2019-2020 district improvement plan seguin independent ... · comprehensive needs assessment....

Seguin Independent School District

District Improvement Plan

2019-2020 Accountability Rating: C

Seguin Independent School DistrictGenerated by Plan4Learning.com 1 of 40

District #094901January 24, 2020 11:59 am

Mission StatementTo cultivate, inspire and empower students to grow and learn.

VisionExceptional students to exceptional citizens

Core BeliefsStudents grow academically, emotionally and socially when creative and imaginative

educators ignite their passions.

The learning experience should be engaging, relevant and collaborative to meet the needs ofall.

Parent, community and industry partners are essential for student success

Teachers foster student curiosity and initiative through meaningful and relevant learningexperiences.

Relationships that nurture student growth and development are key to success.



Table of Contents

Comprehensive Needs Assessment 4Demographics 4Student Academic Achievement 6District Processes & Programs 7Perceptions 8

Priority Problem Statements 10Comprehensive Needs Assessment Data Documentation 13Goals 15

Goal 1: Improve student learning through improved instructional practice (Strategic Priority 1). 15Goal 2: Engage parents, industry, and community partners to enrich the experience of students and staff and to establish Seguin ISD as an integral part of thecommunity (Strategic Priority 2). 31Goal 3: Create the conditions in Seguin ISD to recruit, retain and engage employees (Strategic Priority 3). 35

RDA Strategies 37Title I Personnel 38District Educational Improvement Council 39



Comprehensive Needs AssessmentRevised/Approved: August 13, 2019

Demographics

Demographics Summary

Seguin ISD, located in the heart of Guadalupe County, is a 5A district with approximately 7366 students. The district has one PreK campus, 7 elementaryschools (grades K-5), 2 middle schools (grades 6-8), 1 comprehensive high school and 1 Alternative Education Accountability campus. Seguin High Schooloffers Early College High School; in June 2018 31 students graduated from Seguin High School with an associate's degree. The ethnic breakdown hasremained steady for the past three years at approximately 5% African American, 70% Hispanic, 24% White, and 1% Two or More Races.

The district has approximately 71% economically disadvantaged students, 12% English Language Learners, 52% at risk, 11% Special Ed, 0.3% Migrant,.8% Homeless, 50% Title I, and 7% 504. Dropout rates are below 1%, and 4 year graduation rate decreased from 95.5% in 2017 to 92.1% in 2018.

The teacher demographics are 4% African American, 27% Hispanic, and 67% White. 25% are male, 75% are female. 5% of the teachers are in their firstyear, 37% have between 1-5 years experience, 21% have between 6-10 years experience, 23% have between 11-20 years experience, and 15% have over 20years experience. The average years of experience is 9.7 Teacher turnover rate has decreased from 22.5 in 2016-18 to 17.2% in 2017-18.

Demographics Strengths

The demographics of Seguin ISD have remained relatively consistent.

Problem Statements Identifying Demographics Needs

Problem Statement 1: Although the turnover rate for teachers has dropped from 22.5 to 17.2, it continues to be higher than the teacher turnover rate for thestate (16.6). Root Cause: We compete with multiple surrounding districts.

Problem Statement 2: Discipline data shows an increase in the use of exclusionary discipline for the All Student group and the Special Ed group. RootCause: Discipline practices do not address the root cause of the student behavior.



Problem Statement 3: Student attendance continues to be below the state average. Root Cause: Attendance is not always a priority.



Student Academic Achievement

Student Academic Achievement Summary

In 2018 the state accountability system moved to a system that evaluates performance according to three domains:

Student Achievement evaluates performance across all subjects for all students, on state assessments, College, Career, and Military Readiness(CCMR) indicators, and graduation rates.School Progress measures district and campus outcomes in two areas: the number of students that grew at least one year academically as measuredby STAAR results and the achievement of all students relative to districts or campuses with similar economically disadvantaged percentages.Closing the Gaps uses disaggregated data to demonstrate differentials among racial/ethnic groups, socioeconomic backgrounds and other factors.The indicators in this domain align the state accountability with the Every Student Succeeds Act (ESSA).

Labels of A, B, C, or D will be assigned for overall performance and for performance in each domain to districts and campuses that meet the performancetarget for the letter grade. A label of F will be assigned for overall performance and for performance in each domain to districts that do not meet theperformance target to earn at least a D.

Student Academic Achievement Strengths

Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: Seguin ISD 2019 Writing scores were below state averages in all tested writing grades. 4th - 8 pts below; 7th - 13 points below, E1 -14 points below; E2 - 15 points below. Root Cause: There was no K-12 district writing plan to achieve high expectations in Writing.

Problem Statement 2: Seguin ISD Special Education and EL students are not meeting CCMR critieria. Root Cause: Lack of access to instructionalpreparation.

Problem Statement 3: There were minimal to negative gains in approaches/meets/masters in all subjects and grade levels in the 2019 STAAR. Root Cause: There is a lack of well defined instructional model, design and activities.



District Processes & Programs

District Processes & Programs Summary

Summary:

District Processes & Programs Strengths

Problem Statements Identifying District Processes & Programs Needs

Problem Statement 1: There is a lack of standardized processes to access, understand, and implement support for specialized learners. Root Cause:Limited staff to share varied information and balance multiple roles and responsibilities.

Problem Statement 2: There are multiple new initiatives in the District Strategic Plan that require onboarding for new staff and ongoing professionallearning opportunities for returning staff. Root Cause: Teacher and admin turnover continues to be high.

Problem Statement 3: Students in special programs tend to have lower achievement results than the all student population. Root Cause: Students have notbeen provided access and supports to on grade level instruction.

Problem Statement 4: The RtI system is not implemented to fidelity. Root Cause: District staff has been re-writing the RtI Guidelines.



