5-8 • Writing 4th, 7th, and

10th Identify eligible preschool migratory children and coordinate services. • referrals by SARs • referrals to Teaching

& Mentoring Communities,& Kids First

• NGS tracking of 3 & 4 yr. olds

Monitor and supervise over district wide Extended Day Programs. (2nd - 6th ) Elementary - 4 programs Reading Asst, (7th – 8th ) Junior High - 1 program Plan, organize, and implement migrant student activities and functions: • leadership academies • college tours • financial aid sessions • college & career

awareness Establish a district wide Parent Advisory Council. Engage parents in meaningful consultation in the planning, implementing, and evaluation of the local MEP activities. Fall meetings: 2 Spring meetings: 2 (S.W. Component # 9)

Federal Programs Director Migrant Services Director Migrant Counselors (2) 80% & 50% School Principals Curriculum Staff Elementary Counselors & Teachers Elementary and Secondary Teachers Curriculum Administrators (Instructional Officers, Deans of Instruction) Monitor the implementation and use of strategies in classrooms.

Aug - Sept. 1st Nine Weeks Year-round Aug. – Sept. ( 60 days ) Year-round By cycles Year-round Monthly

Title I. Part C 1.0 FTE Migrant Director 1.0 FTE Migrant Secretary Title I. Part A Title I. Part C Title III. LEP Recruiters Migrant Instructional Aides: 100% FTEs - 11

Supplemental / Intervention Program Outcomes • tutorial records • instructional ledgers • PFS ledgers • grade, credit recovery Graduation Rate Failure Rate Dropout Rate Credit Recovery Gains / Accruals, Make-up work Parent Involvement / Participation Pre-School Services Teaching & Mentoring Communities: Enrollment List Migrant Program Pre-School Educational Services Referrals Reading Assistant Reports Elementary Tutorials * fluency report * group comprehension report * performance report

End of Year Evaluation MEP -Evaluation Performance Based Monitoring & Analysis PBMAS Ratings Supplemental Programs academic growth, gains, Local MEP Evaluation ( TEA requirement ) Student Academic Performance Data

Monitor and review of annual state assessment results on STAAR, grades 3 - 8 Review of monthly attendance and tutorial computer reports. 1st - 6th (Reading Asst. Program.) Conduct Instructional Aides' meeting for review of Instructional Ledger and student performance. Review student reading monitoring rosters for improvement and growth in reading. ( DRA , I-Station, Nine Week tests ) Monitor instructional needs of teachers and provide assistance through staff development or resources. • campus meetings • teacher discussions • principals' meetings Monitor extended day programs at junior high and elementary levels. Review referrals of pre-school programs conducted by campus SARs. Coordinate with campus counselors on educational trips and college tours on student participation. Monitor and review attendance of parents in PAC meetings, Financial Aid workshops, and other meetings.




4. ) Secondary Student Services Coordinate with school staff and the Texas Migrant Interstate Program on local, intrastate, and interstate opportunities for STAAR remediation and testing. Ensure that the proper consolidation of partial secondary credits, proper course placement, and credit accrual for on-time graduation. ( AAR & PGP ) Coordinate with available programs offering alternative credit accrual and credit recovery options.( UT- Distance Learning Program, Laptop Program, CBE ) Provide a variety of strategies for partial and full credit accrual for late entry and early withdrawing migrant students. Monitor the academic progress of migrant students and track their progress on core subject areas year-round. Document and inform parents. PFS Ledgers Document and inform on failure. PFS Progress Reviews (S.W. Component # 9) (S.W. Component #10)

Federal Programs Director Migrant Services Director School Administrators Migrant Counselors (2) Foundation Counselors

Fall / Spring Summer Testing Year-round Year-round Per Nine Week Cycle

Title I. Part C 1.30 FTE Migrant Counselors / split - 80/50 2.0 FTE Migrant Clerks Title I. Part A Extended Day Services State Compensatory Education • Counselors

Credit Recovery Gains / Accruals Percent / On Track Graduation Common Assessment Results Graduation Rates / Dropout Rate Supplemental Program Participation: • UT Courses • CBE • Distance Learning College Readiness Ratios PFS Services

Migrant Graduation Rate Migrant Dropout Rate Performance Based Monitoring / Analysis MEP Evaluation Report TEA EOC - STAAR Outcomes TEA- Performance Based Monitoring College Acceptance Counts Credit Recovery Summary Report E-2020 Credit Accrual Report Supplemental Program Participation Parent Services Yearly Report

Monitoring of EOC testing results annually. Collect and review all testing referrals for EOC exams submitted to TMIP Program. Monitor the consolidation of incoming partial grades every nine weeks. ( NGS partial grades report) Monitor the performance of high school students by analysis of nine week records: • Progress Monitoring

Course Rosters • PFS Monitoring

Rosters • Counseling Services

Log • EOC Monitoring Chart Priority given to failing students.




4) Secondary Student Services Provide above and beyond graduation plan support for migrant students and monitor district PGPs for at-risk students. Ensure that migrant students attend extended –day / week supplemental instructional programs and complete make-up work. Ensure that migrant students and parents receive timely information and assistance on the college application process, financial aid, and scholarship opportunities. Provide career guidance for migrant students through career planning, college admissions preparation, financial aid sessions, scholarship seminars and other college bound requirements. Provide leadership opportunities for migrants that focus on development of positive character and values, self-esteem, good role models, career awareness, community involvement, and civic responsibility. (S.W. Component # 6) (S.W. Component # 9) (S.W. Component #10)

Migrant Counselors Foundation Counselors Head Counselors Migrant Counselors Migrant Counselors Migrant Counselors

Per Nine Week Cycle Fall / Spring Semester November February

Migrant Supplemental Counselors ( 2 )

Credit Recovery Plans 9th - 12th Tutorials: Credit Accrual Ledgers E2020 Program credit gains Nine Week Make-up Work Portfolios 7th - 12th

Graduation Rates Failure Reports / G.Speed On-Time for Graduation Report / NGS

Review PGPs for all students every nine weeks. ( Accelerated Learning Plan ) Review referrals and attendance of migrant students in Extended Day Programs: • attendance • referrals • phone logs Coordinate and meet with migrant counselors on student sessions: Monitor and ... • review counselor log • career plans • credit recovery plans • college preparations

(senior files)




5. ) Middle School Student Services. Contact students and families to establish student needs. Coordinate with available mentoring programs or support organizations to develop students’ learning and study skills. • campus tutors • peer tutoring

(migrants) • public library

(computer lab) Coordinate with existing programs and organizations to provide students access to learning resources, homework assistance, tools. • Go Center / SWTJC • Sul Ross - College &

Career Workshop Provide students and parents with easy to understand information on how to access homework assistance. Provide presentation and information on academic and nonacademic problems or concerns to school staff to meet the migrant middle school students’ needs for timely attention and appropriate interventions. (dropouts, leavers, tutorials, make-up work) • counselor meetings • principals’ meetings • teacher trainings • dept. head meetings ( S. W. Component #9 )

Federal Programs Director Migrant Services Director Migrant Counselors Foundation Counselor Extended Day Program Staff

October Year-round Year-round Monthly Fall / Spring

Title I, Part C Title I. Part A State Compensatory Education Foundation Counselors

Supplemental Program / Participation • credit gains • work recovery • state testing

outcomes Passing Rates / Failure Rates PFS Services Participation Parent Participation / Involvement • meeting agendas • information presented

Migrant Dropout Rate ( 7th – 12th ) PBMAS Outcomes MEP Evaluation Report TEA / Abstract Supplemental Services Summary End of Year Failure Report / PEIMS

Conduct campus meetings to inform staff on migrant academic progress. • Nine week grades • STAAR results • tutorial attendance Monitor the progress of students by nine weeks: • Progress Monitoring -

Social Studies




5) Middle School Services-continued Provide direction to Non-MEP staff to notify and work in collaboration with MEP staff in referrals and interventions for migrant students. • Tutorial referrals • Extended-Day

Programs • Leadership

Academies • Career Seminars ( SW Component # 10)

Foundation Counselors Year-round Per Nine Week Cycle

Title I. Part C Title I. Part A State Compensatory Counseling Services

Impact of Intervention Program College Readiness Actitvities / Participation

Student attendance in Tutorial Programs Grades granted / completion of work STAAR Outcomes 7th - 8th Reduced Failure Rate Reduced Dropout Rate

Monitor referrals and attendance in migrant extended day programs • monthly ( Oct. - Mar.)




6. ) Intrastate and interstate Coordination Coordinate with the Texas Migrant Interstate Program during the summer months to serve students attending out-of-state summer programs. Coordinate with school staff and TMIP on the identification of all migrant students in need of Interstate STAAR Testing. • referral forms • home visits • study materials ( grades 5, 8, 11 ) Ensure that proper coordination is conducted with the Texas Migrant Interstate Program for those students attending out-of-state summer programs. Collaborate with local school staff and TMIP to ensure that migrant students failing any STAAR test in any content area are accessing local, interstate, and intrastate summer remediation programs. Verify and ensure that migrant students are granted grades or credits for course work completed in other districts. (credit consolidation) (SW Component # 9) (SW Component # 10)

Migrant Services Director Migrant Counselors Foundation Counselors Title I. STAAR - 9th - 11th EOC Exams Instructional Officers STAAR - 5th & 8th Reading/ Math

May, June, July August Fall Semester April –July Year-round

Title I. Part C FTE -1 Migrant Services Director FTE 1.3 Migrant Counselors (2) Title I. Part A State Compensatory Education Foundation Counselors

Percent of STAAR Summer / Testers Interstate / Coordination of Academic Data Campus STAAR Referrals Full and Partial Credit and Grades granted Students testing: TMIP Summary

Out-of-State Testing Data / passing counts TMIP - State Assessment Grades 5th , 8th , 11th Test Confirmation Letters Grades awarded for Out-of-State Summer Programs Graduation Rates Failure Rates Dropout Rates (7th - 12th)

Collect and monitor out of district requests for Testing / TMIP and Summer Programs. Identify students needing summer schools and monitor completion of credits. • attendance Credit

Recovery • attendance in EOC

Academy • participation in July -

EOC testing Verify granting of grades and transfer of grades or academic data during summer months to... • Northern districts or

schools • TMIP agency • Summer Programs




7. ) District Procedures for Late Entry Develop and implement a set of procedures that outline a variety of strategies for partial and full credit accrual for late entry and early withdrawing migrant students. Implement procedures for the saving of course slots in elective and core subject areas, as well as extracurricular activities. Ensure and verify the proper transfer of migrant student academic records from out-side districts. Ensure that migrant students are not denied credit for courses taken in other districts during the regular year or the summer.

Federal Programs Director Migrant Services Director Migrant Counselors Foundation Counselors

Year-round Year-round

Title I. Part C 1.0 FTE Migrant Program Director 1.3 FTE Migrant Counselors (2) 2.0 FTE Migrant Counselor Clerks (2)

Partial Credit Report Outcomes Count of Consolidated Grades Percent / AAR On Track Graduation Plans Completion of Nine Portfolios / recovery Communications: letters, e-mails, grades, transcripts, from outside districts.

