district improvement plan 2015 – 2016 · debbi foeh teacher, taft high school deborah zambrano...

District Improvement Plan

2015 – 2016

Our Focus is Children

Date Reviewed: 11/4/2015 Date Approved: 11/17/2015

Taft ISD

Mission Statement

Taft I.S.D. is responsible for preparing its students to live and work in a changing society. The District will bestfulfill this responsibility by providing its students with an environment characterized by strong instructional

leadership, high expectations for success of all students, sufficient time for teaching and learning, a safe and orderlyschool environment, frequent monitoring of students’ progress, and effective home-school communication.

Vision

Taft ISD willAttain positive student growth through aFocus onTEKS-based curriculum,

Professional Learning Communities,Rigor in academics,Individualized andData-driven instruction, andEngaged, nurturing learning environments.

Nondiscrimination NoticeTAFT ISD does not discriminate on the basis of race, color, national origin, sex, or disability in providing education services, activities, and programs, including vocational

programs, in accordance with Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Educational Amendments of 1972; and section 504 of the rehabilitation Act of1973; as amended.

aft Independent School District

Credo

We believe in the power of education.We believe in the potential of each student.We believe in student centered leadership.We believe in success through collaboration.We value our educational community, andOur success will be measured by

TAFT PRIDE.

TAFT ISD Site Base

Name Position

Brenda Meyer District Level ProfessionalRicardo Trevino District Level ProfessionalHeather Cohea Principal, Petty ElementaryMike Jones Principal, Taft Junior High SchoolAngel Lopez Principal, Taft High School

ProfessionalKay Putnam Teacher, Petty ElementaryCynthia Sullivan Teacher, Petty ElementaryKristi Zambrano Teacher, Petty ElementaryAngela Goldstein Teacher, Taft Junior High SchoolGretel Bardin Teacher, Taft Junior High SchoolMichael Sandroussi Teacher, Taft Junior High SchoolDebbi Foeh Teacher, Taft High SchoolDeborah Zambrano Teacher, Taft High SchoolRose Cantu Teacher, Taft High SchoolRicky Rivera Paraprofessional, Taft High SchoolPatsy Barrios Elementary ParentJessica Driver Elementary ParentDolly Saldana Junior High ParentElida Vara High School ParentJohn Landreth Community MemberAlan Miller Business MemberAlicia Montemayor Business Member

DISTRICT PERFORMANCE GOALS & OBJECTIVES2015-2016

GOAL #1: Taft ISD, through improved core instruction and targeted intervention, will ensure academic improvement for all students and close achievement gaps asevident by state approved assessments.

STAAR/EOC (Grades 3-10)

OBJECTIVE #1: Achieve “Meets Expectations” Rating in Student Achievement (as defined in Index 1) for all students in grades 3rd, 4th, 5th, 6th, 7th, 8th, 9th, and10th.

OBJECTIVE #2: Achieve “Meets Expectations” Rating in Student Progress (as defined in Index 2) for all students in grades 3rd, 4th, 5th, 6th, 7th, 8th, 9th, and 10th

OBJECTIVE #3: Achieve “Meets Expectations” Rating in Closing the Achievement Gap (as defined in Index 3) for all students in grades 3rd, 4th, 5th, 6th, 7th, 8th , 9th

,. and 10th .

OBJECTIVE #4: Increase passing rates for all students in grades 3rd, 4th, 5th, 6th, 7th, 8th , 9th, and 10th from 2015 STAAR to 2016 STAAR and EOC testing.

TISD BENCHMARKS (Grades K-2)

OBJECTIVE #5: Eighty percent of kinder, 1st and 2nd grade students will be developed on the EOY TPRI.

OBJECTIVE #6: Ensure that we continue to increase the number of on grade level readers (Grades K-5) according to Istation Assessmentsfrom May 2015 to May 2016.

GOAL #2: Taft ISD will prepare all students for post-secondary engagement: college, trade school, military or workforce.

TAPROBJECTIVE #1: Maintain the current student drop-out rate of less than 1% for grades 7-8 by May 2016. (Class of 2015-2016)

Reduce the current student drop-out rate to 0.0% for grades 9-12 by May 2015. (Class of 2015-2016).

OBJECTIVE #2: Increase the completion rate to 95.0% with the Class of 2016.

OBJECTIVE #3: Increase the percentage of students applying to a Junior College or University by December 2016.

OBJECTIVE #4: Increase the percentage of students taking the ACT/SAT Tests by May 2016.

OBJECTIVE #5: Increase the percentage of students scoring at or above the SAT/ACT criterion in 2016.

OBJECTIVE #6: Maintain Acceptable Rating in Postsecondary Readiness (as defined in Index 4) for all students by Spring Testing 2016.

GOAL #3: Taft ISD will enhance positive learning by providing and maintaining safe appropriate facilities and technology resources.

OBJECTIVE #1: Maintain the number of tobacco, alcohol, and other drug incidents at school and all school sponsored activities reported to PEIMS 425 Recordat 3 or less incidents through May 2016. (Maintain zero reported criminal and violent acts for 2015-16).

OBJECTIVE #2: Increase daily integration of technology in all classrooms as evidenced by increase of electronic performance indicators, useof technology-based programs and technological abilities of students.

GOAL #4: Taft ISD will ensure effective and efficient use of funds.

OBJECTIVE #1: Taft ISD will score above a standard achievement on the state’s FIRST Rating.

OBJECTIVE #2: Increase student attendance to 96%.

GOAL #5: Taft ISD will recruit, develop, and retain highly qualified, talented, student-oriented professionals.

OBJECTIVE #1: Increase District and Campus recruiting efforts to find, hire and retain success-oriented individuals who bring a positive record of performancewith them, and can motivate the students and staff with whom they work.

GOAL #6: Taft ISD will provide an opportunity for parent and community engagement as partners in educating our students.

OBJECTIVE #1: Increase parental/community participation according to sign in sheets and records kept at school functions.

OBJECTIVE #2: Taft ISD will offer multiple forms of two way communication with staff, students, parents and community members in order to increaseinvolvement and build capacity in school programs and personnel.

OBJECTIVE #3: Taft ISD will host community educational events throughout the year that focus on parental involvement and parent education.

OBJECTIVE #4: Taft ISD will continue to increase the number of partnerships with the community through our active participation in Community organizationsand events.

Comprehensive Needs AssessmentTaft Independent School District is a rural district located in San Patricio County and one of 42 districts served by

ESC, Region 2. The Taft Independent School District currently serves 1,087 students in grades pre-kindergarten through

twelfth grade, which are from predominantly low income families. Last year, 1094 students were served by the district,

which indicates a slight decline.