Perceptions

Perceptions Summary

Student engagement has been a district focus throughout the 2018-19 school year. This engagement push has manifested itself in the form of improvedstudent attendance efforts. At the elementary level, schools such as Ball Pre-K and Patlan Elementary made significant gains in yearly ADA while AJBriesemeister Middle School also achieved gains in yearly attendance rates. Seguin High School experienced an attendance gain of over 1 percentage pointand Seguin ISD increased in overall attendance by .94 percent. Across the district, the following incentives were used at various campuses to bring aboutpositive gains in attendance:

1. Faculty buy-in and meeting students in a positive, enthusiastic manner during morning drop-off.

2. Increased parental contacts and increased attendance warning notice distribution across grade levels through utilization of the RaaWee system.

3. Increased campus administrator and central office support across the district.

4. Various campus incentives for good attendance such as drawings, parties, and semester exam exemptions.

Discipline remained a serious concern (especially at the secondary level) as many teachers reported that they had safety concerns at their campuses. Surveyresults noted that students were frequently disruptive, used profanity, were tardy, and spent time in hallways. Survey information also noted thatadministrative support was inconsistent across campuses.

According to the 2018-19 K-12 Insight Survey:

Survey Item Percentage StronglyDisagree or Disagree (%) School Climate Dimension

Discipline is enforced fairly. 45% Safety and BehaviorStaff members and students treat each other with respect. 36% Safety and BehaviorThis school is safe. 23% Safety and BehaviorSchool-based administrators (principals and assistant principals) are available when Ihave a concern. 21% School Leadership

School-based administrators (principals and assistant principals) are responsive whenI have a concern. 21% School Leadership

The following items of note were also prevalent in the most recent climate survey:



Dimension 2017 2018 2019Academic Support 87% 85% 84%Student Support 91% 91% 90%School Leadership 86% 84% 81%Family Engagement 84% 80% 80%Safety and Behavior 83% 79% 77%

Perceptions Strengths

According to the k-12 Insight survey that was given in the Spring of 2019,

Survey Item Percentage Strongly Agreeor Agree (%) School Climate Dimension

There is a teacher, counselor, or other staff member to whom a student can go forhelp with a school problem. 97% Student Support

There is a teacher, counselor, or other staff member to whom a student can go forhelp with a personal problem. 96% Student Support

Families are encouraged to attend school-sponsored activities, such as back-to-schoolnight. 92% Family Engagement

All school staff members are aware of the safety and security procedures. 92% Safety and BehaviorStudents at this school are treated fairly regardless of their race, culture, religion,sexual orientation, gender, or disabilities. 88% Student Support

Problem Statements Identifying Perceptions Needs

Problem Statement 1: The current district discipline practices have not effectively addressed student discipline issues. Root Cause: The Seguin ISD doesnot have a discipline system that is clearly defined to allow for consistent application.

Problem Statement 2: Not enough students have opportunities to engage in after school clubs, programs, and organizations of their interest. Root Cause:Seguin ISD has not provided sufficient resources to encourage extra curricular activities that meet student interest.

Problem Statement 3: Parent and Family Engagement activities are poorly attended. Root Cause: Parent surveys indicated lack of awareness of activities,childcare, relevance, and translation services as reasons not to attend.

Problem Statement 4: Not all students are fully engaged in school activities. Root Cause: The Whole Child is not being fully addressed for all students.



Priority Problem Statements

Problem Statement 1: Although the turnover rate for teachers has dropped from 22.5 to 17.2, it continues to be higher than the teacher turnover rate for thestate (16.6).Root Cause 1: We compete with multiple surrounding districts.Problem Statement 1 Areas: Demographics

Problem Statement 2: Discipline data shows an increase in the use of exclusionary discipline for the All Student group and the Special Ed group.Root Cause 2: Discipline practices do not address the root cause of the student behavior.Problem Statement 2 Areas: Demographics

Problem Statement 3: Student attendance continues to be below the state average.Root Cause 3: Attendance is not always a priority.Problem Statement 3 Areas: Demographics

Problem Statement 4: Seguin ISD 2019 Writing scores were below state averages in all tested writing grades. 4th - 8 pts below; 7th - 13 points below, E1 -14 points below; E2 - 15 points below.Root Cause 4: There was no K-12 district writing plan to achieve high expectations in Writing.Problem Statement 4 Areas: Student Academic Achievement

Problem Statement 5: Seguin ISD Special Education and EL students are not meeting CCMR critieria.



Root Cause 5: Lack of access to instructional preparation.Problem Statement 5 Areas: Student Academic Achievement

Problem Statement 6: There were minimal to negative gains in approaches/meets/masters in all subjects and grade levels in the 2019 STAAR.Root Cause 6: There is a lack of well defined instructional model, design and activities.Problem Statement 6 Areas: Student Academic Achievement

Problem Statement 7: There is a lack of standardized processes to access, understand, and implement support for specialized learners.Root Cause 7: Limited staff to share varied information and balance multiple roles and responsibilities.Problem Statement 7 Areas: District Processes & Programs

Problem Statement 8: There are multiple new initiatives in the District Strategic Plan that require onboarding for new staff and ongoing professionallearning opportunities for returning staff.Root Cause 8: Teacher and admin turnover continues to be high.Problem Statement 8 Areas: District Processes & Programs

Problem Statement 9: Students in special programs tend to have lower achievement results than the all student population.Root Cause 9: Students have not been provided access and supports to on grade level instruction.Problem Statement 9 Areas: District Processes & Programs

Problem Statement 10: The RtI system is not implemented to fidelity.Root Cause 10: District staff has been re-writing the RtI Guidelines.Problem Statement 10 Areas: District Processes & Programs

Problem Statement 11: The current district discipline practices have not effectively addressed student discipline issues.