Supplemental Program Referral Summary Credit Recovery Course Completion Roster Course Placement / Counselor Log

Monitor use of procedures at both high schools: -counselor meetings, review of process in place. Monitor late entry students and their needs monthly. * review of incoming credits & grades * monthly counselor meetings * review of on-time for graduation list and those that need credits * review academic achievement records (AARs)




8) Access to Services Provide migrant parents with information and access to available health services, pre-school programs, employment, and affordable housing. • PAC Meetings &

Health Agency Representatives

• Community Services Symposium

• Parent Center Health Sessions

• SAR Outreach Services

Inform parents of available educational resources for homework assistance for their children. Provide information and easy access to available adult education programs in the community. ( HEP, ESL, Driving Schools, Vocational Careers ) S.W. Component # 6 S.W. Component #7

Migrant Services Director Migrant Counselors Migrant Recruiters Foundation Counselors School Principals

Year-round Referral System

Title I. Part C 1.0 FTE /Migrant Services Director Campus SARs (8.6) FTEs

Community Agency Referrals Parent Contact Logs Referrals to ABE Programs / Parent Center Parent Lists, Registrations for workshops and state conferences PAC Meeting agendas / information

Migrant Recruiter Logs Referrals to Services Campus Parent Meetings Sign-ins & backup Parent Participation Tally

Monitor referrals and collect data in reference to access of community services. • collect referrals • parent attendance at

meetings • resources for parents

to use • attendance in PAC


5. Academic: State Compensatory and At-Risk The Eagle Pass Independent School District will promote academic excellence by actively engaging all students in a personally challenging curriculum in a setting that is conducive to learning. The State Compensatory Education Program will: Narrow the achievement gap of at-risk students and all other student groups.



The District will encourage and support campuses in the coordination of State Compensatory Education and Title I, Part A funds so that more students will meet State Content and Performance Standards. Identify and implement new intervention strategies to reduce the performance gap between at-risk and non at-risk students, including dropout.

Deputy Supt. for Curriculum & Instruction, Federal Programs Director, Director for Instructional Services, Coordinators & Directors

Every nine weeks SCE Title I, Part A

Monitor, assess, and strengthen the EPISD “at-risk” programs and other services to ensure optimum student performance at all levels.





1. Implement the response to Intervention (RTI) Model district wide: Instructional Officers/Deans of Instruction will lead development and implementation of effective research-based practices for students at-risk of not meeting challenging State standards Further redefine instructional activities for all prior year failures Monitor and disaggregate student performance data to determine instructional objectives not mastered and implement effective research -based instructional strategies. Train campus staff, demonstrate and monitor the effective delivery of research-based instructional strategies and interventions. Receive professional development in the development of effective research-based strategies and appropriate materials for teaching at-risk students Participate in formative evaluation of instructional effectiveness (9 wks period)

Deputy Superintendent for Curriculum/Instruction Principals Instructional Officers Primary and Intermediate Interventionists Counselors

Every nine weeks SCE Title I, Part A

Progress Reports Intervention Strategies Benchmarks 9 Weeks Tests Report Card Grades Eduphoria BOY/MOY/EOY assessments Grade Book Failure Reports

State Assesment Results Promotion/Retention Data




Summer 2018: Provide students with additional instructional time to master local/state content and performance standards (Credit Recovery/E.O.C/STAAR).

Deputy Supt. for C & I, Content Area Directors Federal Programs Director Bilingual Director Principals Summer Supervisors

May 2017 - July 2018 State Compensatory Education High School Allotment Title I, Part A Title IV, Part A Title V, Part B

Progress Reports Accelerated Instruction Plans Report Card Grades

Amount of students that were successful in the summer program to meet promotion criteria




2. Use of technology to provide enhanced and supplemental instruction to at-risk students Implement and utilize instructional computer lab software solutions, such as iStation, Think Through Math, Waterford,SuccessMaker, E2020, EDUSMART, STEMscopes, Renaissance Learning, BrainPop to support classroom instruction for at-risk students Provide a Credit Recovery/Retrieval Program for 9th-12th graders who are at-risk of failing core area courses by implementing and maintaining a technology-based /E2020 Credit Recovery Learning Lab at each high school. Provide professional development for Principals, Teachers, Computer Lab personnel in the use and implementation of instructional technology to support district goals Coordinate with the Title I, Part A schoolwide technology initiative to create/maintain intelligent classrooms and equipment by improving instruction and increasing the academic performance of at-risk students. Labs and classroom computers will be sustained with staff and instructional/technological supplies/equipment

Deputy Supt. for Curriculum & Instruction, Coordinators & Directors, Principals, Primary and Intermediate Interventionists, Lab Managers

September 2017 - July 2018

State Compensatory Education State Bilingual Title I, Part A Instructional Materials Allotment

9 Week Lab reports documentation Agendas & sign-in sheets Lab report documentation

End of year lab summary reports Summary report of credits earned Summary of maintenance of cohorts Training evaluation End of year summary report




Lab staff will: Assist teachers in monitoring and disaggregating data to determine instructional intervention for at-risk students

Deputy Supt. for C & I EPISD Directors & Coordinators, Principals Primary and Intermediate Interventionists

Every Nine Weeks State Compensatory Education Title I, Part A

Bi-Weekly Program Reports to Classroom Teachers

State & Local Assessment Results Promotion/Retention Data

3. Provide supplemental support and resources to students participating in new and existing interventions and extended day/week/year programs. • Extended Day/Week

Program • Extended Year

(Summer) Program Under the direction of Primary/Intermediate Literacy Interventionist; Instructional Aides provide: Individual and small group instruction to identified students • Academic In-Day

tutorial programs • Reading & Math

Intervention programs • Development of oral

language

Deputy Superintendent for C&I, Directors, Principals, Instructional Officers, Deans of Instruction Primary & Intermediate Interventionists Instructional Aides

Daily Daily Daily Daily

State Compensatory Education Title I, Part A State Bilingual Funds Title I, Part C Title III, Part A Title IV, Part A Title V, Part B High School Allotment

Weekly logs, Walkthrough Documentation Weekly logs, Walkthrough Documentation Weekly logs, Walkthroughs Documentation Weekly logs, Walkthrough Documentation

State & Local Assessment Results End of Year Summary Report




Interventionists will: Provide research based instructional strategies for Tier II & III interventions. Provide services for at-risk students. Collect and manage student data.

Deputy Supt. for Curriculum & Instruction Directors & Coordinators Principals Primary and Intermediate Interventionists Instructional Officers

Daily SCE Title I, Part A State Bilingual Funds

Weekly Logs, Prof. Development Schedule


Interventionists will assist all identified at-risk students to meet state standards: Provide reading strategies to help students understand core content text. Provide structured opportunities for explicit, sytematic direct instruction to small groups of students in word recognition, comprehension strategies, vocabulary, and fluency

Deputy Supt. for Curriculum & Instruction, Directors & Coordinators Principals Instructinal Officers Primary and Intermediate Interventionists

Daily Daily Daily

Title I, Part A SCE

Weekly Logs & Walkthroughs documentation Weekly Logs & Walkthroughs documentation Weekly Logs & Walkthroughs documentation

State & Local Assessment Results Promotion/Retention Data Promotion/Retention Data




4. Provide focused and differentiated counseling and guidance services for at-risk students at all campuses. Counseling staff will: Receive professional development in effective counseling strategies and provide appropriate materials to enhance academic performance to at-risk students.

Deputy Supt. for Curriculum & Instruction Principals Instructional Officers Counselors

Daily

State Compensatory Education Title I, Part A Local

Agendas, sign-in sheets Counselor logs

Training evaluations

Provide targeted training intervention and counseling to students including: Grief Counseling; Six Pillars of Character; Cyber-Bullying; Internet Safety; Co-Creating a Positive School Climate Training; Agency Outreach Symposium; Leaving a Clear Trail; 504 Identification Assist in identifying at-risk students in grades K-12 and provide intervention strategies Support and assist with implementation of the Schoolwide Program and District Initiatives in grades Kinder-12th to include RTI.

Deputy Supt. for Curriculum & Instruction Principals Instructional Officers Counselors

August 2017 - May 2018 Daily Daily

SCE Title I, Part A

Counseling logs PEIMS At-Risk report Counseling Logs Counseling Logs verifying conferences

State & Local Assessments State & Local Assessments State & Local Assessments State & Local Assessments




Be responsible for developing the Personal Graduation Plans (PGP)

Principals CTE Counselors/ Campus Head Counselors

Daily

SCE Title I Part A CTE Funds Local

PGP Plan Reports State & Local Assessments

5. Provide Alternative Educational Environments for at-risk students. Provide a transition specialist for students to and from DAEP Provide Disciplinary Alternative Education Program (DAEP) for students with disciplinary risk factors 1-12th.

Deputy Supt. for Curriculum & Instruction, Director for Instructional Services, Alternative Ed Director, DAEP Supervisor Secondary Principals Counselors

Fall 2017 - Spring 2018 State Compensatory Education

9 Week Credit Reports DAEP Weekly report

State & local assessment results, Graduation Rate, Dropout PEIMS Data Credit Recovery Summary Report Cohort maintenance




6. Homeless Students Enroll homeless students immediately and provide academic support to promote student mastery on state curriculum objectives. Provide support to the enrollment, attendance and success of homeless children and youth. Coordinate with other agencies to provide services as described under the McKinney-Vento Act. Provide transportation to a student who is identified as homeless, to and from their school of origin. Disseminate public notice of McKinney-Vento rights in locations frequented by parents, guardians and unaccompanied youth, in a manner and form understandable to parents, guardians and youth. Identify homeless children in compliance with the McKinney Homeless Assistance Act TEC §21.031(e) Ensure that personnel providing McKinney-Vento services receive professional development and other support.

Deputy Supt. for Curriculum & Instruction, Federal Programs Director, Instructional Service Director Homeless/Foster Care Liaison Transportation Director Attendance Officers SARs Principal Counselors

Quarterly Every Nine Weeks

Title I , Part A SCE TXSHEP- Mckinney Vento Grant Local

State Comp. At-Risk Profile Sheets SAR Logs Surveys McKinney-Vento Form

PEIMS end-of year At-Risk report




7. Provide support services to pregnant and/or parenting students through the Life Skills Program for Student Parents Individual peer and group counseling Job readiness training/career counseling Childcare at licensed facility Compensatory education home instruction Transportation of students Instruction in skills and knowledge for parenting Assistance in obtaining services from government agencies and/or community organization

Deputy Supt. for Curriculum & Instruction, PEP Coordinator

Weekly State Compensatory Education Title I, Part A Local Funds Coordinated Funds CCPS Funds

Student enrollment, Weekly logs 9 Weeks Credit Report Student enrollment, CCPS Reports Student enrollment, Weekly logs Student enrollment, Weekly logs Student enrollment, Weekly logs Nine Weeks Credit Reports Student enrollment, Individual Continuous Monitoring

Lower drop out rate PEIMS Data




8. Drop-out Recovery Program Implement strategies to decrease the District dropout rate by: Contacting all students classified as dropouts for the preceding year and provide options for returning to school. Contacting no-show students within two weeks of start of school and throughout school year Providing counseling services and parent conferences Conducting home visits to homes of potential dropouts Providing an instructional program during the school year and summer to reduce and eliminate retention for students in grades K-8 & in grades 9-12 Monitor recovery efforts through Campus Drop-out TASK Force

PEIMS Coordinator, Secondary Principals, Counselors, PEP Coordinator, PEP, SAR

Fall 2017 – Prior to PEIMS Snapshot Date

Title I, Part A; State Funds, Title I, Part C (Migrant) Title III, Part A State Compensatory Education

Dropout student list

Enhance student recovery program, Recovery List,

Provide face-to-face credit recovery opportunities for students who failed any nine weeks, the semester, or a class.