The student population is .5% African-American, 6.4% Anglo, and 92% Hispanic, with a low socioeconomic status of

87.4%. The staff population is 2.4% African American, 54.7% Anglo, 42.9% Hispanic, 28.2% male and 71.8% female with

an average of 10.4 years of experience.

The overall mobility rate for the district is approximately 5%, with a drop-out rate of less than 0.5%. The

average daily attendance rate has decreased for TISD students from to 95.75% in 2013-2014 to 95.18% in 2014-

2015.

Our School wide Title I program consists of parent involvement activities, Optional Flexible Year Program,

Corrective Reading, Istation, and Think Through Math for math support. Our State Compensatory Program (SCE) consists

of academic coach/mentoring, training teachers in best practices for assisting at-risk students, a DAEP center, extended

week for math and reading, Odyssey Ware for blended lessons for credit recovery and remediation, services for pregnant

students, and dropout prevention professional development.

Taft Independent School District conducted a comprehensive needs assessment addressing students’ performance

based on data from the Texas Appraisal Performance Report (TAPR), Federal Accountability Data for AYP, STAAR Data,

PBMAS Reports, Dropout and School Leaver Data, TPRI Data, Staff Development Needs Assessment & Evaluation, Title I

Needs Assessment, Completion Rate, SAT/ACT Data. Results were disaggregated with respect to the performance of all

student groups served, including categories of ethnicity, socioeconomic status, gender and populations served by special

programs including students in special education programs.

The 2014-2015 district and campus improvement plans were reviewed and revised on achievement of specific goals

and objectives. The following needs were identified for the 2015-2016 school year.

Comprehensive Needs Assessment / Summary of Findings2015- 2016

Summary of Findings

Areas of Concern Areas of Strength

Reading / ELA- Fluency rates in grades 1 and 2.Writing STAAR scores in grades 4 and 7STAAR/EOC scores in grades 4,5,6,7,8, 9,10

Taft ISD has a student-centered Board of Trustees thatempowers the district, campus and classroom leadership tomake excellent decisions for its students.

Math-STAAR/EOC scores in grades 4,5,6,7,8,

Faculty and staff are engaged in professional learningopportunities to strengthen their knowledge base regardingSE’s, Curriculum, and Individual Student Needs

ScienceSTAAR scores in grades 5 and 8

District leadership is committed to helping students becomesuccessful by instilling high expectations for staff, studentsand all those connected with the school environment.

Social StudiesSTAAR scores in grade 8

There are high amounts of collaboration among the DistrictLeadership Team and all decisions are based on data.

STAAR performance for special programs: LEP / ESL, SpecialEducation

There is a significant increase in community supporttoward the united goal of student excellence andachievement.

Level III advanced performance for all STAAR/EOC assessments Communication among the district (staff, parents, students)has increased through various means and activities whichhas been a positive influence on students.

Index 4 rates for individual campuses. Emphasis on Dual Credit offerings and life after high schoolhas yielded an increase in the number of students attendingcollege.

Appropriate intervention models to address student needs Relationship building has become a force in Taft ISD andhas supported efforts to improve academic performance ofstudents.

The addition of a high quality Academy for employee’schildren has helped with recruiting and retaining betterteachers.

TAFT ISDTaft ISD, through improved core instruction and targeted intervention, will ensure academic improvement for all students and close achievement gapsas evident by district approved assessments.TEKS Alignment: ELA, Math, Science, Social Studies, Enrichment.

Goal 1.

Objective 1.

Activity/Strategy Person(s) Responsible Timeline Resources Evaluation

1. Utilize TEKS Resource Materials to supportclassroom instruction; focus on and emphasizehigher-order thinking / critical thinking skills -ensure instruction occurs at appropriate levelsof rigor and relevance.

2. Utilize Vertical Alignment Documents (VAD),Instructional Focus Documents (IFD), TEKSVerification sheets, and Year-At-A-Glance(YAG) documents to create instructionalcalendars.

3. Emphasize the alignment and articulation ofinstruction both vertically and horizontally todeliver a high quality curriculum to ALLstudents.

4. Train teachers in High Yield Strategies andimplement their use in the classroom.

5. Align curriculum in Honor courses.Integrate fully developed skills and activitiesto address advanced performance.

6. Utilize STAAR4WARD system to providefocus on data driven instruction, intervention,and to increase student achievement.

Exec. Dir. for C&IPrincipals

August 2015-June 2016

(F)Title I, Part A (211), (F)TitleII, Part A (TPTI) (255), (F)TitleXIV, SFSF (266), (S)Gifted andTalented, (S)Local Funds (199),(S)State Compensatory

Lesson plans showingimplementation of TEKS andhigher-order critical thinkingskills.

Training evaluations and signin sheets,

administrative observations

Assessments, includingSTAAR, benchmark tests, unittests etc.,

TAPR Data

DMAC Solutions ™ Page 12 of 65 Nov 27, 2016 7:29 PM

TAFT ISDTaft ISD, through improved core instruction and targeted intervention, will ensure academic improvement for all students and close achievement gapsas evident by district approved assessments.TEKS Alignment: ELA, Math, Science, Social Studies, Enrichment.

Goal 1.

Objective 1.


7. Monitor differentiated instructional activitiesfor all special program areas (At-Risk students,Title I, Special Education, Gifted/Talented,Dyslexia, Section 504, ESL/ELL, Migrant andhomeless students).

8. Use multiple sources of reliable data toassess, guide, and strengthen instruction.(Title I SW: 1,2,10) (Target Group: All, H, ECD,ESL, LEP, At-Risk)

9. Purchase research based reading and mathintervention materials to support a three tieredintervention model.

Exec. Dir. for C&IPrincipalsTeacher(s)

August 2015-June 2016

(F)Title 1, (F)Title I, Part A(211), (F)Title II, Part A (TPTI)(255), (F)Title XIV, SFSF(266), (O)TEKS RESOURCESYSTEM Curriculum,(S)Gifted and Talented,(S)Local Funds (199)

Lesson plans showingimplementation of TEKS andhigher-order critical thinkingskills.

Training evaluations, Sign inSheets

Administrative observations

Assessment Data including unittests, progress monitoring,benchmarks, and STAAR/EOC

TAPR data

Purchase Orders

TAFT ISDTaft ISD, through improved core instruction and targeted intervention, will ensure academic improvement for all students and close achievement gapsas evident by district approved assessments.TAKS/STAAR / STAAR (all versions)/ EOC / TELPAS Assessments

Goal 1.