Root Cause 11: The Seguin ISD does not have a discipline system that is clearly defined to allow for consistent application.Problem Statement 11 Areas: Perceptions

Problem Statement 12: Not enough students have opportunities to engage in after school clubs, programs, and organizations of their interest.Root Cause 12: Seguin ISD has not provided sufficient resources to encourage extra curricular activities that meet student interest.Problem Statement 12 Areas: Perceptions

Problem Statement 13: Parent and Family Engagement activities are poorly attended.Root Cause 13: Parent surveys indicated lack of awareness of activities, childcare, relevance, and translation services as reasons not to attend.Problem Statement 13 Areas: Perceptions

Problem Statement 14: Not all students are fully engaged in school activities.Root Cause 14: The Whole Child is not being fully addressed for all students.Problem Statement 14 Areas: Perceptions



Comprehensive Needs Assessment Data DocumentationThe following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus Performance Objectives Summative Review from previous yearCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements

Accountability Data

Texas Academic Performance Report (TAPR) dataStudent Achievement DomainStudent Progress DomainClosing the Gaps DomainEffective Schools Framework dataComprehensive, Targeted, and/or Additional Targeted Support Identification dataAccountability Distinction DesignationsFederal Report Card Data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR End-of-Course current and longitudinal results, including all versionsTexas English Language Proficiency Assessment System (TELPAS) resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsPostsecondary college, career or military-ready graduates including enlisting in U. S. armed services, earning an industry based certification, earningan associate degree, graduating with completed IEP and workforce readinessAdvanced Placement (AP) and/or International Baccalaureate (IB) assessment dataSAT and/or ACT assessment dataStudent Success Initiative (SSI) data for Grades 5 and 8Local benchmark or common assessments data

Student Data: Student Groups



Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsSpecial programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student groupEconomically disadvantaged / Non-economically disadvantaged performance and participation dataSpecial education/non-special education population including discipline, progress and participation dataMigrant/non-migrant population including performance, progress, discipline, attendance and mobility dataAt-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility dataEL/non-EL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, and gender dataCareer and Technical Education (CTE), including coherent sequence coursework aligned with the industry-based certifications, program growth andstudent achievement by race, ethnicity, and gender dataHomeless data

Student Data: Behavior and Other Indicators

Completion rates and/or graduation rates dataAnnual dropout rate dataAttendance dataDiscipline recordsViolence and/or violence prevention recordsClass size averages by grade and subjectEnrollment trends

Employee Data

Teacher/Student RatioEquity data

Support Systems and Other Data

Organizational structure dataProcesses and procedures for teaching and learning, including program implementationBudgets/entitlements and expenditures data



GoalsRevised/Approved: October 28, 2015

Goal 1: Improve student learning through improved instructional practice (Strategic Priority 1).

Performance Objective 1: TEACHING AND LEARNING: By focusing on curriculum alignment, instructional practices, and support for special programsand sub-populations, Seguin ISD will become a B-rated district.

Evaluation Data Source(s) 1: STAAR assessments, benchmarks

Summative Evaluation 1:

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeNov Jan Mar June

TEA PrioritiesRecruit, support, retain teachers and principals

1) Create professional learning experiences that willyield innovative and engaging classroomexperiences by implementing Professional LearningCommunities at all campuses (1.1.1) through the useof a district handbook and district guided job-embedded professional development.

2.5 AssistantSuperintendent ofLearning andLeadershipServices, Directorof ProfessionalLearning, andPrincipals.

Increase overall student performance on STAARassessments by 10%.

TEA PrioritiesBuild a foundation of reading and math

2) Build an aligned, viable curriculum that will yieldinnovative and engaging classroom experiences bycreating a district curriculum management plan tooutline district expectations for developingcurriculum (1.2.1)

2.5 AssistantSuperintendent ofLearning andLeadershipServices, Directorof Elementary andSecondaryEducation

100% of district and campus leadership teams willutilize the District Curriculum Management Plan toguide curricular decision-making andimplementation.






Improve low-performing schools3) Create Interim Assessments for all STAARsubjects and grade levels (1.2.1, 1.2.6).

Director ofElementary andSecondaryEducation

100% of STAAR tested courses will have six weekinterim assessments available for campusimplementation of data-driven instruction practices.


4) Build an aligned, viable curriculum that will yieldinnovative and engaging classroom experiences bydeveloping curriculum documents and unit planningguides for ELAR/SLAR K-8 and provide on-goingprofessional development (1.2.2, 1.2.3, 1.2.4, 1.2.5).

2.5 AssistantSuperintendent ofLearning andLeadershipServices, Directorof Elementary andSecondaryEducation,Assistant Directorof Elementary andMultilingual,Assistant Directorof Secondary,Director ofProfessionalLearning

100% of ELAR/SLAR K-8 unit planning documentswill be completed by May 2020.


5) Provide instruction that is engaging, relevant, andcollaborative to meet the needs of all by developingdistrict expectations for providing feedback toteachers that focuses on teacher growth anddevelopment (1.3.2).

AssistantSuperintendent ofLearning andLeadershipServices, Directorof Elementary andSecondaryEducation, campusInstructionalLeadership Teammembers

100% of campuses will attend the districtObservation and Feedback training and willimplement practices at their respective schools.






6) Provide instruction that is engaging, relevant, andcollaborative to meet the needs of all by engaging inthe Collaborative Instructional Review (CIR)process and using the Rigor/Relevance Frameworkto support rigor, relevance, and learningengagement (1.3.6)

2.5 AssistantSuperintendent ofLearning andLeadershipServices, Directorof Elementary andSecondaryEducation,Director orProfessionalLearning,Principals

100% of campuses will develop and implement aplan for utilizing the CIR process on their respectivecampuses.

By November, every campus leadership teammember must have conducted at least one CIR .

By January, all secondary campus must haveconducted at least one CIR with all STAAR testedarea teachers. Every elementary campus shouldintroduced both the Rigor and Relevance frameworkthrough the CIR process.

By March 31st, all secondary campus must haveconducted at least two CIR with all STAAR testedarea teachers. Every elementary campus shouldintroduced all three frameworks through the CIRprocess.


Build a foundation of reading and math7) Utilize elementary Campus InstructionalSpecialists, Academic Deans, Trailblazers, andgrade level/department leads to provide instructionalsupport and deliver job-embedded professionaldevelopment to support district initiatives.

2.4, 2.6 Director andAssistant Directorsof Elementary andSecondaryEducation

Increase overall student performance as measured bystate and local assessments.