Principals Instructional Officers Deans of Instruction Counselors

Every Nine Weeks SCE Title I, Part A Title I, Part C (Migrant) Title III, Part A High School Allotment

Progress Reports Benchmark Results 9 Weeks Tests Results Report Card Grades

State Assesment Results Promotion/Retention Data




Provide supplemental instructional staff to campuses (i.e., Teachers, Instructional Aides, Lab Managers, Counselors, Primary/Intermediate Interventionist, Deans of Instruction, Instructional Officers) to identify, analyze, monitor and enhance the instructional program in the core content areas to reinforce learning and close the achievement gap to At-Risk and economically disadvantaged students.

Deputy Superintendent for Curriculum and Instruction Directors

August 2017-May 2018 SCE Title I, Part A Title I, Part C Title III, Part A

Progress Reports Benchmark Results 9 Weeks Test Results Report Card Grades

State Assessment Results Promotion/Retention Data

Reduce class-size with effective teachers to increase student academic achievement in the content area at campuses through out the district.

Deputy Superintendent for Curriculum and Instruction Federal Programs Director Principals

August 2017-June 2018 Title II, Part A Promotion/Retention Reports Campus Enrollment

State Assessment Results Promotion/Retention Data


5. Academic: Science The Eagle Pass Independent School District will promote academic excellence by actively engaging all students in a personally challenging curriculum in a setting that is conducive to learning. The Science Department will: Increase the passing rate in all student groups in Science to exceed the current district and campus rate to at least 85%.



Review and revise the Science Curriculum Timelines and Scope and Sequence to align the Biology, 8th Grade and 5th Grade STAAR/EOC with TEKS, CCRS, and ELPS in grades 3-11 to ensure student preparedness for the STAAR State Assessment

Deputy Asst. Supt. for C & I, Science Director Select teams of curriculum writers

As needed Title I Part A, State Funds, SCE

Copies of Curriculum Guides

Aligned curriculum documents

Develop/Provide training/staff development/ for grade level science activities utilizing the Rigor Training

Science Director Every nine weeks Title I Part A Campos Visits and PLC meetings

Grade level science activities notebook

Provide technical assistance to high priority campuses.

Science Director Instructional Tech. Coordinator

Weekly Title II, Part A Campus Visitation Documentation

Walk-thru documentation Lesson Plans

Incorporate and emphasize the use of technology in addressing grade level TEKS through the use of the following: • Intelligent Classroom • Software programs

and internet resources

(i.e. Qwizdom, STEMscopes, BrainPop, EduSmart) • Google apps

Deputy Asst. Supt. for C & I, Inst. Tech. Coord., Principals, Science Dept. Heads, Instructional Officers

Sept. 2017 – May 2018 Technology Funds, TIA Grant, SCE Funds

Staff Development Training Agendas & Schedules, Lesson Plans and Walkthrough documentation

Increased technology use Teacher lesson plan Walk-thru documentation

Ensure that all campuses provide required TEKS Science equipment for classroom instruction.

Deputy Asst. Supt. for C & I, Science Director Principals, Science Dept. Heads, Instructional Officers

Fall 2017-2018 Title I Part A, Title II Part A, State Funds, SCE

Campus equipment purchase order documentation

Campus science inventories Walk-thru documentation




Utilize Kilgo and Eduphoria data analysis to examine district and campus results from the 2016 STAAR exam at the 5th, 8th, & Biology to develop and implement strategies that provide remediation and instructional interventions as needed.

Science Director Science Dept. Heads Instructional Officers Department Faculty

First Nine Weeks

Title I, Part A Title II, Part A State Funds SCE

Department meeting agendas

Sign-in Sheets

Include weekly writing component in all science classes

Science Director Campus Principals Instructional Officers Department Heads

Weekly Title I Part A Scope and Sequence and lesson plans Classroom monitoring

Semester Exams, STAAR and EOC Assessments

Provide Level of Rigor professional development for 4th through 12th grade teachers in science.

Deputy Asst. Supt. for C & I Science Director

Fall 2017 – Spring 2018 Title I Part A, Title Part A Training agendas and sign-in sheets

Training evaluations

Provide key science academic vocabulary instructional strategies for each grade level

Science Director, I.O.'s Deans of Instruction, Principals & Assistant Principals

Every nine weeks Title I, Part A Grade level meeting agendas Lesson Plans Scope & Sequence

Scope & Sequence

Monitor implementation of the K-12 Scope and Sequence and ensure alignment with TEKS and STAAR Exams

Deputy Asst. Supt. for C & I Science Director

Monthly Science Director Walk-through documentation, Lesson plans

Science TAKS results Common Assessment results

Actively recruit 8th grade students into Geoforce as outlined by the program process guidelines.

Science Director Jr. High Department Heads Jr. High Counselors

Fall 2017 - Spring 2018 Science Director Application forms Number of students accepted into the program

Provide teacher training for the Texas Science Safety Standards in order to provide students with a safe environment at all grade levels.

Deputy Asst. Supt. for C & I, Science Director

Beginning of school year 2017-2018

Title I Part A, State Funds Walk-through documentation Sign-in Charts Training Agendas

Evaluation report for compliance Training Evaluations

Develop, monitor and implement district assessments, including common assessments and benchmarks, for grade levels tested in Science (5th, 8th)

Science Director Semester Title I Part A, State Funds Copies of Assessments District assessment test results




Plan and develop paperless curriculum models for technology based instruction. Teachers facilitate instruction with web based lessons.

Science Director Campus Principals Instructional Officers Department Heads Department Faculty

Every nine weeks Science Director Select curriculum guides Scope and Sequence

Utilize Eduphoria data analysis to examine district and campus results from benchmark exams at the 5th, 8th grades

Science Director Science Dept. Heads Instructional Officers Department faculty

Spring 2018 Title I Part A Title II Part A State Funds


Data Workshop agendas and sign-in sheets

Provide STAAR training for every 5th, 8th and High School Science teacher


Fall 2017 Title I Part A Title II Part A State Funds


Sign-in sheets

Use Kilgo and Eduphoria analysis of data from state and local assessments to develop and implement strategies that provide remediation and instructional interventions as needed 5th Grade, 8th Grade and Biology.


Fall 2017 and after each TAKS/STAAR aligned assessment

Title I Part A Title II Part A State Funds


Campus and Department meeting agendas Benchmark, unit, common, and State assessment results

Attend cluster meetings/Department meetings provide support/training on identified needs.


Spring 2018 Science Director Campus and Department meeting agendas


Provide professional development/In service training for science teachers in SIOP, and ELL strategies, ELPS training.

Science Director Campus Admin Department Heads

2017-2018 Title III, Bilingual Campus visit, walkthrough observations

Lesson plans, department PLC's sign in sheets.

Develop/Use hands on activities in the science classroom utilizing various professional development activities such as Rigor Training, etc.

Science Director Campus Admin Department Heads

2017-2018 Academic School Year

Title I, Part A State Funds

Trainings Agendas, certificates Sign in sheets classroom observations, lesson plans

Evaluations, lesson plans, data analysis


5. Academic: Social Studies The Eagle Pass Independent School District will promote academic excellence by actively engaging all students in a personally challenging curriculum in a setting that is conducive to learning. The Social Studies Department will: Increase the passing rate in all student groups for social studies to exceed current district and campus rate to at least 85%.



Develop, implement, and monitor district assessments for the Social Studies Program

Deputy Asst. Supt. for C & I, SS Director Social Studies Dept. Heads

Every nine weeks Title I Part A, State Funds

Copy of District Assessments

District Assessment Test Results

Monitor the implementation of the social studies curriculum (K-12)

Deputy Asst. Supt. for C & I, SS Director Social Studies Dept. Heads

Monthly August 2017– May 2018

Title I Part A , State Funds, SCE

Lesson plans and walk-through documentation Conferences with administrators

STAAR/TAKS results

Incorporate and monitor the use of technology into the elementary/secondary Social Studies Program • Google Apps • Intelligent Classroom

Deputy Asst. Supt. for C & I, SS Director Inst. Tech. Coord. Social Studies Dept. Heads

August 2017 – May 2018

Title I Part A, State Funds, Technology Funds, Bilingual Funds

Staff Development Training Agendas & Schedules Lesson Plans Walk-thrus

Increased classroom technology use, and Technology based projects

Provide ESL/ELL strategies for classroom implementation through differentiated instruction training

Deputy Asst. Supt. for C & I, SS Director Inst. Tech. Coord. Social Studies Dept. Heads


Title I Part A Staff Development Training agendas Sign-in Sheets

Walk-thrus Lesson Plans

Provide content specific professional development for elementary and secondary social studies teachers.

SS Director SS Dept. Heads Instructional Officer

Fall 2017 to Spring 2018 Title I Part A Title II, Part A

Staff Development Training Agendas Sign-in Sheets

Walk-thru documentation Lesson Plans

Utilize Kilgo strategies for data analysis to examine district and campus results on the 2017 STAAR exam for 8th Grade and U.S. History.

SS Director SS Dept. Heads Instructional Officers

First Nine Weeks Fall 2017

Title I, &Title II Part A, State Funds, SCE

Department meeting agendas

Sign-in Sheets




Review and revise the Social Studies Curriculum Timelines and Scope and Sequence to align the STAAR Assesment, TEKS, CCRS, and ELPS in grades K-11 to ensure student preparedness for the STAAR State Assessment

Deputy Asst. Supt. for C & I, Social Studies Director Select teams of curriculum writes

Fall 2017 - Spring 2018 Title I Part A, State Funds, SCE

Copies of Curriculum Guides

Aligned curriculum documents

Provide Rigor training for every 7th thru High School Social Studies teacher.

Social Studies Director Campus Principals Instructional Officers Department Heads

Fall 2017 - Spring 2018 Title I Part A Title II Part A State Funds


Sign-in sheets

Plan and develop paperless curriculum models for technology based instruction. Teachers facilitate instruction with web based lessons. • Google Apps

Social Studies Director Director Campus Principals Instructional Officers Department Heads Department Faculty

Every nine weeks Title I Part A Title II Part A State Funds

Select curriculum guides Scope and Sequence

Utilize Eduphoria data analysis to examine district and campus results from benchmark exams at the 8th grade level

Social Studies Director Dept. Heads Instructional Officers Department faculty

Spring 2018 Title I Part A Title II Part A State Funds


Data Workshop agendas and sign-in sheets

Include weekly reading and writing component in all social studies classes.


Weekly Title I Part A Scope and Sequence and lesson plans Classroom monitoring

Semester Exams, STAAR/TAKS and EOC Assessments

Use Kilgo and Eduphoria analysis of data from state and local assessments to develop and implement strategies that provide remediation and instructional interventions as needed.

Social Studies Director Department Heads Instructional Officers Department faculty

First Nine Weeks Title I Part A Title II Part A State Funds


Semester Exams, STAAR/TAKS and EOC Assessments




Develop/Use hands on activities in the social studies classroom utilizing various professional development activities such as Rigor Training, etc...

Social Studies Director Campus Admin Department heads

2017-2018 Academic year.