Objective 2.


1. Monitor the number of special educationstudents mastering and/or demonstratinggrowth on appropriate STAAR/EOC, STAARAlt 2 and/or STAAR A. assessments.

2. Monitor the number of ELL studentsmastering and/or demonstrating growth asassessed on the TELPAS.

3. Ensure utilization of ELL resources,strategies, training and Texas EnglishLanguage Proficiency Standards (ELPS) andTELPAS.

4. Focus on academic achievement of allstudent groups, utilizing STAARdisaggregation software data and projectionsas well as various other data sources such asDMAC.

5. Adequately prepare students for newassessments containing increased levels ofrigor, increased passing standards andcollege and career readiness standards.(Title I SW: 1,2,3) (Target Group: All, H,ECD, ESL, Migrant, LEP, SPED, GT, At-Risk)

6. Provide intervention strategies in order toassist students’ accelerated instruction

Exec. Dir. for C&ICounselor(s)Federal /Special Programs Dir.Principals,Teachers

August 2015 –June 2016

(F)IDEA-B - Special Education(224), (F)IDEA-B Sp. Ed. - -Stimulus (283), (F)Title 1,(F)Title I, Part A (211),(S)Special Education

Disaggregated data

Previous scores, benchmarkassessments,

Documentation of meetings.

TAPR/TEA/TELPASReports

Lesson Plans

Intervention logs

Tutorial Sign in Sheets

Data Meetings


TAFT ISDTaft ISD, through improved core instruction and targeted intervention, will ensure academic improvement for all students and close achievement gapsas evident by district approved assessments.Accelerated Instruction: Title Programs/At-Risk Programs/Dropout Reduction

Goal 1.

Objective 3.


1. Provide intervention strategies to addressthe needs of all students, to ensure thatstudents identified as at-risk are provided thesupport and resources to achieve academicsuccess in all core curricular areas, to pass allareas of STAAR and reduce the dropout rate.

2. Closely monitor leaver reports and makeevery possible attempt to recover students andre-enroll them in school.

3. Improve attendance and completion rates forall students. (Target Group: All, H, ECD, ESL,Migrant, LEP, SPED, At-Risk)

Exec. Dir. for C&I Counselor(s)Federal/Special Programs Dir.PrincipalsTeacher(s)

August 2015 –June 2016

(F)Title 1, (F)Title I, Part A(211), (F)Title II, Part A (TPTI)(255), (O)TEKS RESOURCESYSTEM Curriculum, (O)GCSLab, (O)Tutorial Materials,(S)Grant - Drop Prevention,(S)Local Funds (199),(S)State Compensatory

Lesson Plans

Intervention Lists

Phone Logs

TAPR Reports

Report/Progress Reports

Attendance Reports


TAFT ISDTaft ISD, through improved core instruction and targeted intervention, will ensure academic improvement for all students and close achievement gapsas evident by district approved assessments.ELL Program

Goal 1.

Objective 4.


1. Continue to provide intervention strategiesto address the needs of English LanguageLearner (ELL) and limited English-proficient(LEP) students and the necessary support andresources to achieve student success.

2. Provide staff development opportunities toESL teacher in the following areas:* Oral Language Proficiency Test* TELPAS* ELPS* Other areas identified in CampusImprovement Plans.* SIOP

3. Train counselors and staff on the LPACprocess and increase training in topics such asSIOP, ELPS, TELPAS, and ESL certification.

4. Ensure the district's program for EnglishLanguage Learners (ELLs) is research based,responsive to the needs of students andmonitored for impact on student learning.

5. Monitor migrant student data. (TargetGroup: ESL)

Counselor(s)Exec. Dir. for C&IFederal / Special Programs Dir.PrincipalsTeacher(s)

August 2015 -May 2016

(F)Title 1, (F)Title I, Part A(211), (O)ESC2 Consultant,(O)TELPAS Data, (S)Bilingual /ESL Program, (S)Local Funds(199)

Assessment Data

Report Cards

Certificates

Sign-in sheets and agendas

TAPR data

PBMAS documentation


TAFT ISDTaft ISD, through improved core instruction and targeted intervention, will ensure academic improvement for all students and close achievement gapsas evident by district approved assessments.Special Education Program

Goal 1.

Objective 5.


1. Ensure compliance with all components ofNo Child Left Behind (NCLB), AdequateYearly Progress (AYP) indicators includingPBMAS and State Performance Plan

2. Examine Special Education programs anddelivery to ensure adequate supports toteachers and students, and clear parametersfor allocation of staff and resources includingthe need for special education teachers andparaprofessionals paid through IDEA-B andspecial education funds.

3. Continue to provide Free and AppropriatePublic Education (FAPE) for students withdisabilities and decrease identifiedPerformance Based Monitoring and AnalysisSystem (PBMAS) risk elements.

4. Ensure implementation of Response toIntervention (RTI) procedures.(Target Group: SPED)

Counselor(s)DiagnosticiansSpecial Ed DirectorSpecial Ed TeachersTeacher(s)

August 2015 -June 2016

(F)IDEA-B - Special Education(224), (F)IDEA-B Sp. Ed. - -Stimulus (283), (F)Title1, (O)PBMAS Data, (O)RTIPlan, (S)Local Funds (199),(S)Special Education

Compliance Data includingreferrals, assessment data etc.

Surveys, observations

Meeting minutes, Sign inSheets

Intervention Logs

Lesson Plans


TAFT ISDTaft ISD, through improved core instruction and targeted intervention, will ensure academic improvement for all students and close achievement gapsas evident by district approved assessments.Special Education Program

Goal 1.

Objective 5.


5. Utilize IDEA funds to support inclusion andSp. Ed. students on all campuses, upgradetechnology and assistive technology for bothspecial education classrooms and inclusionsettings.

6. Utilize IDEA funds to conduct professionaldevelopment including training for the inclusionclassroom, differentiated instruction, autismand behavior intervention strategies.

(Target Group: SPED)

Counselor(s), Diagnosticians,Federal/Special Programs Dir.General Education TeachersSpecial Ed Director


(O)PBMAS Data, (O)PFS ActionPlan

Inclusion Logs

Purchase Orders

Certificates

Agendas

Sign in Sheets


TAFT ISDTaft ISD, through improved core instruction and targeted intervention, will ensure academic improvement for all students and close achievement gapsas evident by district approved assessments.Services for Homeless Children and Youth (McKinney-Vento)

Goal 1.