Problem Statements: Student Academic Achievement 3 - School Processes & Programs 1Funding Sources: 255 Title II - 140000.00

Equity Plan StrategyTEA Priorities

Recruit, support, retain teachers and principals8) Provide professional development, workshop,and conference opportunities to teachers,Instructional Specialists, Directors, and/orCoordinators.

Federal ProgramsDirector, Directorof ProfessionalLearning

100% of campuses will have personnel trained inPLCs and Rigor/Relevance.

Problem Statements: School Processes & Programs 2, 4Funding Sources: 211 Title I A - 35000.00, 255 Title II - 14000.00





RDA9) Develop and implement district wide models forthe provision of special education services outliningteacher roles, responsibilities and duties andensuring a full continuum of services is available.

2.4, 2.5, 2.6 Director of SpecialEducation, SpecialEducationCoordinators andDistrict ARDFacilitators

Programs in place will meet the needs of all students. By November, consult with ESC - 20 to reviewprogram guidelines.

By January, a clear outline of program expectationswill created.

By March, the department will formalize the programguidelines.

Funding Sources: 224 Federal SpEd - 0.0010) Build capacity with instructional leaders tomonitor and oversee the provision of specialeducation services and develop plans for self-monitoring campus programs.

2.4, 2.5, 2.6 Director of SpecialEducation, AsstSuperintendent forLearning andLeadershipServices,

Campus leaders will be able to identify programneeds and methods of monitoring at each campus.

By November, MDR training will be shared with allcampus leadership teams. IPI attestation forms willbe provided.

By January, the department will conduct programreviews with campus leadership teams.

By March, all campus administrators will be able tolead the annual ARD process to design programs thatmeet student needs.

11) Implement a district model for serving giftedand talented students, based on the Texas State Planfor the Education of Gifted/Talented Students.

2.5 Director ofElementary andSecondaryEducation

A G/T Scope and Sequence along with a ServiceDelivery Model will be developed by May 2020.

12) Provide support for the administration of theEvery Student Succeeds Act (ESSA) grant, througha Director of Federal Programs and secretary,including the application, budgets, compliance, andtraining as necessary.

2.5, 3.1 Director of FederalPrograms

The district and all campuses will be fully compliantwith all Title programs.

By November, the district and all campuses will haveapproved CIPs and budgets in place.

By January, the FPD will meet with all Title Iprincipals to review their budgets and CIPs to ensureprogram compliance and effectiveness.

Funding Sources: 211 Title I A - 71000.00





RDA13) Provide campus-level support for EnglishLearners in the delivery of rigorous and relevantinstruction and the implementation of schoolimprovement activities through the use ofparaprofessionals in the classroom.

2.4, 2.6 Director of Multi-Lingual Education

Increase the performance of English Learners by10% as measured by STAAR.

Funding Sources: 211 Title I A - 183000.00, 263 Title III A - 56000.00

RDAEquity Plan Strategy


14) Increase the pool of certified ESL teachers byproviding training and ESL certification testreimbursement for teachers who do not currentlyserve ESL students in their classroom.

2.4 Assistant Directorof Elementary andMultilingualEducation.

Increase the number of ESL certified teachers inSeguin ISD.

Problem Statements: Student Academic Achievement 2Funding Sources: 263 Title III A - 3500.00

RDA15) Implement, monitor, and evaluate professionallearning to CTE teachers to address and support theacademic needs of all students, particularly forspecial populations.

2.4, 2.5, 2.6 CTE Director Fall: CTE teachers received training before the startof the 2019-2020 school district.

Funding Sources: 244 CTE Perkins - 0.00

RDA16) Provide training to parents of English Learnersto support their students at home.

3.1 Assistant Directorof Elementary andMultilingualEducation

Problem Statements: Perceptions 3Funding Sources: 263 Title III A - 500.00


Improve low-performing schools17) The district will provide academic enrichmentopportunities in the summer for students who havenot met the passing standard in 5th or 8th readingand math STAAR.

2.4, 2.5, 2.6 AssistantSuperintendent forLearning &LeadershipServices

30% of students who participate in the summerenrichment opportunities will pass the thirdadministration of STAAR.

By January 31st, the LLS department will beginplanning sessions to be offered over the summer.

By March 31st a schedule will be produced andstaffing will begin.

Problem Statements: Student Academic Achievement 3Funding Sources: 211 Title I A - 40000.00





18) Provide support to participating private non-profit campuses through professional learningopportunities and tutoring to students.

Federal ProgramsDirector

There will be an increase in academic achievementfor students who attend PNPs.

By November 31st, all participating PNPs will havesubmitted their plans to SISD.

By January 31st, SISD will monitor the PNP budgetand adjust as needed.

By March 31st, SISD will have begun consultationfor the 2020 - 2021 school year.

Funding Sources: 211 Title I A - 6500.00, 255 Title II - 10000.00, 289 Title IV - 4800.0019) Continue to improve and grow the MatadorInnovative Teaching Academy.

2.4, 2.5, 2.6 AssociateSuperintendent ofTechnologyDirector of DigitalLearning

Problem Statements: Student Academic Achievement 320) Provide opportunities for middle school studentsadvance in computer science through the EasyCodeFoundations curriculum; explore creation of hybrid,year-long robotics and coding course.

2.5 Director of DigitalLearning

Students will develop increased competency incomputational thinking skills, including:decomposition, pattern recognition, abstraction, andalgorithm design.

Students will increase creativity and problem-solvingskills.

More students will display interest in continuingstudy of computer science topics at the high schoollevel.

21) Identify and implement improvements to districtSTEAM Fair, including any needed updates to therobotics competitions; implement strategies topromote greater secondary participation.

2.4, 2.5, 2.6 Director of DigitalLearning; ScienceCoordinator

= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 1 Problem Statements:



Student Academic AchievementProblem Statement 2: Seguin ISD Special Education and EL students are not meeting CCMR critieria. Root Cause 2: Lack of access to instructional preparation.

Problem Statement 3: There were minimal to negative gains in approaches/meets/masters in all subjects and grade levels in the 2019 STAAR. Root Cause 3: There is a lack of welldefined instructional model, design and activities.