Title I Part A State Funds

Training Agendas,certificates Sign in sheets classroom observations, lesson plans

Evaluations, lesson plans data analysis

Attend cluster meetings/Department meetings provide support/training on identified needs


Fall 2017 - Spring 2018 Social Studies Director Campus and Department meeting agendas



5. Academic: Special Education The Eagle Pass Independent School District will promote academic excellence by actively engaging all students in a personally challenging curriculum in a setting that is conducive to learning. The Special Education Department will meet the state and federal accountability standards for students with disabilities.



Monitor activities related to the proper identification of students with disabilities and in need of services from the Special Education Department. 1. Proper identification for Special Education Services 2. Proper identification for 504 services. 3. Adequate staff development for evaluators 4. Updated evaluation assessment instruments

Sp. Ed. Director, Sp. Ed. Supervisors, Educational Diagnosticians, Principals, Counselors, Sp. Ed. Referred Screening Committee, Sp. Ed. Assessment Interventionists

Monthly August 2017-May 2018

State Funds, Local Funds IDEA funds

Assessment procedures Comprehensive RTI, 504, Referral Process and Standardized and Non-Discriminatory Assessment procedures

End-of-Year reports PEIMS Data

The referral committee meets every three weeks to review referrals to the SPED department. 504 committees meet as needed to address referrals for services.

Monitor the referral process and evaluations for ELL students who are referred for services

Sp. Ed. Director, Sp. Ed. Supervisors, Educational Diagnosticians, Principals, Instructional Officers, Assistant Principals, Counselors Bilingual Director



Comprehensive RTI and Standardized and Non-Discriminatory Assessment procedures Sign-in agendas

Staff Development, E.P.I.S.D. Operating Guidelines for Sp. Ed.

The referral committee meets every three weeks to review referrals to the SPED department and monitor that academic difficulties experienced by students are not the result of lack of English language acquisition/proficiency.




Utilize State Assessment data to review progress of students already participating in the Special Education Program, in an effort to identify students in need of interventions and increase the number of students meeting standards.

Sp. Ed. Director, Sp. Ed. Supervisors, Ed. Diagnosticians Sp. Ed. & Reg. Ed. Teachers, Sp. Ed. Assessment Specialist Interventionists Campus Administrators Curriculum Directors Regular & Special Education Teachers

Weekly August 2017-May 2018

State, Local, funds IDEA funds

Special Education Needs Assessment State assesment Data Grade Level Meetings PLC meetings/Sign in sheets

Number of students that meet state standards

On going. Activity performed at the campuses under the direction of the Principal during the PLC meetings.

Monitor that Sp. Ed. eligible students participate in remediation programs that focus on improving State Test scores (ex. Extended day Tutorial, Computer Labs)

Special Ed. Director, Principals, Asst. Principals, Instructional Officers, Regular & Special Education Teachers, Counselors, Special Ed. Supervisor, Sp. Ed. Assessment Specialist



Attendance Reports Grade Reports PLC meetings/Sign in sheets

State Assessesment/ Benchmark Campus Summary Reports

On going. Activity conducted at the campus under the direction of the Principal during the PLC meetings

Monitor the collaboration between Reg. Ed and SPED teachers on delivery of instruction and assessment procedures.

Special Education Director, Special Ed. Supervisors, Campus Administrators, Assessment Specialist, Teachers

Every Nine Weeks August 2017-May 2018

State and local funds IDEA Funds

ARD Committee Meetings Coordination Plans PLC meetings/Sign in sheets

State Assessment / Benchmark Results

On going. Activity conducted at the campus under the direction of the Principal during the PLC and grade level meetings.

Monitor required IEP progress reports, coordination plans, and documentation of communication with parents.

Special Ed. Director, Educational Diagnosticians, Principals, Asst. Principals, Instructional Officers, Teachers Special Ed. Supervisor, Sp. Ed. Assessment Specialist,



Monitoring Log Progress Reports Report Cards Coordination Plans ARD Reports PLC meetings/Sign in sheets

End of Year Documentation Report

On going. Campus Administration monitors communication with parents through provision of progress reports, communications folders, ARD meetings and parent conferences.




Monitor Special Education students participating in CTE program

Special Education Director, Special Ed. Supervisors, Special Ed. Assessment Specialist, CTE Director, Special Education and CTE Teachers, Campus Administrators Counseling Staff


State and local funds

ARD Committee Meetings Progress Reports Student Schedules

State Assessment Results PBMAS Report

On going. Activity conducted at the campus by the Campus staff (Counseling Department, VAC teachers, SPED supervisor and Assessment Specialist) to monitor students obtaining requirements for graduation.

Monitor the placement of students participating in the Special Education program at the DAEP for proper placement

Special Ed. Director Special Ed. Supervisor DAEP Coordinator, Principals, Assistant Principals, Educational Diagnosticians, Assessment Specialist Counselors



Manifestation Determination Reviews

Discipline Records PEIMS Data

On going. Monitored by Special Ed. Director/Supervisor, DAEP Coordinator and Campus staff to assure proper placements.

Monitor ARD/IEP/Transition Plans and Related Services process, documentation and implementation.

Sp. Ed. Director, Sp. Ed. Supervisors, Assessment Specialist, Diagnosticians, Speech Therapists, Principals, Sp. Ed. Teachers, Occupational Therapists, Physical Therapists, Counselors,



Review of IEP/Transition Plans and Related Services for students,

Students’ ARD/IEP PEIMS Data State Performance Plan Indicator Standards

On going. All folders (Secondary) are reviewed at the end of the year in preparation for SPP submission. ARD and campus to campus meetings are held at the end of the school year to transition students to the upper grade level campuses.

Monitor Homebound Program

Special Ed Director, Principals, Instructional Officers, Counselors, Special Ed. Supervisors, Educational Diagnosticians Counselors

Ongoing August 2017-May 2018

Foundation Funds State Funds, Local Funds IDEA funds

PEIMS Reports Reduce number of students served in a homebound setting.

On going. Monitor on a regular basis the case load of Homebound teachers for the delivery of services.




Provide opportunities for 3-5 year old students with disabilities to participate in the LRE

Principals, Sp. Ed. Director, Sp. Ed. Teachers

On going August 2017-May 2018


PEIMS Reports State Performance Plan Indicator Standards PEIMS Data

On going. Inclusion and Co-Teaching models are implemented at the Early Childhood campuses.

Provide training to Special Education Staff and to Regular ED Teachers and counselors on: • 504 Programming • Behavior related

issues/Autism • PECS • Inclusion • e-SPED For Diagnosticians: Legal Issues

Deputy Supt. for C & I; Special Education Director , Campus Administration Ed. Diagnosticians Counselors

ongoing August 2017-May 2018


Professional Development Documentation Walk-thru Documentation

Reduction in number of special education students at DAEP PBMAS indicators in line with state averages

On going staff development scheduled based on needs.

Conduct walk-throughs in classrooms to monitor the delivery of instruction and the implementation of accommodations and modifications as indicated by the students' IEPs

Sp. Ed. Director Campus Administration


State and Local Funds 9 weeks grades Progress reports

Increased meeting expectations on District and State mandated exams

Ongoing. Activity performed by campus and district administrative staff.

Provide training on ARD Decision-Making for the State Assessment Program

Special Education Director, Special Ed. Supervisors, Assessment Specialist, Educational Diagnosticians, Principals, Teachers

Fall Semester On going August 2017-May 2018

State, and local funds IDEA funds

Agendas & Sign-Ins ARD Committee Meetings Progress Reports

On-going and scheduled training in the Fall.

Provide training to all teachers and paraprofessional staff working with special education students that equips them to differentiate classroom instruction in ways that increase the success of students.

Special Education Director & Supervisors Campus Administrators Curriculum Directors


State and Federal Funds Local Funds IDEA funds

Professional Development Documentation Walk-Thru Documentation

Increase in number of special education students participating and passing state mandated assessments

On-going. Special Education staff are invited and participate in scheduled trainings.




Provide Staff Development to the different providers of services to ensure up to date implementation: • -Diagnosticians,

LSSP • -Speech Services

Providers • -Teachers • -Paraprofessionals

SPED Director Central Office Adm. Curriculum Directors

As Determined August 2017-May 2018

Federal Funds State and Local Funds

Registers and Logs PLC meetings/Sign in sheets

Improved services that will impact student achievement in daily work and State and Local assessments

Staff development was provided as needed.

Provide Staff Development and collaboration time between Regular and Special Education teachers to implement strategies that will enable students to succeed in the Least Restrictive Environment.

Special Ed. Supervisors, Educational Diagnosticians, Speech Therapists, Campus Administrators Teachers, Counselors, Special Education & Regular Teachers Sp. Ed. Assessment Specialist Curriculum Directors


State and Local Funds IDEA Funds

Coordination Plans Sp. Ed. Teacher Logs PLC meetings/Sign in sheets

Progress Reports Promoting on grade level assessments: State Assesment, Benchmarks, etc. Sign-in Agendas

Inclusion training provided in the Fall. Inclusion and Co-Teaching models implemented at the Early Childhood campuses.

Provide staff development on the Sp. Ed. Referral Process

Sp. Ed. Director, Sp. Ed. Supervisors, Principals Counselors Sp. Ed. Assessment Specialist Ed. Diagnosticians

As needed Fall and Spring Semesters 2017-2018

State and Local Funds

Comprehensive RTI, 504, Referral Process, and Standardized and Non-Discriminatory Assessment procedures

Staff Development Calendar, E.P.I.S.D. Operating Guidelines for Sp. Ed. Sign-in Agenda

On going. Continously disseminating information to all concerned.

Provide opportunities for parental participation through the A.R.D. Committee Meetings and Districtwide Parent Meetings/Trainings and Interagency Coordination.

Special Ed. Director, Special Ed. Supervisors, Educational Diagnosticians, Special Ed. Assessment Specialist, Principals, Teachers, Campus Administration.



ARD Committee Meetings, Sign-In Sheets, Training Agendas

End of Year Evaluation On going. Every effort possible is made to have parent as a member of the ARD committee. Very few meeting are conducted without a parent in attendance. Parent trainings are held throughout the year and inter-agency coordination of services occurred.




Parent Training: • Facilitate training for

parents in different areas to address different disabilities and needs.

• Provide training for parents as needed on needs arising through ARD meetings

Special Education Director Special Education Staff

As needed Fall and Spring semesters-- 2017-18

State and Local Funds IDEA Funds

ARD Committee Meetings, Sign in Sheets Training Agendas

End of year evaluation Parent Training is provided based on needs.

Continue working with the outside agencies and private schools in providing services to students qualifying through child find.

Sp. Ed. Director Diagnosticians Speech services providers



Registers and Logs End of year reports

Meetings are held with the two private schools as well as community agencies to discuss services to students.

Monitor District administrative procedures and guidelines for 504 students.

Special Education Director Principals, Counselors

Fall 2017 State and Local Funds

Development of Administrative Procedures

EPISD District Administration Procedures

Instrument is evaluated and updated as needed and staff training is provided.

Highly qualified Personnel: • -Monitor credentials

(Teaching certificates, professional Licenses)

• -Review job descriptions

• -Review stipends and duties and responsibilties

Special Ed Director, Director of Human Resources


State Funds, Local Funds IDEA Funds

Review of certifications on file

Certifications on file at the Department of Human Resources,

On-going and revisions are made as necessary.

Provide for the delivery of related services through contracted services when efforts to hire personnel have not been successful (LSSP, PT, OT, O&M Speech and Diag. Services)

Special Education Director Central Office Administration

July and August Local, State and Federal Funds

Students' IEPs Contracts Providers' logs

Providers Contracts Student IEPs

On-going. Provision of SPED services is contracted as needed.