Objective 6.


1. Continue to provide Title I, Part A servicesto identified homeless students attending anyTaft ISD school, in accordance with PL 107-110 Section 1116.2. Follow districtwide policies, procedures, andguidelines to identify and serve homelesschildren and youth.3. Reserve Title I funds for services tohomeless students not attending a Title Ischool wide campus.4. Continue to locate, identify, enroll studentsand provide all eligible educational services forchildren and youth in homeless situations.5. Continue to inform parents and guardiansand encourage their participation in educationand related opportunities available to theirchildren.6. Continue to appoint and monitor ahomeless liaison to monitor needs ofhomeless students.

Exec. Dir. for C&IFederal /Special Programs Dir.Principals


(F)Title 1, (F)Title I, Part A(211), (O)ESC2 Consultant,(O)Parent Survey, (S)LocalFunds (199)

List of homeless studentsenrolled in school and receivingappropriate services in allcampuses.

Student success as indicated byreport card grades, unit andbenchmark assessment data,student attendance anddecreased drop out.

Leaver reports, PEIMS reports /data, and TAPR data


TAFT ISDGoal 2. Taft ISD will prepare all students for post-secondary engagement.

Objective 1. Career and Technology Education (CTE)


1. Continue to encourage and provide careerawareness activities to assist students indeveloping the knowledge, skill, andcompetencies necessary for a broad range ofcareer opportunities for all students in gradesK-12. (Target Group: ECD, ESL, Migrant,LEP, SPED, GT, At-Risk)2. Utilize career planning software results tochoose and provide career pathway coursesthat may lead to certifications or AssociateDegrees

Exec. Dir. for C&I College andCareer Counselor CTE TeachersFederal /Special Programs Dir.Teacher(s)


(F)Carl Perkins (244), (O)CareerPathways, (S)C.A.T.E., (S)LocalFunds (199), Career Cruising,NEU Connect

Increase in percent of CTEstudents mastering STAARobjectives, increase in thenumber of partnerships, sign-insheets, agenda, planningsessions, number of studentsreceiving certifications,expanded CTE curriculum.

Student success, increasednumber of partnerships withbusinesses and post-secondaryinstitutions, increased level ofcareer awareness, coordinatedand integrated planning, ITPplans for special students.

TAPR data, course catalog,student enrollment patterns inCTE courses.


TAFT ISDTaft ISD will enhance positive learning by providing safe, appropriate facilities and technologies.Goal 3.

Objective 1. Safe and Secure Schools


1. Organize and provide appropriate staffdevelopment and resources to support districtsafety.2. Provide and support programs whichpromote positive school discipline, schoolculture, and character development in orderto reduce Student Code of Conductviolations.

3. Provide access to appropriate data forschool personnel, parents, and community toguide in planning for safe and secure schools.

4. Comply with legislative initiatives regardingschool safety and security. (Target Group: All,H, W, ECD, ESL, LEP, SPED, At-Risk)

Assistant Principal(s)Exec. Dir. for C&I, Counselor(s)PrincipalsTeacher(s)


(F)Title 1, (F)Title I, Part A(211), (F)Title II, Part A (TPTI)(255), (O)Behavior Records,(O)Campus Referrals, (O)HomeVisit Documentation, (S)LocalFunds (199)

Evaluate the effectiveness ofprograms in place that supportschool discipline.

Emergency Procedures Planand documentation.


TAFT ISDTaft ISD will enhance positive learning by providing safe, appropriate facilities and technologies.Goal 3.

Objective 2. Technology Implementation / Innovation / Integration


1. Continue to integrate advanced technologypractices into the classroom curriculum whichis aligned with TAC, Title 19, Part II, Chapter126 TEKS for Technology Applications andsatisfy all reporting requirements of TEA.2. Continue to increase STaR chart levels ofproficiency.3. Ensure that all students demonstraterelevant information, communications, andtechnology competencies necessary for digital-age literacy.4. Ensure access to reliable and well-supportedtechnology and network systems to meetcurrent and emerging needs. (Target Group:All, ECD, GT, At-Risk)5. Upgrade technologies in order to increasestudent use and use for instruction6. Provide training to staff on technology usagefor instruction

Assistant Principal(s)Exec. Dir. for C&I Principals,Teacher(s),Technology Director


(S)Local Funds (199) Student products, and campuswebpages.

Administer technologybenchmark testing for teachers,and administrators.

Administer technologybenchmark testing appropriategrade level students.

Lesson plans, student successin implementation of technology,usage of teacher web pages,acquisition of grants/funding andgrant reports.

Students transcripts, technologytraining logs, student projects,and STaR chart.


TAFT ISDGoal 4. Taft ISD will ensure effective and efficient use of funds.

Objective 1. School Finance


1. Communicate the impact of school financelegislative issues to all Taft ISD constituents.2. Share with school board the currentfinancial status compared to budgetedamounts.3. Follow procedures and local audit reportsto ensure compliance with financialregulations.4. Collaborate with district and campusadministration to prepare and adjust abalanced budget

Asst. Supt. for BusinessSuperintendent(s)


(S)Local Funds (199) Maintain newspaper articles,newsletters and Taft ISDwebsite.Agenda, minutes


TAFT ISDTaft ISD will recruit, develop, and retain highly qualified, talented, student-oriented professionals.Goal 5.

Objective 1. Teacher Recruitment and Retention Strategies


1. Ensure that all Taft ISD staff are highlyqualified and that new hires will meet highlyqualified status prior to employment.2. Conduct a District needs assessment forprofessional development and hiring.3. Assist teachers in maintaining or attainingcertification through GT certification, ESLcertification, coursework, and TExES testing inorder to assure all staff is highly qualified.4. Provide stipends for Taft High Schoolteachers teaching math, and science.5. Provide Early Learning Academy asan incentive to recruit and retain topquality employees.

Exec. Dir. for C&IPrincipals


(F)Title I, Part A (211), (F)TitleXIV, SFSF (266), (S)HighSchool Allotment, (S)LocalFunds (199)

Employment records indicatingefforts and strategies used torecruit, train and employ quality,highly qualified teachers andparaprofessionals that meet themandated criteria.

PEIMS and TAPR dataindicating percentage of highlyqualified teachers. Local datashowing percentage of theparaprofessionals on Title Icampuses that meet NCLBrequirements and status of otherparaprofessionals.

List teachers' certification(s) andcurrent teaching assignments,list of paras and qualifications.