School Processes & ProgramsProblem Statement 1: There is a lack of standardized processes to access, understand, and implement support for specialized learners. Root Cause 1: Limited staff to share variedinformation and balance multiple roles and responsibilities.Problem Statement 2: There are multiple new initiatives in the District Strategic Plan that require onboarding for new staff and ongoing professional learning opportunities for returningstaff. Root Cause 2: Teacher and admin turnover continues to be high.

Problem Statement 4: The RtI system is not implemented to fidelity. Root Cause 4: District staff has been re-writing the RtI Guidelines.

PerceptionsProblem Statement 3: Parent and Family Engagement activities are poorly attended. Root Cause 3: Parent surveys indicated lack of awareness of activities, childcare, relevance, andtranslation services as reasons not to attend.




Performance Objective 2: POST-SECONDARY READINESS: At the high school level, Seguin ISD will increase the targets met from 57% to 71% (5/7components) in the School Quality Status (CCMR) component of Closing the Gap domain. At the middle and elementary schools, Seguin ISD will increasethe targets met from 0% to 32% in the Academic Achievement component of the Closing the Gap domain.

Evaluation Data Source(s) 2:




1) Increase course offerings andassociated licensure programs inthe Career & Technology Education Programs

2.4, 2.5, 2.6 CampusAdministratorsCTE Director

Master Schedule. Number of students obtainingindustry-based certifications

Funding Sources: 244 CTE Perkins - 0.002) Use Perkins funds to provide students withfinancial hardships equal opportunity to obtainlicensure through certification testing.

2.5, 2.6 CTE Director Increase number of industry-based certifications.

Funding Sources: 244 CTE Perkins - 0.00

TEA PrioritiesConnect high school to career and college

3) Expand Seguin Works 18 Plus Transitionprogram to offer transition assistance and training tostudents with disabilities.

Director of SpecialEducation

Improve transition outcomes for students withdisabilities


Connect high school to career and college4) Increase student participation in AVID, and DualCredit through guidance programs, coordination ofservices, and professional development.

2.4, 2.5 Early CollegeHigh SchoolDirector

Establish District AVID site team for the 20 19 -2020 school year by January 2020 and outline thegoals from 2020 - 2021 school year by March 2020.

Align recruitment and enrollment timeline to matchAlamo College by January 2020






5) Refine College and Career Readiness course at8th grade.

AssistantSuperintendent forLearning andLeadershipServices, Directorof Elementary andSecondaryEducation,Director of EarlyCollege HighSchool, Principals

Provide opportunity for districtwide planning byNovember 2020.


6) Increase student participation in AdvancePlacement (AP) and Honors Programs throughguidance programs, coordination of services, andprofessional development.

Director ofElementary andSecondaryEducation

Increase AP participation rates about 15% by the endof the 2020 school year.





Performance Objective 3: WHOLE CHILD SOCIAL EMOTIONAL LEARNING: Seguin ISD will increase learning opportunities that support andreinforce the health and well-being of all students by addressing safety, lifetime fitness, school attendance, extra-curricular activities and the emotionalsupport of all student populations. Seguin ISD will increase attendance from 93.83% to 94.5%, and decrease out of school suspensions by 10% from 715 to643.

Evaluation Data Source(s) 3: Student attendance, discipline referrals, climate surveys, employee attendance, drop-out data, homeless,migrant, participation in extra-curricular activities




RDA1) Provide support to homeless students attendingTitle I and non-Title I campuses through the effortsof a Homeless coordinator.

Executive Directorof Student Services

Homeless students will be appropriately identifiedand receive appropriate support services uponenrollment and as conditions change throughout theschool year.

Problem Statements: School Processes & Programs 1Funding Sources: 211 Title I A - 42000.00

2) Provide transportation to campuses for Fosterstudents.


Foster students in need will have transportation totheir originating school.

Funding Sources: 211 Title I A - 1000.003) Provide resources to identified homeless studentsincluding school supplies, emergency clothing,hygiene products, government assistance programreferrals, and free school meals.

Student SupportSpecialist

Homeless students will receive the needed suppliesso they can attend school.

Funding Sources: 206 - TEHCY (Homeless) - 0.004) Provide monthly McKinney-Vento rosters andmeet with students failing one or more core courses.


Improved grades for homeless students.

By November, students who have failed the firstgrading period will be placed in tutoring. By January, students who have failed the firstsemester will be placed in tutoring.By March, students who have failed the 3rd gradingperiod will be placed in tutoring.





5) Participate in District Attendance Team meetingsto target truancy and academic progress of homelessstudents to reduce dropout potential.


Improved attendance for homeless students.

By November, students with poor attendance will beidentified and interventions will be implemented.

By January, the attendance will be reviewed and listof students updated.

By March the attendance will be reviewed and list ofstudents updated.

6) Provide Achievers Session (4 1/2 day) for 6ththrough 8th grade students experiencinghomelessness. Program includes studenttransportation, facilitator and meals/snacks forparticipants.


Build leadership and communication skills andcollege/career awareness

By November, planning will begin.

By January, the first session will occur.

By March the second session will occur.Funding Sources: 206 - TEHCY (Homeless) - 0.00

7) Utilize Title 1-C funds to continue to recruit,monitor, provide services, and attend training toserve Migrant students.


Migrant students will be appropriately identified andprovided support services as appropriate to keepstudents in school and be successful. This is ongoingthroughout the year.

Funding Sources: 212 Title I C - 30000.008) Provide Migrant Achievers Club for students ingrades 6th through 8th to promote studentachievement, college awareness leadership andteam building skills.


Build leadership and communication skills andcollege/career awareness

By November, planning will begin.Funding Sources: 212 Title I C - 0.00

RDA9) Provide Matador LEADERS club sessions foractive 9th to 12th grade migrant students . IncludingSt. Edwards College Assistance to MigrantsProgram Preview Day, Young Leaders Conference-St. Phillips College, Project Pathway - ESC 13,Close-Up Foundation-Washington D.C.


Improved student achievement, increased self-esteemand leadership skills, and increase college and careerreadiness.