Provide for the administration of Parent requested Independent Evaluations (Contract with the appropriate evaluator)


As Requested Local, State and Federal Funds

ARDs Providers Contracts Student IEPs Student ARD

Contracted and provided as requested.

Provide for Temporary Teacher Aides to provide assistance in classrooms that go over capacity in order to provide services to students


As needed based on student enrollment.

Local, State and Federal Funds

Teachers case loads Teacher Registers Student Enrollment

On-going. Monitor classrooms with high capacities and provided assistance as needed.

Provide transportation to and from drop off point for students who attend the Regional Day School Programs for the Deaf in Batesville, Tx.

Special Education Director Central Office Administration Transportation Director

Daily when the school is in session

Local, State, and Federal Funds

Transportation report and communication with Transportation Director

Student Enrollment On-going.

Provide transportation to students in the Life Skills classes for trips to different sites as supported by the FACES curriculum: Job Training, Comm. experiences, enhance social skills.


Monthly Local, State, and Federal Funds

Lesson Plans Request for Educational Trips

Student IEPS Teacher Lesson Plans

Provided based on needs.

Provide Transportation for students in the Life skills classrooms to the local Special Olympics events in the Winter and in the Spring.


December for the winter Olympics March for the summer olympics

Local, State, and Federal Funds

Lesson Plans Request for Trips

Student Enrollemnt Teacher lesson plans Student IEPs

Provided as scheduled.

Provide travel allowance for Special Ed. Staff to attend staff development and other school business events related to SPED


As necessary Local, State, and Federal Funds

Sign in sheets Requests to travel

Travel Requests Student enrollment

Provided based on staff development needs.




Provide electronic database for ARD/IEP paperwork in an effort to facilitate easy access to student information

Special Education Director Central Office Adm.

September Federal Funds Easy access to student information

Student enrollment Provided access to eSPED system and scheduled staff training in the Fall.

Provide for the acquisition of FM systems for the students identified as Auditory impaired. Provide for replacement of units and provide for repairs.

Special Education Director September Local, State, and Federal Funds

Review Inventory Student enrollment Disability coding

Monitoring and addressing FM system needs.

Provide for the acquisition of Listening devices for students identified as Auditory impaired. Provide for the replacement units, and provide for repairs


September Local, State, and Federal Funds

Review Inventory Student enrollment Disability coding

Monitoring and addressing Listening device system needs.

Provide transportation for students identified as Visually impaired for outings into the community as part of the O&M related service.

Special Education Director Central Office Administration VI Teacher Transportation Director

As necessary Local and State Funds Federal Funds O&M funds

Lesson Plans Request for Transportation

Student enrollment disability coding

Provided based on needs.

Set aside funds for the implementation of ESY


As necessary Local and State Funds Federal Funds

End of year referrals

Student needs as the year progresses

Providing funds based on needs for ESY.

Provide for Payroll for teachers and inst. aides, including fringe benefits and other stipends.

Special Education Director Cent. Office Admin

August and September Local, State, and Federal Funds

Expense Reports Draw down reports

Student enrollment Student IEPs Student ARDs

Continuous.

Continue posting job vacancies to fill necessary vacancies

Special ED> Director CEntral Office Human Resources

Continuous -- on going. Local, State, and Federal funds

Human Resources Reports

Student enrollment Student IEPs Student ARDs

Vacancies are posted as needed throughout the year.

Provide electronic database for 504 paperwork in an effort to facilitate easy access to student information

Special Education Director Central Office Adm.

September State Funds Easy access to student information

Student enrollment Provided access to eSPED system and scheduled staff training in the Fall.




Provide classroom unit for 3-5 year old students with Autism and/or other disabilities to provide additional structured supports and services

Sp. Ed. Director, Principal, Sp. Ed. Teacher, Diagnosticians, SLPs/Speech Therapists

September


Referral Process, Evaluation data, ARD Committee Meetings

Student enrollment Teacher Registers Student IEPs

On going monitoring for appropriate student placements and implementation of structured supports and services

Installation of video/audio equipment in the classroom to comply with TEC 29.022/SB507 done upon request

Sp. Ed. Director, Purchasing Director, Principal, Technology staff

As requested following TEC 29.022/SB507 guidelines

Local funds Upon requests received, adherence to operating guidelines

Installation and operation of equipment

Installed as requested.



Financial Resources Goal District Improvement Plan

2017-2018 Goal 6 The Eagle Pass Independent School District will maximize funding, prioritize expenditures, and allocate the necessary resources to meet the educational needs of all students. Objective 6.1 The Eagle Pass Independent School District will sustain effective district financial stability within the district’s available resources. Objective 6.2 The Eagle Pass Independent School District will implement efficient and effective District Wide Systems that ensure the financial integrity, provide accurate and timely financial reports, monitoring of the budget process and assist with financial and student data management. Objective 6.3 The Eagle Pass Independent School District will monitor the local budget (revenues, expenditures, and fund balances) to ensure fiscal responsibility. Objective 6.4 The Eagle Pass Independent School District will develop a Budget Committee as part of the Budget Process.



Financial Resources Goal District Improvement Plan

2017-2018

Financial Resources Goal The Eagle Pass Independent School District will maximize funding, prioritize expenditures, and allocate the necessary resources to meet the educational needs of all students. OBJECTIVE 6.1: The Eagle Pass Independent School District will sustain effective district financial stability within the district’s available resources.



Perform internal audits to attest to the district’s internal control annually by an independent financial audit.

Deputy Supt. for Business & Finance

Fall, 2017 Local funds Review of financial district records

Annual Financial Compliance Audit Report

Financial Annual Audit was completed and presented for approval by the School Board at the December 12, 2017 Board Meeting. The School District's Financial Audit Report indicated that the district was in compliance with all Financial Requirements. The Financial Audit was submitted to TEA on December 18, 2017.

Increase understanding of financial areas with administrators by providing trainings and informational meetings throughout the year with principals, coordinators, and directors.

Deputy Supt. for Business & Finance, Business & Finance Director, Purchasing Director, Benefits Coordinator

Fall 2017/ Spring 2018 Local Funds Monthly Expenditure Report Meetings – District-wide In-services & Procedures Manuals

Appropriate expenditures of proper funds; Increase knowledge of areas in Business & Finance Services Department

Meetings/In-services held to review financial operations, expenditure reports, and guidelines/procedures during the 2017-18 school year. Provided updated procedures manuals to campuses/departments.




Expand collaboration with outside financial firms to improve the District’s investments for debt management options.


Quarterly Local Funds Continuous monitoring and Annual Required Submission of District’s Continuing Financial Disclosure Requirements

Maintain District’s financial rating status

The district received upgrade/reaffirmation of Financial Rating from two major National Credit Rating Agencies. The district maintained the highest Rating ever achieved by our school district as assigned by these Rating Agencies.


OBJECTIVE 6.2: The Eagle Pass Independent School District will implement efficient and effective District Wide Systems that ensure the financial integrity, provide accurate and timely financial reports, monitoring of the budget process and assist with financial and student data management.



Ensure the fiscal and financial integrity of the District.

Deputy Supt. for Business & Finance and Business & Finance Director

Summer 2017/ Fall 2017

Local Funds Review of District’s Financial Operations

Annual Financial Audit Report and Financial Integrity Rating from TEA.

District received the highest Financial Rating from TEA, regarding the district's financial operations. This Report was presented to the School Board at the October, 2017 Regular School Board Meeting. The district's Annual Financial Audit Report also reflected fiscal and financial compliance. This Report was approved by the School Board at the December, 2017 Regular School Board Meeting and submitted to TEA in December, 2017.

Provide accurate and timely financial reports.


Monthly Local Funds Monthly Financial Reports Regular Monthly Board Meeting

School District Financial Monthly Reports are completed and presented at each Regular School Board Meeting.

Establish a budget process that makes fiscal decisions based on long-term planning goals and priorities.

Deputy Supt. for Business & Finance, Budget Committee, Program Directors

Spring 2017 / Summer 2017

Local Funds Preliminary Budget Review Information and Curriculum Needs

District’s Annual Budget Provided Preliminary Budget Review Information of the 2017-18 Budget during the Spring/Summer, 2017.

Provide training on business office and financial procedures and guidelines to all administrators and bookkeepers. Individual training is available to new staff upon request.

Deputy Supt. for Business & Finance and Business & Finance Director

Quarterly Local Funds Procedures Manuals provided, Training Agendas, and Sign-in Sheets

Training evaluations Training and Procedures Manuals on financial operations were provided during the 2017-18 school year.


OBJECTIVE 6.3: The Eagle Pass Independent School District will monitor the local budget (revenues, expenditures, and fund balances) to ensure fiscal responsibility.



Monthly Budget Status Expenditure Reports will be provided to campuses and departments.

Deputy Supt. for Business & Finance, Business & Finance Director, Accounting Director

Monthly Local Funds Monthly Financial Reports Adherence to approved budget allocations

Monthly Meetings are held to review expenditures for all program budgets with program directors. Campuses/departments are also provided with online access to review Expenditure Status Reports.

Maintain ESC-Region 20 Purchasing and Payroll Automated System.

Deputy Supt. for Business & Finance, Business & Finance Director, Purchasing Director, Benefits Coordinator

Annually Local Funds Review of District’s prior methods

Increase effectiveness of Purchase and Payroll Systems

The school district maintained and updated the purchasing and payroll automated systems for efficiency of business financial operations.


OBJECTIVE 6.4: The Eagle Pass Independent School District will develop a Budget Committee as part of the Budget Process.



Develop the Budget Committee with key personnel to provide objective feedback and Budget Recommendation during the Budget Process

Superintendent and Deputy Superintendent for Business and Finance

Spring, 2017/ Summer, 2017

Local Funds Workshops and Presentations to Budget Committee

Budget Committee awareness of Budget Measures and Recommendations

The 2017-18 Budget was completed and presented during Workshops and Presentations during the Spring/Summer, 2017. The 2017-18 Budget was presented and approved by the School Board in August, 2017.

The Budget Committee reviewed the Budget recommended for the 2017-18 school year. During the Spring/Summer, 2017 Workshops of the Proposed Budget were provided to the Budget Committee and School Board.



Student/Staff Support Goal District Improvement Plan

2017-2018 Goal 7 The Eagle Pass Independent School District will establish consistent standards of behavior and conduct for all students, employees, and volunteers while nurturing the emotional, social, and physical well being of students and personnel. Objective 7.1 The Eagle Pass Independent School District will establish an orderly and supportive environment for teaching and learning that supports student success through the enforcement of the Student Code of Conduct. Objective 7.2 The Eagle Pass Independent School District will continue to support an aggressive drug and alcohol intervention and awareness program, which will promote safe and civil schools. Objective 7.3 The Eagle Pass Independent School District will promote healthy and safe behavior for students and staff to increase learning, reduce absences, improve physical fitness and mental alertness for all.



Student/Staff Support Goal District Improvement Plan

2017-2018

Student/Staff Support Goal The Eagle Pass Independent School District will establish consistent standards of behavior and conduct for all students, employees, and volunteers while nurturing the emotional, social, and physical well being of students and personnel. OBJECTIVE 7.1: The Eagle Pass Independent School District will establish an orderly and supportive environment for teaching and learning that supports student success through the enforcement of the Student Code of Conduct.