TAFT ISDTaft ISD will recruit, develop, and retain highly qualified, talented, student-oriented professionals.Goal 5.

Objective 2. High Quality Professional Development Plan


1. Provide staff development in statemandated topics.2. Implement a professional developmentprogram that provides on-going professionaldevelopment for teachers, paraprofessionalsand principals and builds knowledge and skillsnecessary to achieve excellence and equity forALL students.3. Conduct campus needs assessment andfacilitate the development of a data-drivencampus-based staff development plan foundedon identified performance indicators andsupport professional development initiativesthat align with student achievement data.4. Provide teachers with relevant data, currenttechnology and training to improve instruction &classroom management.5. Provide districtwide professionaldevelopment training in technology, classroommanagement, district discipline policies,student code of conduct, conflict resolution,G/T for staff and administrators, and thecoordination/integration of professionaldevelopment activities and other trainingsrequested by administrative personnel (TargetGroup: All, ECD, ESL, Migrant, LEP, SPED,GT, CTE, At-Risk)

Assistant Principal(s),Exec. Dir. for C&I Counselor(s)ESC 2 ConsultantPrincipalsTeacher(s)Technology Director


(F)IDEA-B - Special Education(224), (F)IDEA-B Sp. Ed. - -Stimulus (283), (F)Title 1,(F)Title I, Part A (211),(O)Needs Assessment Results,(O)Professional DevelopmentCalendar, (S)Local Funds(199)

Staff developmentdocumentation, staffdevelopment calendar andevaluations, PDAS observations.

Analyze STAAR results todetermine increases. Reviewcompleted questionnaires.Review completed PDASTeacher Self-Report, reviewstaff development evaluations.

Staff Development records.


TAFT ISDTaft ISD will promote a shared partnership and seek active participation with all stakeholders.Goal 6.

Objective 1. Parental Involvement policy


1. Implement a parental involvement policythat includes the participation of parents inregular, two-way and meaningfulcommunication involving student academiclearning and other school activities through theDEIC.2. Involve parents in the annual review of theParental Involvement Policy for the district.Disseminate a copy of the policy to parents ofstudents on campuses.3. Continue to provide volunteer training on allcampuses and require criminal backgroundchecks for all school volunteers as part of safeschools program.4. Hold a public meeting after the receipt of theannual TEA campus and district rating todiscuss performance and objectives. (TargetGroup: H, W, AA, ECD, LEP, SPED, GT, At-Risk)

Assistant Principal(s)Exec. Dir. for C&IPrincipals


(F)Title I, Part A (211),(O)Parent Involvement Policy,(S)Local Funds (199)

Campus and District activitycalendar, students, parents, staffand community members sign-insheets. Informal surveys.

Taft ISD website, SpecialProgram meetings and sign-insheets and list trainedvolunteers.

5. Provide information to students, parents,teachers, and counselors related toopportunities after high school, including,college admissions, financial aid, and otherresources that are available to studentspursuing their goals after high school.

Exec. Dir. for C&I for C & I,College and CareerCounselor, Counselor(s),Federal / Special ProgramsDirector, Principals


(F)Title I, Part A (211), (F)TitleXIV, SFSF (266), (S)LocalFunds (199)

Student, parent sign-in sheet,agendas from meetings, letters,newsletters, and Taft ISDwebsite


2015 - 2016

Resources - 2016

FundNumber Grant Name

TotalGrant

HighSchool

Jr. HighSchool Petty

211 Title I Part A $484,036 0 111,099 327,937212 Title I Part C - Migrant 38,871 12,957 12,957 12,957224 IDEA-B 194,598 31,291 69,437 93,870225 Idea B Pre School 463 0 0 463244 Carl Perkins 16,409 16,409 0 0255 Title II, Part A 104,572 0 0 104,572289 TLI 388,941 116,952 55,620 216,369

410 Instruction Material Allotment 119,474 25,078 25,079 69,317

$1,326,613 $202,687 $277,463 $846,463

Budget Information

2015 - 2016

TAFT INDEPENDENT SCHOOL DISTRICT2016-2016 BUDGET OVERVIEW STATE

COMPENSATORY EDUCATION

Total District SCE Budget: $ 1,293,521

District Budget Payroll (6100) Amount Total: $1,282,671

Names and Assignments of Staff Funded/Partially Funded with SCE Funds: Total FTE’s: 27.152

NAME ASSIGNMENT FTEHEATHER COHEA CAMPUS ADMINISTRATOR .05MIKE JONES CAMPUS ADMINISTRATOR .046ANGELITA LOPEZ CAMPUS ADMINISTRATOR .046ANDREW BESA TEACHER .250AMY STEWART TEACHER .160CHRYSTAL APARICIO TEACHER .25GRETEL BARDIN TEACHER .25MATTHEW HARRINGTON TEACHER .25JOSE M RIOJAS TEACHER .25MARI RIVERA ROMAN TEACHER .25CLINTON ROITSCH TEACHER .13MICHAEL SANDROUSSI TEACHER .13STEPHANIE BETZ TEACHER 1.0JENNIFER CHAPMAN TEACHER 1.0ELEANOR GOLDSMITH TEACHER 1.0JENNIFER GROTE TEACHER 1.0LISA GARCIA TEACHER 1.0MONICA HERNANDEZ TEACHER 1.0MEISHA HERNANDEZ TEACHER 1.0STEPHANIE LAFAVERS TEACHER 1.0MELISSA HOGGETT TEACHER 1.0NANCY NAVA TEACHER 1.0SAMMIE MOORE TEACHER 1.0SANDRA ROBINETTE TEACHER 1.0DREW SELF TEACHER 1.0MEGAN STEWART TEACHER 1.0ASHLEY TAVERA TEACHER 1.0LETICIA LARA TEACHER 1.0TRACY MARTINEZ TEACHER 1.0ADRIANA YANEZ TEACHER 1.0JEREMY MERRILL TEACHER 1.0

TASHA WILSON TEACHER .5LISA DOMINGUEZ PARAPROFESSIONAL 1.0NATALLIE FLORES PARAPROFESSIONAL 1.0MELODY HERRERA PARAPROFESSIONAL 1.0BENITO MARTINEZ PARAPROFESSIONAL 1.0ANGELICA RODRIGUEZ PARAPROFESSIONAL 1.0JOHNNY JOE SUAREZ PARAPROFESSIONAL 1.0

Justification:State Compensatory Education funded personnel serve students in at-risk situations by providing academic intervention, attendance monitoring, andprogram coordination that improves the regular education program.