Problem Statements: School Processes & Programs 3Funding Sources: 212 Title I C - 5000.00





RDA10) Collaborate with McKinney-Vento program toprovide LEADERS Summer Program for Migrant9th to 11th graders (if slots are available). Purposeof the summit is to build leadership, communicationskills, promote college and career readiness.Provide instructional materials and supplies formigrant students participating in the program.


Improved student achievement, increased self-esteemand leadership skills, and increase college and careerreadiness.

Problem Statements: School Processes & Programs 3Funding Sources: 212 Title I C - 0.00

11) Continue to provide Migrant Tutor services toPFS students, as needed, in 3rd through 12th gradesto support academic achievement, mentoring andleadership development during tutoring, leadershipsessions and summer leadership summit. Continueto attend training to support PFS student.


Funding Sources: 212 Title I C - 0.00

12) Collaborate with McKinney-Vento program toprovide Achievers half-day workshops for 6th to8th grade students (when slots available) to provideinformation on available academic support services,study skills, leadership opportunities, STEMactivities, and career awareness.


Funding Sources: 206 - TEHCY (Homeless) - 0.00

RDA13) Provide school clothing/school supplies forMigrant students in need.


Improved attendance and academic achievement.

Problem Statements: Demographics 3Funding Sources: 212 Title I C - 5000.00

14) Utilize the Truancy and Dropout Preventionsoftware program to actively monitor campus anddistrict level truancy and attendance interventions.


15) Continue the Missing Matadors Matter initiativeto educate and engage parents and the community instudent attendance.


16) Provide mental health services to studentsthrough Communities in Schools Site Coordinatorsat the high school, middle schools and prioritizedelementary campuses


Improved mental health services provided tostudents.

Problem Statements: Perceptions 1Funding Sources: 289 Title IV - 25000.00





17) Continue No Place For Hate initiative as acomponent of the Matador Challenge district-wideto encourage anti-bias, bully prevention, conflictresolution, suicide prevention andviolence prevention.


Reduced bullying, improved student culture

18) Implement Common Sense Education digitalcitizenship curriculum in grades k-8, includingparent education events.

2.5, 2.6, 3.2 Director of DigitalLearning; campustechnologyteachers/computerlab managers

19) Implement after-school music clubs, visual artsclubs to foster whole child social emotionallearning. Funds to be used for transportation ofstudents home following after school extracurricular activity and stipends for the sponsors towork outside of contract hours.

Director of FineArts

Increased participation in extra-curricularopportunities by removing barriers.


20) Provide support to secondary campuses tofacilitate attendance interventions with TruancyCase Managers.


Funding Sources: Truancy Grant - 0.0021) Expand the LiiNK Project to include 2additional elementary campuses.

Director of WholeChild Initiatives

Increased student engagement

22) Promote school safety by updating theEmergency Operations Plan, coordinating with localagencies, host Safe & Civil Schools meetingsregularly, and implementing a SISD Safety Summit.


23) Provide annual staff training on dating violence,child abuse, ALICE active shooter protocols,Standard Response Protocols, Stop the Bleed anddistrict-wide student training on ALICE activeshooter protocols in addition to practice drills.

Executive Directorof StudentServices.





24) Support transition services and summerenrichment opportunities for at risk youth who aredetained at the Juvenile Detention Facility

2.6 Director of FederalPrograms

Students will gain academic and social emotionalskills over the summer.

By January 31st, budgetary resources will be exploreto fund the program.

By March 31st, a plan will be developed and staffingwill be established.

Funding Sources: 288 Title I D - 74000.0025) Provide annual staff training to maintain aSeguin ISD Faculty committee of certified ROPESCourse Facilitators.

2.5, 2.6 Director of WholeChild Initiatives

Build internal capacity to establish a team offacilitators.

By November 31st, a team will be registered for thetraining.


26) Establish a learn-to-ride bicycle safety programto be implemented district wide in physicaleducation classes. Establish staff training,curriculum and supplies to sustain the program.

2.4, 2.5, 2.6 Director of WholeChild Initiatives

27) Explore Restorative Practices andimplementation strategies.



28) Provide transition support to 8th gradersentering high school.

2.6 Director ofProfessionalLearning andDirector of WholeChild Initiative

Increase in attendance and reduced disciplinereferrals by improving school culture.

By November 31st, the Post Secondary ReadinessTaskforce will identify two college and careerpathways to participate in the 2019 - 2020 MATScamp.

By January 31st, the department will being to planthe program and staff.

By March 31st, the department will finalize theprogram agenda and staffing.

Problem Statements: Demographics 3 - Perceptions 1Funding Sources: 289 Title IV - 3000.00





RDA29) Develop inclusive behavior support program(PLUS) for SPED students with significant behaviorneeds.

2.6 Director of SpecialEducation

Students will behavioral needs will be included inmore in academic settings and will be successful.

By November, the PLUS model will be in place andall campuses will receive training.

By January, at least 4 visits by ESC - 20 consultantwill have been conducted to review programimplementation.

By March, the department will begin evaluating theeffectiveness and determining needs for the 2020 -2021 school year.


Improve low-performing schools30) Use Title IV funds to bring mobile planetariumand hands-on science activities from Stars &Science Austin to district STEAM Fair

Director of Digitaland InnovativeLearning

Students will increase engagement by makingconnections between science curriculum and actualscience in practice.

31) Expand after school club activities that addresswhole child initiatives.

Director of WholeChild Initiatives.

Students will become more involved in schoolactivities; increase in attendance; decrease inbehavior.




DemographicsProblem Statement 3: Student attendance continues to be below the state average. Root Cause 3: Attendance is not always a priority.

School Processes & ProgramsProblem Statement 1: There is a lack of standardized processes to access, understand, and implement support for specialized learners. Root Cause 1: Limited staff to share variedinformation and balance multiple roles and responsibilities.



School Processes & ProgramsProblem Statement 3: Students in special programs tend to have lower achievement results than the all student population. Root Cause 3: Students have not been provided access andsupports to on grade level instruction.