Ensure updated and consistent implementation of the Student Code of Conduct throughout the district.

Deputy Supt. for C & I Deputy Supt. for District Operations Campus Principals DAEP Coordinator District's Hearing Officer


iVision ISD Website Local Funds

PEIMS Monthly Reports PEIMS End of Year Report

Foster a climate of mutual respect for the rights of all persons and where students behave appropriately and accept responsibility for their actions

All District Personnel Parents Students


Local Funds Character Education Bullying Prevention Curriculum

Distribution of District Code of Conduct School Climate Surveys Bullying Discipline Data PEIMS six weeks report

End of Year Disciplinary Report PEIMS

Ensure proper coding of Discipline Referrals by providing intensive and continuous discipline workshops.

Principals, Assistant Principals PEIMS Clerks District Hearing Officer DAEP Coordinator


Local Funds Six weeks Reason-Action Discipline Reports

PEIMS Summer Submission Discipline Report




Communicate district policy to parents, staff and students that clearly defines the roles and responsibilities of the Student Code of Conduct

Deputy Supt. for C & I Deputy Supt. for District Operations, Principals, Assistant Principals, Peace Officers


Local Funds Campus Parent Meetings Campus continious staff development Acknowledgement form from Code of Conduct Review Code of Conduct with student

PEIMS Summer Submission Discipline Report School Climate Survey

Ensure the presence of safety trained personnel during all school related activities and provide greater adult supervision on campus before, during, and after school

Deputy Supt. for C & I Deputy Supt. for District Operations Principals Chief of Police Athletics Director


Local Funds Incident Report End of year Incident Report


OBJECTIVE 7.2: The Eagle Pass Independent School District will continue to support an aggressive drug and alcohol intervention and awareness program, which will promote safe and civil schools.



All students, parents, District employees, community members are expected to treat all persons with respect, dignity, and good manners.

All District Employees Parents and Students


Local Funds Day to day encounters among all personnel

District Climate Survey

Implement district-wide Character Education Program (Character First/Character Counts) for students and staff to promote responsible citizenship in every class and activity throughout the year.

Deputy Supt. for C & I, Federal Programs Director Counselors


Title I; SCE; Local Funds

Lessons Curriculum

Safety Surveys and Discipline Data

Increase awareness and prevention efforts related to Teen Dating Violence by implementing HB121.

DAEP Coordinator Deputy Supt. for C & I


Local Funds Agendas & Sign-In Sheets Training Evaluations

Develop Partnerships with Law Enforcement Agencies to increase the awareness of drug and alcohol use.

District Chief of Police August 2015 to July 2016

Local Funds Scheduled presentations Agendas Sign-In Sheets

Annual Report of Drug and Alcohol Incidents

Continue to monitor the performance of DAEP students upon returning to their home school, and provide counseling

Deputy Supt. for C & I, Counselors, Principals, Assistant Principals, DAEP Transitional Counselor


Title I, SCE Weekly Progress Reports Counselor Logs Returning Students

AEIS Report

Provide DARE/GREAT curriculum to students through DARE/GREAT Officers

DARE/GREAT Officers Elementary


Local Funds Lesson Plans Monthly presentation at designated campuses

End of year report




Provide Tobacco Awareness and Education Program to parents and students

Deputy Supt. for C & I, Federal Programs Director, EPISD Police Chief, Nurse, Counselor, Teachers


TAEP Grant $1,500.00

Quarterly Reports to State Comptroller, Office Training Sessions

Number of citations. Number of meetings held and information distributed.

Disaggregate violations (drug, alcohol, & code 21) by offense for each campus

PEIMS Coordinator DAEP Coordinator


Local Six Weeks Campus Reports

PEIMS Summer Submission Report


OBJECTIVE 7.3: The Eagle Pass Independent School District will promote healthy and safe behavior for students and staff to increase learning, reduce absences, improve physical fitness and mental alertness for all.



Increase awareness and prevention efforts related to Teen Dating Violence.

DAEP Coordinator EPISD Police Chief


Local Funds Scheduled Presentations Annual Report

Set Texas Department of Agriculture (TDA) procedures at all campus cafeterias

Director of Food Service August 2015 to July 2016

Local Funds Posting of Procedures Adhere to TDA Standards & Procedures

Ensure for proper training for employees

Department Director Principals


Local Funds Agendas, Sign-In Sheets


Collaborate planning to coordinate and improve physical activities

Athletics Director PE Coaches


Local Funds Agendas Sign-In Sheets Lesson Plans



OBJECTIVE 7.4: The Eagle Pass Independent School District will monitor the school facilities to ensure that the District is in compliance with local and state standards and that systems are in place.



Ensure that all district facilities are safe and secure, and include safety and nurturing environment components in all Campus Improvement Plans

Deputy Supt. for C & I Deputy Supt. for District Operations, Principals Athletics Director


Local Funds Campus Walk-thrus CIP Documentation

End of Year Report

Develop administrative procedures, safety committees, custodial/ food services training

Superintendent District & Campus Administration


Local Funds Training yearly Safety Meetings as needed

End of Year Evaluation Safety Improvement

Safe & Secure ID badge for every employee. Visitor's sign-in policy

Exec Director for Human Resources Principals


Local Funds Daily Log-ins Check in front office

Documented Logs

Safety Drills (lock-downs, inclement weather)

Campus Administrators As required by State Standards

Local Funds Monthly Drills Agendas

Yearly Report



Technology Goal


Goal 8 The Eagle Pass Independent School District will implement 21st century technologies to meet educational and administrative standards for students, teachers, staff and administration. Objective 8.1 The Eagle Pass Independent School District will ensure that all students and staff have access to current, effective, secure, and sustainable technology. Objective 8.2 The Eagle Pass Independent School District employees will implement and evaluate annually the integration of technology into the curriculum. Objective 8.3 The Eagle Pass Independent School District will design and monitor data collection and reporting processes including Public Education Information Management System (PEIMS) requirements. Objective 8.4 The Eagle Pass Independent School District will provide and maintain appropriate technologies, including infrastructure, hardware, and software within available funding limits.



Technology Goal


Technology Goal The Eagle Pass Independent School District will implement 21st century technologies to meet educational and administrative standards for students, teachers, staff and administration. OBJECTIVE 8.1: The Eagle Pass Independent School District will ensure that all students and staff have access to current, effective, secure, and sustainable technology.



Implement: District-wide standards, such as student-to-computer ratio processes for technology-related use, acquisition, and maintenance.

Chief Technology Officer Instructional Technology Director

Monthly July 2017 to June 2018

Local Funds IMA Title I

Campus Technology Inventory

Students per computer 2:1 Five-year Replacement Cycle

Continue aligning standard software solutions that are aligned with Technology Applications TEKS objectives and technology staff development

Deputy Supt. for C & I Chief Technology Officer Instructional Technology Director Principals

Each Semester IMA SCE Title II, Part A

Training documentation, Sample lessons and activities incorporating Technology Application TEKS into the core subject areas

Student mastery of Technology Applications TEKS Objectives

Acquire and deploy mobile student/teacher devices such as laptops, tablets and chromebooks.

Deputy Supt. for C & I Chief Technology Officer Instructional Technology Director Principals

Each Semester Local Funds IMA Title I SCE

Campus Technology Inventory

Inventory Reports Clarity Reports


OBJECTIVE 8.2: The Eagle Pass Independent School District employees will implement and evaluate annually the integration of technology into the curriculum.



Subscribe to online databases provided by State and ESC20

Deputy Supt. for C & I Instructional Technology Director


IMA Federal Funds

Monthly Usage reports by campus

End of Year evaluation report showing campus usage

Implement Technology Applications TEKS throughout all curriculum areas and develop a district scope and sequence for Technology Applications K-8

Deputy Supt. for C & I Instructional Technology Director Program Directors Principals

End of each semester IMA CIP, Lesson Plan, Curriculum Plans, Student Portfolios

Student Mastery of Technology Applications TEKS Objectives

Design and implement online tools to facilitate the delivery of instruction (web-based resources, online library tools and resources, video conferencing, video streaming, and online research resources).

Deputy Supt. for C & I Chief Technology Officer Instructional Technology Director Program Directors Principals

End of each semester IMA SCE

Training agendas. Sample activities and Lessons incorporating Technology Application TEKS into the core subject areas

Operational online delivery system

Establish a District Technology Coach team with at least one member from each campus to support and mentor teachers to effectively incorporate technology into their instructional practice to fully embrace 21st Century Learning.



IMA Federal Funds

Staff Development Training agendas and sign-in sheets. Sample activities and Lessons incorporating Technology Application TEKS into the core subject areas.

Increased percentage of teachers blending 21st Century Skills based activities within lessons.

Train all teachers in the use of Intelligent Classroom tools to effectively integrate technology into their instructional practice to fully embrace 21st Century Learning.



IMA Federal Funds

Staff Development Training agendas and sign-in sheets. Sample activities and Lessons incorporating Technology Application TEKS into the core subject areas.

Increased percentage of teachers blending 21st Century Skills based activities within lessons.


OBJECTIVE 8.3: The Eagle Pass Independent School District will design and monitor data collection and reporting processes including Public Education Information Management System (PEIMS) requirements.



Conduct Dropout/Leaver/Completion rate trainings to actively monitor campus dropout recovery efforts

Principals PEIMS Coordinator Migrant Coordinator

Fall 2017 to Spring 2018

State Funds Meeting agendas and sign-in sheets

Dropout/Leaver/Completion Rate Data

PEIMS Audits will be conducted to ensure TEA compliance

PEIMS Coordinator Monthly State Funds In-house Audit Reports PEIMS submission data

Data processing for district departments and campuses will be provided by the EPISD PEIMS department

PEIMS Coordinator Ongoing State Funds PEIMS agendas and sign-in sheets

Increase efficiency

Maintain a District Grading System Software solution to facilitate the use of technology to collect, manage, and analyze data (student information, grades, attendance) to inform and enhance teaching and school improvement efforts.

Deputy Supt. for C & I PEIMS Coordinator

Ongoing State Funds Training agendas Operational District Grading System software solution


OBJECTIVE 8.4: The Eagle Pass Independent School District will provide and maintain appropriate technologies, including infrastructure, hardware, and software within available funding limits.



Upgrade the hardware and software required to maintain and manage the local cable district access channel in support of local efforts to use technology to promote parent and family involvement and communications among students, parents, and staff

Chief Technology Officer Ongoing Federal Funds State Funds Local Funds

Purchase orders Programming Feedback

Maintain the District’s e-mail system to facilitate the use of technology to promote communication among students, parents, and all school staff


District e-mail usage Operational District e-mail solution

Ensure that instructional software is operational and accessible in classrooms and computer lab settings

Chief Technology Officer Ongoing IMA Federal Funds State Funds Local Funds

Use of Computers in classrooms and labs

Availability of computers in classrooms and labs.

Continue to support all LAN wireless access points at all campuses


Usage of Wireless Access. Availability of Wireless Internet at campuses.

Maintain Mobile laptop labs and data projectors for classroom use.


Work-order logs Mobile Laptop Carts and Data Projectors

Maintain the Fiber Wide Area Network infrastructure to provide the necessary bandwidth capability to facilitate the use of centralized web-based systems

Chief Technology Officer Ongoing Federal Funds State Funds Local Funds E-Rate Funds

Network access availability Work orders

Functional full bandwidth WAN system Convert Wireless backbone to fiber.