Supplies and Materials (6300) Budget Amount: $10,850

Description:Tutorial Supplies and Materials for At-Risk Tutorials

Justification:Supplies purchased for instructional use with students in at-risk situations are supported through the goals and objectives listed in the district andcampus improvement plans. Supplies are also purchased to enhance parental involvement activities for parents of at-risk students’ district wide.

Other Operating Expenses (6400) Budget Amount: $0

Description:N/A

Justification:N/A

Based on the budget analysis, compensatory funds support the following campus improvement objectives:

Increase TAKS/STAAR Passing Rates for All Students, Especially those Identified as At Risk of Dropping Out of School Provide Quality Staff Development for Teachers of At Risk Students Increase Parental Involvement Lower Student Drop-Out Rate Increase Attendance Increase Graduation Rate Increase use of Technology in All Instructional Programs

TAFT INDEPENDENT SCHOOL DISTRICT2015 – 2016 BUDGET OVERVIEW

TITLE I EDUCATION

Total District Title I Budget: $484,036

District Budget Payroll (6100) Amount Total: $465,835

Names and Assignments of Staff Funded / Partially Funded with Title I Funds: Total FTE’s: 9

NAME ASSINGMENT FTEANGELA GOLDSTEIN TEACHER 1.0ISMAEL VILLARREAL TEACHER 1.0MEREDITH PENA TEACHER 1.0ALYSSA DORSEY TEACHER 1.0CASSUNDRA HERRING TEACHER 1.0LAURA OZUNA TEACHER 1.0JENNIFER WALKER TEACHER 1.0VICTORIA RODRIGUEZ TEACHER 1.0ROSELMA RIOS PARAPROFFESSIONAL 1.0

Justification:Title I funded personnel serve students in at-risk situations by providing academic intervention through tutorials, tutorial transportation, substitutecosts, increasing parental involvement, monitoring student progress, and program coordination that improves the regular education program.Additional Title I payroll costs are used to continue supplemental services to at-risk students in need of additional instructional settings in order todecrease disparity in comparison to regular education students. These services support students in at-risk situations so that they can succeed inschool

Professional and Contracted Services (6200) Budget Amount: $1,000

Description:Contracted ServicesEducation Service Center Region II Cooperative

Justification:Professional and contracted services costs are expended in order to provide support services for at-risk student programs. Costs also provide new

curriculum tools for all teachers aimed at enhancing the overall academic program at Taft I.S.D.


Description:Focus Grant materials to be purchased include intervention programs in order to provide a Tiered intervention.

Justification:Supplies purchased for instructional use with students in are supported through the goals and objectives listed in the district and campusimprovement plans.

Other Operating Expenses (6400) Budget Amount: $6,400

Description:Supplies as a result of the Focus Grant. Supplies to be purchased include smart projectors.

Justification:Travel costs for parents are expended in an effort to increase parental involvement services.The goal of the Taft Independent School District is to keep students in school and to provide them with quality instructional services. Students whoare at risk of dropping out of school because of academic failure and other factors impeding their academic success are assisted through the servicesprovided by highly qualified staff.

Based on the budget analysis, Title I funds support the following district improvement objectives:

• Increase TAKS/STAAR Passing Rates for All Students, Especially those Identified as At Risk of Dropping Out of School• Lower Student Drop-Out Rate• Increase Attendance• Increase Graduation Rate• Increase Parental Involvement


CAREER AND TECHNOLOGY

District Career and Technology Budget: $528,701

Budget Payroll (6100) Amount Total: $408,293

Names and Assignments of Staff Funded/Partially Funded with Career and Technology Funds: Total FTE’s: 7.68

NAME ASSINGMENT FTECECILIA DE LA GARZA TEACHER 0.6WESLEY HARRIS TEACHER 1.0SHIRLEY HUDSPETH TEACHER 1.0DARLA KOSCHALK TEACHER 1.0KERRI RAMOS TEACHER 0.5DAVID ROGERS TEACHER 0.25ROBERT SNYDER TEACHER 0.13CATHERINE STARNES TEACHER 0.13LYNDI WEST TEACHER 1.0DEBORAH ZAMBRANO COUNSELOR 1.0ENEDELIA OLIVAREZ PARAPROFESSIONAL 1.0

Justification:Career and Technology funded personnel serve students in enrolled in our Career and Technology Education Programs by providing technical and/orvocational instruction, attendance monitoring, and program coordination that improves the regular education program period.


Description:Contracted Services

Justification:Professional and contracted services costs are expended in order to provide support services for Career and Technology.


Description:Supplies and Materials are provided for our Career and Technology Programs to insure that students receive the appropriate experiences.

Justification:Supplies purchased for instructional use with students in our Career and Technology courses are supported through the goals and objectives listed inthe District and Campus Improvement Plans. Supplies are also purchased to enhance parental involvement activities for parents of Career andTechnology Students’ district wide.


Description:Specialized Instructional Staff Development and College and Career Expenses

Justification:Staff development and travel training costs are expended in an effort to increase professional development opportunities for educators responsible forproviding or monitoring Career and Technology students and services.Funding to support the cost of our Dual Credit Courses insure that our students are provided with opportunities for advancement and remainacademically competitive with other students.

The goal of the Taft Independent School District is to keep students in school and to provide them with quality instructional services. Students whobenefit from our Career and Technology Education programs are supported through the services provided by highly qualified staff.

Based on the budget analysis, Career and Technology Funds support the following campus improvement objectives:

Increase TAKS/STAAR/STAAR Passing Rates for All Students, Especially those seeking a vocational trade for post-secondary education. ProvideQualityStaff Development for Teachers of Career and Technology Students

Increase Parental Involvement Lower Student Drop-Out Rate Increase Attendance Increase Graduation Rate Increase use of Technology in All Instructional Programs

TAFT INDEPENDENT SCHOOL DISTRICT2015 – 2016 BUDGET OVERVIEW SPECIAL

EDUCATION

District Special Education Budget: $1,067,711


Names and Assignments of Staff Funded/Partially Funded with Special Education Funds: Total FTE’s: 24.53