PerceptionsProblem Statement 1: The current district discipline practices have not effectively addressed student discipline issues. Root Cause 1: The Seguin ISD does not have a discipline systemthat is clearly defined to allow for consistent application.

Problem Statement 2: Not enough students have opportunities to engage in after school clubs, programs, and organizations of their interest. Root Cause 2: Seguin ISD has not providedsufficient resources to encourage extra curricular activities that meet student interest.

Problem Statement 4: Not all students are fully engaged in school activities. Root Cause 4: The Whole Child is not being fully addressed for all students.



Goal 2: Engage parents, industry, and community partners to enrich the experience of students and staffand to establish Seguin ISD as an integral part of the community (Strategic Priority 2).

Performance Objective 1: PARENTAL AND FAMILY ENGAGEMENT: Increase the number of opportunities for teachers and staff to engage inmeaningful dialogue with parents and families by 15%.





1) Provide district-level coordination forParent/Family Engagement activities on campuses

Executive Directorof SupportServices

Campuses will have an increased number ofcoordinated parental engagement activities.

Funding Sources: 211 Title I A - 6500.002) Attend Professional Learning events onmeaningful parental engagement activities.

3.1, 3.2 Director of FederalPrograms

Each campus will send a minimum of one parent andone staff member the the Parent EngagementConference.

Problem Statements: Perceptions 3Funding Sources: 211 Title I A - 1500.00

3) Conduct Parent Advisory Meetings to informparents of the Migrant services available andcorresponding budget.

Executive Directorof Student Support

Increase in parental involvement as measured by theparent attendance at the PAC meetings.

Funding Sources: 212 Title I C - 0.004) Review and update the Parent and FamilyEngagement Policy jointly with parents across thedistrict.

3.1 Director of FederalPrograms

By November, the DEIC will meet with parents toreview and update the PFE policy.

By December, the draft PFE policy will be emailedout to participants for approval and adoption.

By December, the PFE policy will be translated intoSpanish and posted on the district website.







PerceptionsProblem Statement 3: Parent and Family Engagement activities are poorly attended. Root Cause 3: Parent surveys indicated lack of awareness of activities, childcare, relevance, andtranslation services as reasons not to attend.



Goal 2: Engage parents, industry, and community partners to enrich the experience of students and staff and to establish Seguin ISD as an integral part ofthe community (Strategic Priority 2).

Performance Objective 2: PUBLIC RELATIONS and COMMUNICATIONS: Seguin ISD will increase the number of Facebook followers from 9,263 to10,000 and the number of Twitter followers from 3,419 to 3,600 by June 2020.





1) Utilize BOY and EOY surveys to gauge publicperception of the District.

Executive Directorof Communications

2) Monitor social media outlets and analytics tomeasure impact of the District's efforts to tell its ownstory and share information.

Executive Directorof Communications

Better informed stakeholders and enhanced publicperception of the District's image.




Goal 2: Engage parents, industry, and community partners to enrich the experience of students and staff and to establish Seguin ISD as an integral part ofthe community (Strategic Priority 2).

Performance Objective 3: PARTNERSHIPS: Seguin ISD will increase the number of business and community partnerships through active participation incommunity-based opportunities and events by 15%.





1) Conduct the required annual program evaluationof the CTE program and report findings to the boardof trustees.

3.2 CTE Director Fall: Gather data for CTE annual program evaluation.

2) Collaborate with Seguin Area Chamber ofCommerce, Seguin Economic DevelopmentCorporation and Central Texas Technology Centerto create community partnerships through industrytours, teacher externships, and student internships.

2.6 CTE Director Fall: Host CTE Showcase Event, lead industry tours,and plan future opportunities for students.

Funding Sources: 244 CTE Perkins - 0.003) Collaborate with community organizations,including Mid Texas Symphony, Teatro de Artes,Texas Lutheran University Fine Arts, the Seguin ArtLeague, and the City of Seguin Main Streetprogram, to increase partnership opportunities.These will include increased visiting artists toclassrooms, increased opportunities for students toattend performances, and additional field trips to theWeston Performing Arts Center at TLU.

2.5, 2.6 Fine Arts Director

4) Identify opportunities for Leadership Staff toparticipate campus and community based events inand effort to support and engage stakeholders.

Executive DirectorofCommunications




Goal 3: Create the conditions in Seguin ISD to recruit, retain and engage employees (Strategic Priority 3).

Performance Objective 1: RECRUIT, RETAIN, AND ENGAGE EFFECTIVE TEACHERS AND ADMINISTRATORS: Seguin ISD will achieve ateacher turnover rate of less than 15% and an administrator turnover rate of less than 10%






1) Participate in continuing leadership developmentprograms to support highly effective campusleaders.

Director ofProfessionalLearning

Increase leadership capacity in assistant principals.

Checkpoint: By November 31st, participants willshare a reflection of their learning with Director ofPL.

By January 31st, participants will share 2ndreflection of their learning with Director of PL.

By March 31, will share 3rd reflection of theirlearning with Director of PL.

Equity Plan StrategyTEA Priorities

Recruit, support, retain teachers and principals2) Provide district support to mentors and newteachers through full-day district pull-outs in the falland spring.


Reduce teacher turnover rate.

Build leadership capacity in mentors and professionalcapacity in new teachers.

Checkpoint: Surveys from pull-out days and End-of-Year Survey from mentors and new teachers.

Problem Statements: Demographics 1Funding Sources: 255 Title II - 25000.00





3) Provide support to new teachers through a 0-2Year Collaborative that meets throughout the year.


Reduce teacher turnover rate.

Develop social-emotional and instructional capacityin new teachers.

Checkpoint: Feedback from first fall meeting.Equity Plan Strategy


4) Provide regional, competitive compensation andbenefit packages to recruit experiencedteachers/administrators for all campuses and ensureall campuses are staffed with highly, effectiveteachers in an equitable manner.

AssistantSuperintendent ofAdministrativeServices; Directorof HumanResources

Attract and hire teachers and administrators withexperience of two or more years & advanced degrees

Staff campuses with a diverse level of skill andexperience to support all student needs, specificallyESL and SPED.