Maintain 21st Century Classroom Resources in every classroom

Deputy Supt. for Curr. and Inst. Chief Technology Officer Instructional Technology Director Principals

Ongoing IMA Federal Funds State Funds Local Funds

Maintenance & Upkeep of Intelligent Classrooms - Work order logs

Operational system Eduphoria Forethought Lesson Plans Walk-Through Observations

Provide Intelligent Classroom tools including interactive whiteboard, student response systems, document cameras, laptops, desktops, projectors, and appropriate software in all district classrooms.

Deputy Supt. for Curr. and Inst. Chief Technology Officer Instructional Technology Director Principals

Ongoing IMA Federal Funds State Funds Local Funds Title I, Part A SCE

Purchase Orders, Purchase Orders, Work Orders, Inventories

Online Inventory by campus and classroom.


OBJECTIVE 8.5: The Eagle Pass Independent School District will develop campus and teacher web tools to increase student engagement and enhance student learning.



Train District and Campus personnel to develop web tools.

Chief Technology Officer Instructional Technology Director


State and Federal Funds Training Agendas, Sign-in sheets

Operational web tools systems

Create and utilize district and campus web tools to disseminate school related information, educational resources and promote student projects.

Teachers District WebMaster Instructional Technology Director Chief Technology Officer

August 2017 to May 2018 State and Federal Funds Event updates Updated information on website

Increase the utilization of collaboration tools such as Google Apps for Education, Edmodo and other Apps.

Deputy Supt. for C & I Teachers District WebMaster Instructional Technology Director Chief Technology Officer

August 2017 to May 2018 State and Federal Funds Training Agendas, Sign-in sheets

Eduphoria Forethought Lesson Plans Usage Reports Clarity Reports


Distinction Designations


Distinction Designations

Campus and District Indicators

1. Academic Achievement in Reading/ELA

2. Academic Achievement in Mathematics

3. Academic Achievement in Science

4. Academic Achievement in Social Studies

5. Top 25 Percent Student Progress

6. Top 25 Percent Closing Performance Gaps

7. Postsecondary Readiness


Distinction Designations: 1. Academic Achievement in Reading/ELA



Increase parent understanding of College Prep Pre-AP/AP coursework and its impact on the choice of college through parent meetings, educational TV, speakers, UTSA Talent Search

Deputy Supt. for C & I, Campus Administrators, and Counselors


N/A Development of framework for parent sessions at junior high and high schools

Agendas & sign-in sheets form Parent sessions

Increase the number of G/T students in Advanced Placement courses while increasing the number of students scoring a 3, 4, or 5 on College Board Exams.

Deputy Supt. for C & I, Campus Administrators, Counselors and AP Instructors

August 2015 January 2016

N/A Enrollment counts in AP courses

AP Test Scores

Continue to train secondary teachers, counselors, and campus administrators in the Pre-AP/AP curriculum and program requirements through College Board summer institutes, vertical team conferences, and state supported conferences.

Secondary Principals

Monthly And Summer 2016

Title I, State Funds, Pre-AP/AP Funds

Staff Development training Agendas & Schedules

Increased number of trained teachers, Administrators and Counselors, Staff development reports

Provide required textbooks, materials, and equipment for Pre-AP/AP academic courses.

Secondary Principals, Vertical Teams

August 2015


Documentation of materials provided

Teacher survey of materials

Appropriate funds for AP exam fees to all students taking AP courses.

Vertical Team August 2015 – May 2016


AP Exam Fees Paid, March 2014-May 2014

AP exam results/reports




Review and update district plan for policies & procedures of the EPISD Pre-AP/AP program.

District Improvement Plan Committee

July 2015 to July 2016


Meeting Agendas & Schedules District Improvement Plan Committee Review

Review of Pre-AP/AP Plan


Distinction Designations: 2. Academic Achievement in Mathematics



Increase parental awareness involving the negative consequences and effects of absenteeism through: • Parent contact after

two (2)consecutive days of absences

• Communication of policies regarding attendance requirements

• Various types of communication efforts to inform parents and students on why regular attendance at school is important. Ex. Calendars, Public Service (Radio/TV, Newsletters, Handouts)

Attendance Officers, SARS, Attendance Committees, Teachers, Counselors, and Principals

Weekly Title I, State Funds, State Compensatory Education*

Minutes of SBDM meetings, random sampling surveys by campus of parents/1 meeting per year; Log calls, Log visits, Parent Conferences

PEIMS Attendance Report

Encourage parents of PK-12 students to sign a “compact” with the school to agree to have their children in school every day.

Principals, Federal Programs Director

August, 2015 Title I, Part A, State Funds

Documentation of signed compacts

Compacts report by campus

Provide a weekly attendance statistical chart showing student enrollment and absences

PEIMS Coordinator Weekly

Local Funds

PEIMS weekly and nine-weeks Attendance Reports,

Superintendent Contact Hour Report, Final Summer PEIMS submission

Identify At-risk, LEP, Special Education student population and target their attendance progress by providing counseling services.

At-Risk Counselor, At-Risk Officer, Principals

Weekly

Title I, Part A, State Compensatory Education*

Weekly Absence Report/PEIMS

Counseling Logs




Review attendance reports and identify students with excessive absences

Director of instructional Services, Principals and PEIMS Coordiantor

Every 9-Weeks

Sign-in Sheets PEIMS Attendance Reports

Yearly Report on Student Absences


Distinction Designations: 3. Academic Achievement in Science



Implement the College and Career Readiness Transition Program

Deputy Supt. for C& I, Secondary Principals, College Advisors

Fall 2015 & Spring 2016 Title I, State & Local Funds SAT Prep Session Documentation

PSAT/SAT/ACT Scores

Appropriate funds to assist students in taking college entrance exams.

Deputy Supt. for C& I, Secondary Principals


Title I, State Funds, Title I, Part C MRDC

PSAT, SAT, ACT application forms, number of students registering

Increase in number of students taking PSAT/SAT/ACT Test,

Create parental awareness of testing schedules/dates, and college entrance requirements.

Deputy Supt. for C& I, Secondary Principals

Monthly Title I, State Funds Title I, Part C Student Handbook EPISD Website

Parent Meeting agendas, public awareness through media

SAT/ACT results/reports.

Teach library techniques for research for information which will enhance scores on: STAAR, THEA, SAT, ACT, and TSI

High School Librarians

Monthly Books, Magazines, Online material, Newspapers, Videos

Lesson Plan Documentation

Increase in assessment scores


Distinction Designations: 4. Academic Achievement in Social Studies



Review/revise the GPA policy to increase student enrollment in advanced courses

Deputy Supt. for C & I High School Principals College Advisers

Summer 2015 Local Meeting agendas, sign-in sheets

GPA Policy Revised

Evaluate prior year data to determine percent of students enrolled in advanced courses


July 2015 to June 2016 Local High School Allotment

Data analysis report TAPR report

Provide Dual Enrollment courses in grades 11-12 at each high school



High School Allotment Dual Enrollment Course Offerings and Enrollment

Dual Enrollment Credit Completions

Increase student enrollment in Dual Credit class.



High School Allotment Student Rosters for Fall and Spring

Number of students registered vs. number of student finishing course.

Continue to develop a partnership with TAMIU to increase the number of Dual Credit courses offered.



High School Allotment Memorandum of Understanding

Number of courses credited in Fall 2014 and Spring 2015


Distinction Designations: 5. Top 25 Percent Student Progress



Disaggregate STAAR data to provide district campus information on distinction designations

Deputy Supt. for C & I Dir. for Inst. Svcs.

July 2015 N/A Data analysis report Data Profile Binders

Provide information to parents and students on distinction designation standards and College Readiness standards on STAAR


Fall 2015 Title I, Part A Local & State Funds

Documentation of information

TAPR report


Distinction Designations: 6. Top 25 Percent Closing Performance Gaps



Disaggregate STAAR data by scale score to target improvement areas needed for Texas Growth Index


August 2015 N/A Scale Score Report TAPR Report

Utilize GPA report to identify campus quartiles as it relates to comparable improvement


August 2015 N/A Counselor Logs & Sessions

Information reports


Distinction Designations: 7. Postsecondary Readiness



Four year plans will be developed so that all students will be expected to graduate with the RHSP or DAP

Deputy Supt. for C & I High School Principals & Counselors

Monthly August, 2015-May, 2016

High School Allotment Counselor Documentation of four year plans

Four year plan documentation

Provide information to student and parents on the benefits of the RHSP and DAP



High School Allotment Counselor Logs & Sessions

Information reports

Provide stakeholder information of the 4 x 4 Graduation Requirements.



High School Allotment Agendas & Sign-In Sheets Media Presentations

Survey audits


Distinction Designations: 8.




Acronyms

ACT American College Test FEMA Federal Emergency Management Act SBDM Site-Based Decision Making AIMS Activities Integrating Math and Science FERPA Family Education Rights & Privacy Act SBOE State Board of Education AMAO Annual Measurable Achievement Objectives FFA Future Farmers of America SCE State Compensatory Education AMI Accelerated Math Instruction FTE Full Time Equivalent SEA State Educational Agency AP Advanced Placement GPA Gold Performance Acknowledgement SEM Standard Error of Measurement ARD Admission, Review and Dismissal Committee GT Gifted and Talented SIOP Sheltered English Observation Protocol A.R.I. Accelerated Reading Instruction HOSA Health Occupations Students of America SMART Summer Migrant Access Resources Through Technology ARP Accelerated Reading Program IDEA Individuals with Disabilities Education Act SSI Student Success Initiative AT Assistive Technology IEP Individual Education Plan SSVI State Supplemental Visually Impaired ATD Assistive Technology Device IRI Informal Reading Inventory STAAR State of Texas Assessments of Academic Readiness BB Building Bridges ITBS Iowa Test of Basic Skills TAEP Tobacco Awareness & Education Program BIP Behavior Intervention Plan ITP Individual Transition Plan TAKS Texas Assessment of Knowledge & Skills BPA Business Professionals of America KAMP Kickapoo Advancement and Motivation Program • TAKS Alt-Alternative CTE Career & Technical Education K CHECKLIST Kindergarten Checklist • TAKS M-Modified CBL Computer Based Learning LAS Language Assessment Scales • TAKS Acc.-Accommodated CCPS Child Care Provider Services LEA Local Education Agency TBIF Texas Behavior Initiative Fund CEHI Compensatory Education Home Instruction LEP Limited English Proficiency TEA Texas Education Agency CEI Creative Education Institute LPAC Language Proficiency Academic Committee TEKS Texas Essential Knowledge & Skills CFR Code of Federal Regulations MOUS Microsoft Office User Specialist TELPAS Texas English Language Proficiency Assessment System COE Certificate of Eligibility NCLB No Child Left Behind Act of 2001 THEA Texas Higher Education Assessment DAEP Disciplinary Alternative Education Program NCS National Computer Systems TIMSS Third International Mathematic & Science Study DARE Drug Abuse Resistance Education NCTM National Council of Teachers of Mathematics TMIP Texas Migrant Interstate Program DECA Distributive Education Clubs of America NSES Materials National Science Education Standards TPRI Texas Primary Reading Inventory DRA Developmental Reading Assessment PAC Parental Advisory Council TRS Texas Retirement System DSC District Service Center PASS Portable Assisted Study Sequence UTSA University of Texas at San Antonio ERF Early Reading First PDAS Professional Development Assessment System VICA Vocational Industrial Clubs of America ESEA Elementary and Secondary Education Act PEIMS Public Education Information Management