NAME ASSIGNMENT FTE’sRICARDO TREVINO DIRECTOR 0.75KRISTI DISHMAN TEACHER 1.0CHRISTOPHER HALL TEACEHR 0.89JESSE OLIVO TEACHER 1.0BONNIE CARRELL TEACHER 1.0GLORIA ROSALES PARAPROFESSIONAL 1.0LAMAR GALINDO DIAGNOSTICIAN 1.0JOSHLA ISAAV ARD FACILITATOR 1.0HEATHER GONZALES TEACHER 1.0MAISAVEL SALDIVAR TEACHER 1.0CYNTHIA SULLIVAN TEACHER 1.0KATHRYN PUTNAM TEACHER 1.0GENEVIEVE MALDONADO PARAPROFESSIONAL 1.0JOSE TAMEZ PARAPROFESSIONAL 1.0PATRICIA ALANIZ PARAPROFESSIONAL 1.0PATRICIA BARRIOS PARAPROFESSIONAL 1.0JESSICA DRIVER PARAPROFESSIONAL 1.0FRANCIS LASOYA PARAPROFESSIONAL 1.0HERLINDA GONZALES PARAPROFESSIONAL 1.0CRUZ GARCIA PARAPROFESSIONAL 1.0NORMA TREVINO PARAPROFESSIONAL 1.0ESTELLA FLORES PARAPROFESSIONAL 0.89ELIZABELL HERNANDEZ PARAPROFESSIONAL 1.0ENRIQUE RIVERA PARAPROFESSIONAL 1.0OLGA SALAZAR PARAPROFESSIONAL 1.0

Justification:Special Education funded personnel serve students identified in our Special Education program by providing academic intervention, inclusionsupport, attendance monitoring, and program coordination that improves the regular education program.



Justification:Professional and contracted services costs are expended in order to provide support services for Special Education programs.


Description:Special Education Supplies and Materials

Justification:Supplies purchased for instructional use with students in Special Education students are supported through the goals and objectives listed in theDistrict and Campus Improvement Plans. Supplies are also purchased to enhance parental involvement, activities for parents of Special Educationstudents’ district wide.


Description:Specialized Instructional Staff Development

Justification:Staff development and travel training costs are expended in an effort to increase professional development opportunities for educators responsible forproviding or monitoring Special Education students and services.

The goal of the Taft Independent School District is to keep students in school and to provide them with quality instructional services. Students whoare at risk of dropping out of school because of academic failure and other factors impeding their academic success are assisted through the SpecialEducation services provided by highly qualified staff.

Based on the budget analysis, SPECIAL EDUCATION funds support the following campus improvement objectives:

Increase TAKS/STAAR/STAAR Passing Rates for All Students, Especially those Identified as Special EducationStudents

Provide Quality Staff Development for Teachers of Special Education Students Increase Parental Involvement Lower Student Drop-Out Rate Increase Attendance Increase Graduation Rate Increase use of Technology in All Instructional Programs


IDEA-B

District Special Education Budget: $189,394


Names and Assignments of Staff Funded/Partially Funded with Special Education Funds: Total FTE’s: 3

NAME ASSIGNMENT FTE’sMARY STROH TEACHER 1.0ANGELA BARKER TEACHER 1.0DEBBI FOEH TEACHER 1.0

Justification:IDEA-B funded personnel serve students in Special Education by providing academic intervention through tutorials, tutorial transportation, andsubstitute costs, increasing parental involvement, monitoring student progress, and program coordination that improves the regular educationprogram. Additional Title I payroll costs are used to continue supplemental services to at-risk students in need of additional instructional settings inorder to Decrease disparity in comparison to regular education students. These services support students in Special Education and at-risk situationsso that they can succeed in school.


Description:Contracted ServicesEducation Service Center Region II Cooperative

Justification:

Professional and contracted services costs are expended in order to provide support services for at-risk student programs. Costs also provide newcurriculum tools for all teachers aimed at enhancing the overall academic program at Taft ISD Elementary.


Description:Tutorial Supplies and Materials for Special Education TutorialsGeneral Instructional Supplies for Special Education ServicesSupplies for Homeless

Justification:

Supplies purchased for instructional use with students in at-risk situations are supported through the goals and objectives listed in the campusimprovement plan. Supplies are also purchased to enhance parental involvement activities for parents of Special Education students.


Description:Staff Development Training TravelTravel for Parents

Justification:Staff development and travel training costs are expended in an effort to increase professional development opportunities for educators responsiblefor providing or monitoring at-risk students and services. In addition, funds are budgeted for parent training supplies and refreshments.

The goal of TISD Elementary is to keep students in school and to provide them with quality instructional services. Students who are at risk ofdropping out of school because of academic failure and other factors impeding their academic success are assisted through the services provided byhighly qualified staff.

Based on the budget analysis, IDEA-B funds support the following district improvement objectives:

Increase TAKS/STAAR Passing Rates for All Students, Especially those Identified as Special Education Provide Quality Staff Development for Teachers of Special Education Students Increase Parental Involvement Increase Attendance Increase Use of Technology in All Instructional Programs


TLI

Total District TLI Budget: $354,330

Campus Budget Payroll (6100) Amount Total: $276,328

Names and Assignments of Staff Funded/Partially Funded with TLI I Funds: Total FTE’s: 4

Name Assignment FTE’s

STEPHANY ROBERTSON READING COACH 1.0KRISTINA ZAMBRANO READING COACH 1.0CHRISTINE ACOSTA ADMINISTRATOR 1.0ROSE CANTU READING COACH 1.0

Justification

TLI funded personnel serve students identified as struggling readers by providing academic intervention through tutorials, substitute costs, increasingparental involvement, monitoring student progress, and program coordination that improves the regular education program. Additional TLI payrollcosts are used to continue supplemental services to struggling students in need of additional instructional settings in order to decrease disparity incomparison to regular education students. These services support students in at-risk situations so that they can succeed in school.



TEKS RESOURCE SYSTEM Implementation and SupportEducation Service Center Region II CooperativeReading Intervention and Support for Struggling Readers

Justification:

Professional and contracted services costs are expended in order to provide support services for struggling readers. Costs also provide newcurriculum tools for all teachers aimed at enhancing the overall academic program.


Description:Tutorial Supplies and Materials for struggling readersGeneral Instructional Supplies for Struggling Readers

Justification:

Supplies purchased for instructional use with struggling readers support the goals and objectives listed in the District Improvement Plan. Suppliesare also purchased to enhance parental involvement activities for parents of struggling readers.

Other Operating Expenses (6400) Budget Amount: $0

Description:N/A

Justification:N/A

The goal of TISD is to keep students in school and to provide them with quality instructional services. Students who are identified as strugglingreaders and are at risk of dropping out of school because of academic failure and other factors impeding their academic success are assisted throughthe services provided by highly qualified staff.