Checkpoint: Review TEA ESSA - Equity report in byMarch 31, new hire report - teacher data


5) Provide targeted content and grade levelprofessional learning & collaboration opportunitiesfor new and returning teachers

AssistantSuperintendent ofLearning andLeadership

Increase target professional learning for teachers tobetter support student needs

Increase teacher collaboration time for targetedplanning and to increase student performance

Checkpoint: Feedback on PL opportunities and PLCcollaboration time



DemographicsProblem Statement 1: Although the turnover rate for teachers has dropped from 22.5 to 17.2, it continues to be higher than the teacher turnover rate for the state (16.6). Root Cause 1:We compete with multiple surrounding districts.



RDA Strategies

Goal Objective Strategy Description

1 1 9 Develop and implement district wide models for the provision of special education services outlining teacher roles,responsibilities and duties and ensuring a full continuum of services is available.

1 1 13 Provide campus-level support for English Learners in the delivery of rigorous and relevant instruction and the implementationof school improvement activities through the use of paraprofessionals in the classroom.

1 1 14 Increase the pool of certified ESL teachers by providing training and ESL certification test reimbursement for teachers who donot currently serve ESL students in their classroom.

1 1 15 Implement, monitor, and evaluate professional learning to CTE teachers to address and support the academic needs of allstudents, particularly for special populations.

1 1 16 Provide training to parents of English Learners to support their students at home.1 3 1 Provide support to homeless students attending Title I and non-Title I campuses through the efforts of a Homeless coordinator.

1 3 9Provide Matador LEADERS club sessions for active 9th to 12th grade migrant students . Including St. Edwards CollegeAssistance to Migrants Program Preview Day, Young Leaders Conference-St. Phillips College, Project Pathway - ESC 13,Close-Up Foundation-Washington D.C.

1 3 10Collaborate with McKinney-Vento program to provide LEADERS Summer Program for Migrant 9th to 11th graders (if slotsare available). Purpose of the summit is to build leadership, communication skills, promote college and career readiness.Provide instructional materials and supplies for migrant students participating in the program.

1 3 13 Provide school clothing/school supplies for Migrant students in need.1 3 29 Develop inclusive behavior support program (PLUS) for SPED students with significant behavior needs.



Title I Personnel

Name Position Program FTE

Arredondo, Beatriz Bilingual Aide Title I, A/Title III, A .85/.15Borden, Cynthia Federal Programs Director Title I, A .4Cantu, Mark School Improvement Officer Title I, ACarvajal, Janie Bilingual Aide Title I, A/Title III, A .85/.15Chavez, Josue Bilingual Aide Title I, A/Title III, A .85/.15Cherry, Wade Education Transition Coordinator Title I, D 1.0Cuevas, Teresa School Support Coordinator Title I, A .6Daugherty, Maria Bilingual Aide Title I, A/Title III, A .85/.15Fiscal, Flora Bilingual Aide Title I, A/Title III, A .85/.15Gainer, Veronda ESL Aide Title III, A 1.0Garcia, Jeannette Bilingual Aide Title I, A/Title III, A .85/.15Kortz, Kathy Secretary to Federal Programs Director Title I, A .4Lerma, Cruz Bilingual Aide Title I, A/Title III, A .85/.15Martinez, Sara Parent Liaison Coordinator Title I, A .1Resendez, Maria Bilingual Aide Title I, A/Title III, A .85/.15Vella, Nilda Science Coordinator Title II, A .5



District Educational Improvement Council

Committee Role Name PositionDistrict-level Professional Cindy Borden Dir of AccountabilityDistrict-level Professional DeAna Brock Sped CoordinatorDistrict-level Professional Mark Cantu School Improvement OfficerClassroom Teacher Jessica Castro Teacher-KoenneckeDistrict-level Professional Laura Cooper Dir of Elementary and Secondary ProgramsClassroom Teacher Mary Crunk Teacher-Saegert DAEPDistrict-level Professional Halcy Dean Director of Special EdClassroom Teacher Kirsten Deiley Teacher-JeffersonClassroom Teacher John Dumboski Teacher-SHSNon-classroom Professional Trisha Eckols Campus Inst. SpecialistClassroom Teacher Casondra Floyd Teacher-BarnesClassroom Teacher Kassie Hickey Teacher-McQueeneyDistrict-level Professional Andrea Jaramillo LLS CoordinatorClassroom Teacher Robert Kibbe Teacher-AJBClassroom Teacher Haley Martinez Teacher-VogelClassroom Teacher Maegan Medrano Teacher-KoenneckeClassroom Teacher Kim Miller Teacher-BallClassroom Teacher Leonardo Molina Teacher-AJBClassroom Teacher Vickie Munie Teacher-SHSDistrict-level Professional Danica Murillo Director or Prof LearningClassroom Teacher Gretchen Pearson Teacher-SHSClassroom Teacher Maria Peralez Teacher-Weinert



Committee Role Name PositionClassroom Teacher Veronica Perez Teacher-PatlanClassroom Teacher Martha Ragsdale Teacher-MBLCClassroom Teacher Victoria Salazar Teacher-VogelDistrict-level Professional Jason Schmidt Asst. Sup of LLSClassroom Teacher Juan Serrano Teacher-SHSClassroom Teacher Mimi Blanco Teacher-PatlanClassroom Teacher Avery Tankersley Teacher-McQueeneyClassroom Teacher Jennifer Thompson Teacher-BallClassroom Teacher Laura Vrana Teacher-JeffersonClassroom Teacher Matthew Ybarra Teacher-BarnesParent Katie Beicker Parent - Barnes Middle SchoolParent Jennifer Puchot Parent- SHSParent Joshua Grommon Parent- JeffersonParent September Redden Parent- JeffersonDistrict-level Professional Pete Silvius Director of Whole Child InitiativesClassroom Teacher Resa Cunningham Teacher- Rodriguez



2019-2020 district improvement plan seguin independent ... · comprehensive needs assessment....

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