System WRAT Wide Range Achievement Test

ESC Education Service Center PEP Pregnancy Education & Parenting ESL English as Second Language RIF Reading is Fundamental ESY Extended School Year TELPAS Reading Proficiency Test in English FAPE Free and Appropriate Public Education RTI Response to Intervention FAFSA Free Application for Federal Student Aid SAR Service Advocate Recruiter FCS Family & Consumer Science SAT Scholastic Aptitude Test


Budgets


The following statement indicates the amount, if any, of the school district’s unencumbered surplus fund balance as of the last day of preceding fiscal year and the percentage of the preceding year’s budget that the surplus represents. 2017-2018 UNENCUMBERED SURPLUS BALANCE (ESTIMATED) $17,165,783 % OF THE PRECEDING YEAR’S BUDGET THAT THE SURPLUS REPRESENTS (ESTIMATED) 14.07%


State Compensatory Education Budget Total SCE Budget: 7,911,513 Position Total FTEs Directors 1 Coordinators 1 Counselors 16.10 Instructional Officers 9.45 Instructional Aides 41 Teachers 38 Computer Lab Managers 10 Service Advocate Recruiter 0 Custodian 1 Security 2 Nurse 0.5 Secretaries/Clerks 3 Caregiver 4 Dean of Instruction 2 TOTAL 129.05


State Career and Technology Education Grant Budget Total Budget: 3,889,562 Position Total FTEs Director 1.0 Total Budget at Capuses: 148,200 Secretary 1.0 Clerk 1.0 Total FTE Salaries: 2,874,407 Counselors 2.0 Teachers 47.0 Total FTE Fringe Benefits: 519,355 TOTAL FTEs 52.0 Total Supplies & Materials: 347,600


Carl D. Perkins Federal Vocational Grant Budget TOTAL Carl D. Perkins Budget: 1, 004, 495 Total Carl D. Perkins Budget at Campuses: $ 909, 869 Total FTE Salaries:: $ 15, 000 Total FTE Fringe Benefits: $ 20, 174 Total Supplies & Materials: $ 34, 600


Title I, Part A Budget Total Title I, Part A Budget:: 6,270,273 Position Total FTEs Director 0.50 Payroll Costs: 5,489,376 Parental Involvement Officer 1.00 Evaluator 0.90 Contracted Services: 130,778 Secretaries 3.40 Media Clerk 1.00 Supplies and Materials: 479,492 Childcare Providers 5.00 Clerk (Office) 3.00 Other Operating Costs: 15,500 Clerks (Campus) 6.00 Counselors 17.60 Capital Outlay: 0 Dean of Instruction 2.00 Instructional Aides 10.00 Indirect Costs: 155,127 Computer Lab Managers 13.00 Instructional Officers 12.75 : Parent Liaison Aide 0 Custodian 1.00 : Federal Programs Specialist 0.0 Parent Literacy Specialist 3.00 Service Advocate Recruiters 7.8 Community Liaison Aide 0.0 Curriculum/School Improvement Director(s) 3.10 Total FTE's 91.05


Title I, Part C Migrant Education Budget Total Budget: 2017 - 2018 : 1, 004, 495 Position Total FTEs Director 100% 1.00 Payroll Costs: $ 909, 869 Evaluator 10% 0.10 Secretary 100% 1.0 Professional & Contracted Services: $ 15, 000 Counselors 80% / 50% 1.30 Counselor Clerks 100% 2.00 Supplies & Materials: $ 20, 174 NGS Clerks 100% 2.00 Teachers 0.00 Other Operating Costs: $ 34, 600 Instructional Aides 100% funded 11.00 Service Advocate Recruiters (SARs) 8.6 Indirect Cost: $ 24, 852 10 @ 40% 12 @ 30% 1 @ 100% Total FTEs 27.0 27.0


Title II, Part A – Teacher and Principal Training and Recruiting Budget Total Title II, Part A Budget: 502,838.00 Position Total FTEs Class-Size Reduction Teacher(s) 9 FTE Salaries: 382,608.00 FTE Fringes: 109,233.00 Consulting Services: 0.00 Travel: 0.00 Indirect Cost: 12,440.00 Extra Duty: 0.00 Total FTEs 9


Bilingual Budget Total Budget: 1,552,365 Position Total FTEs Class-Size Reduction Teacher(s) 9 FTE Salaries: 699,777 FTE Fringe Benefits: 225,204 Tutors/Tutorial: 73,017 Summer School Salaries: 188,999 Summer School Transportation: 38,000 Summer School Supplies/Materials:: 7,300 Testing/Scoring: 70,000 Total FTEs 9 Tuition /Fees & Dues: 7,500 DSC Supplies/Materials: 68,000 Supplies/Materials: 78,041 Travel: 29,876 Consultants : 65,000


Title III, Part A - English Language Enhancement & Academic Achievement for LEP & Immigrant Students Total Budget: 467,733 Position Total FTEs Teachers 2 FTE Salaries: 230,602 SARs (30%) 22.0 Tutors/Tutorial Program: 91,744 FTE Fringe Benefits: 72,750 Contracted Services: 1,000 Supplies & Materials: 57,282 Travel: 0 Total Indirect Cost: 9,355 Total Incentives: 5,000

Texas Education Agency, Special Populations Division, 2017-2018 1

Priority for Service (PFS) Action Plan for Migrant Students

As part of the Every Student Succeeds Act (ESSA), the Priority for Service (PFS) Action Plan is a required program activity for the Migrant Education Program. In providing services with funds received under this part, each recipient of such funds shall give priority to migratory children who have made a qualifying move within the previous 1-year period and who are failing, or most at risk of failing, to meet the challenging State academic standards; or have dropped out of school. [§1304 [20 U.S.C. 6394](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 the following criteria:

Priority for Service Criteria

Grades 3-12, Ungraded (UG) or Out of School (OS)

• Who have made a qualifying move within the previous 1-year period; AND

• Have failed one or more of the state assessments (TAKS/STAAR), or were granted a TAKS LEP Postponement, were Absent, Not Tested or were not enrolled in a Texas school during the state assessment testing period for their grade level.

Grades K-3 • Who have made a qualifying move within the previous 1-year period; AND

• Have been designated LEP in the Student Designation section of the New Generation System (NGS) Supplemental Program Component; or

• For students in grades K-2, who have been retained, or are overage for their current grade level.

The following document is provided by TEA for districts to help document efforts that are being conducted on behalf of Priority for Service students. It contains all of the required components as described in Part 4 of the ESSA Application in the Provisions and Assurances, but also allows room for districts to add additional activities. Each district’s plan must clearly articulate criteria for defining student success, including timelines for achieving stated goals and objectives.

NOTE: This document can be obtained electronically in MS Word format from the regional ESC MEP Coordinator.


School District: Eagle Pass ISD Priority for Service (PFS) Action Plan Filled Out By: Rodolfo Musquiz

Region: 20 School Year: 2017- 2018

Date: August 14, 2017

Note: Title I, Part C Coordinator or MEP staff will include the PFS Action Plan in the district improvement plan as a separate section appropriately

labeled or identified (e.g., “Migrant PFS Action Pan Section”), rather than integrating the action plan elements with other DIP sections that focus on

other student population groups (e.g., Bilingual, ESL, Economically Disadvantage).

Goal(s):

Ensure that supplemental services and support is available for PFS students from varied sources

Utilize MEP and Non-migrant staff and resources to address the academic and non-academic needs of PFS students

Monitor the progress of PFS students throughout the year and make needed adjustments in programs or services

Inform and update parents on the progress of PFS students

Coordinate with other federal, state, and local resources

Objective(s):

PFS students will meet performance standards on state assessments ( STAAR 3-8, and EOCs )

PFS students will meet promotion criteria for advancement to the next grade level

PFS students will meet passing standards on local weekly tests, nine weeks, and benchmark exams

PFS students will improve on reading performance annually

Required Strategies Timeline

Person(s) Responsible

Documentation

Monitor the progress of MEP students who are on PFS. ▪ Monthly, run NGS Priority for Service (PFS) reports to

identify migrant children and youth who require priority access to MEP services.

July 2017 – June, 2018 NGS Clerks Migrant Program Director

PFS Campus Reports Sign-in sheets

▪ Before the first day of school, develop a PFS Action Plan for serving PFS students. The plan must clearly articulate criteria for defining student success, including timelines for achieving stated goals and objectives.

▪ Timeline, Measurable goals table

July 2017 – June 2018 Migrant Program Director

PFS Grade Ledgers PFS Progress Reviews PFS Measurable Goals Table


Additional Activities

▪ Measurable growth will be determined by examining gains in STAAR assessment results, progress on current grades, promotion-retention criteria, and annual achievement in reading performance.

Aug. 2017 – May 2018 Migrant staff MEP Director

PFS Measurable Goals Table

Required Strategies Timeline

Person(s) Responsible

Documentation

Communicate the progress and determine needs of PFS migrant students. ▪ During the academic calendar, the Title I, Part C Migrant

Coordinator or MEP staff will provide campus principals and appropriate campus staff information on the Priority for Service criteria and updated NGS Priority for Service reports.

Aug. 2017 – July 2018 MEP Director Campus Admin. Aides SARs

Monthly PFS Reports Sign-in sheets

▪ During the academic calendar, the Title I, Part C Migrant Coordinator or MEP staff will provide parents of PFS information on the Priority for Service criteria.

Aug. 2017 – July 2018 Campus SARs MEP Director

PFS Progress Reports for parents

▪ During the academic calendar, the district’s Title I, Part C Migrant Coordinator or MEP staff will make individualized home and /or community visits to update parents on the academic progress of their children.

Aug. 2017 – July 2018 Campus SARs / Recruiters

PFS Progress Reports Home- visit Logs


▪

Provide services to PFS migrant students. ▪ The district’s Title I, Part C migrant coordinator or MEP

staff will use the PFS reports to give priority placement to these students in migrant education program activities.

July 2017 – June 2018 Campus Administration MEP Director

MEP Tutorial Lists MEP Tutorial Attendance

▪ The district’s Title I, Part C migrant coordinator or MEP staff will ensure that PFS students receive priority access to instructional services as well as social workers and community social services/agencies.

July 2017 – June 2018 MEP Director SARs / Recruiters

Agency Referrals Family Needs Checklist OSC Profiles


▪ The district’s Title I, Part C migrant coordinator or MEP staff will determine what federal, state, or local programs serve PFS students.

July 2017 – June 2018 Campus Administration MEP Director

Extended Day Programs’ Student Lists Student Attendance -Title I Tutorials -Title III Tutorials


• During the year, PFS students will be serviced through special programs and services designed to enhance and support instructional goals and objectives.

• During the year, PFS students will be given priority access to supplemental instructional support provided by other instructional aides or tutors in the classroom or through pull-out sessions.

Aug. 2017 – May 2018 Aug.2017 – May 2018

Campus Administration MEP Director Campus Administration MEP Director

-RTI Rosters -504 Lists -Special Ed. Plans Title I., Title III, State Comp Instructional Aides’ Ledgers Tutor Ledgers / Groups

____Rodolfo Musquiz______________ ____8 -14 -17 ____________ Wendy Branstine___________ 9 - 25 -17_ __ LEA Signature Date Completed ESC Signature Date Received