Based on the budget analysis, TLI funds support the following district improvement objectives:

Increase TAKS/STAAR/STAAR Passing Rates for All Students, Especially those Identified as At Risk of Dropping Out of School Provide Quality Staff Development for Teachers of Struggling Readers Increase Parental Involvement Increase Attendance Increase Use of Technology in All Instructional Programs

MIGRANT EDUCATION

MIGRANT EDUCATION

2015-2016

IDENTIFICATION AND RECRUITMENT PLAN

&

PRIORITY FOR SERVICE PLAN

TAFT I.S.D.

IDENTIFICATION AND RECRUITMENT PLAN

2015-2016

SEVEN AREAS OF FOCUS

AND

MIGRANT EDUCATION

1. Migrant Services Coordination2. Early Childhood Education3. New Generation System for Migrant Student Record Transfer4. Parent Involvement5. Identification and Recruitment6. Graduation Enhancement7. Secondary Credit Exchange and Accrual

NEEDS OF MIGRANT CHILDREN

The office of Migrant Education (OME) identified Seven Areas of Concern that migrant students need to succeed in school.

1. Educational Continuity2. Extended Instructional Time3. School Engagement4. English Language Development5. Educational Support in the Home6. Health7. Access to Services/Mentoring

Identification and Recruitment Long Range Action PlanSeptember 1, 2015 – June 5, 2016

District: Taft I.S.D.Goals: To ensure that all students in Taft I.S.D. boundaries are screened for Identification and Recruitment into the Migrant Program.

Strategic Issues: From September 1, 2016 to June 5, 2016, the Migrant Staff will Identify all eligible migrant students’ ages 0-21 residing in the district. A plan willbe developed to implement proper training timelines, recruitment methods and strategies needed to ensure the migrant students are actively recruited on a yearround basis.

Action (s) Person (s) Responsible Timeline Resources Needed EvaluationThe LEA is responsible forincorporating all MEPactivities/services/plansand guidelines into amigrant specific section ofthe district Improvementplan.

The migrant staff will betrained and certified eachyear by ESC-II in the properprocedures, strategies andactivities to actively identifyand recruit all eligiblemigrant children in thedistrict.

The migrant staff willconduct annual ResidencyVerification on eligiblemigrant children as outlinedin the Texas Migrant ID&RManual

Special Program Director

Migrant ServiceCoordinator/Recruiter


July, 2015Thru

June, 2016

July, 2015Thru

June, 2016

After September 1, 2015

District Improvement PlanMigrant Service Delivery Plan

Texas Migrant Manual forID&R ESC-II Consultant

Migrant Service Coordinator

Family COE Resource Manual

Documentation of all activitiesfor auditing and monitoring by

TEZ

Certificate of completion ofTrainings ESC-II

Evaluations and Sign-In Sheets

COE-Record the date andsignature of parent verifying

the enrollment and residence ofchildren enrolled in school

Identification and Recruitment Long Range Action PlanSeptember 1, 2015 – August 30, 2016

District: Taft I.S.D.Goals: To ensure that MEP staff members are properly trained in the procedures needed to properly identify and recruit migrant students eligible for theMigrant Program.Strategic Issues: Implement proper training timelines, recruitment methods and strategies needed to ensure that migrant students are actively recruitedon a year round basis and a plan is developed to reflect this.

Action (s) Activities Person (s)Responsible

TimelineStart/End

Resources Needed Evaluation

The migrant staff will coordinateand develop an Action Plan forIdentification and Recruitment ofchildren that are eligible to receiveMEP services.

At the beginning of the schoolyear, students will be given asurvey to be eligibility for themigrant program.(This survey willbe part of the intake packet as newstudents enter into the district.

All migrant surveys will bescreened to identify the familiesthat made a migratory movewithin the past three (3) years. Theparent will be contacted for furtherinformation regarding eligibility. A(COE) Certificate of Eligibility willbe filled out if they qualify forservices.

Migrant ServiceCoordinator

Migrant ServiceCoordinator/RecruiterSchool Secretary


BeforeSeptember 1. 2015

On-goingthroughout the

year.

August 25, 2015Thru

June 5, 2016

Needs Assessment, State testingResults, Previous Years’ Action Plan,Student Attendance, PAC Input,Parent Surveys Program, Abstract(Migrant Application)

Copy of Migrant Survey to distributeto each student at each campus, asper online survey.

Complete Migrant Survey

Complete ID&R Action PlanEvaluation (Due by August,2016). Evaluation of ID&Rfor continuousimprovement of ID&Refforts.

Returned Surveys on file inthe Migrant Office.

Document evidence ofcontact with families thatindicate a possibility ofbeing eligible for theprogram. (Daily Log ofPhone calls, Home Visits).


District: Taft I.S.D.Goals: To ensure that MEP is able to identify 100% of the students that is eligible for the program and servicesStrategic Issues: The MEP will utilize a variety of strategies and activities to actively identify and recruit all eligible migrant children in the district.

Action (s) Activities Person (s) Responsible Timeline Start/End Resources Needed Evaluation

The migrant staff willidentify and recruit duringParent InvolvementMeetings.

Upon completing a COEwith a family, the Familyeducational Rights andPrivacy Act (FERPA) will beexplained to the parent

Coordinator/Recruiter

Coordinator/Recruiter

August, 2015Thru

August, 2016

September 1, 2015Thru

August 30, 2016

Taft I.S.D., Petty Elementary,and Krumnow Center.

Statement of consent underFERPA.

Meeting Agendas, Minutes andSign – In Sheet.

Parent Signature of COE.


District: Taft I.S.D.Goals: To assure that all migrant families are tracked for future recruitment and identificationObjective: The MEP will conduct a follow-up of former migrants for the purpose of establishing their current lifestyle status.

Action (s) Activities Person (s) Responsible Timeline Start/End Resources Needed EvaluationThe MEP will review list ofall migrant families thathave expired and trackthem and re-solicit themfor further identificationor recruitment to themigrant program.

Service Coordinator April, 2015Thru

August, 2016

Family Tracking Form Phone LogHome Visit LogTracking Log (documentcontaining trackinginformation).


District: Taft I.S.D.Goals: To ensure that migrant families are provided additional support services in order to break down the barriers to poverty.Strategic Issues: The Taft I.S.D. Migrant Program will coordinate/network with local/regional organizations and agencies that provide services

to migrant workers and their families.

Action (s) Activities Person (s) Responsible Timeline Star/End Resources Needed EvaluationThe MEP staffs willcontact other socialservice agencies in orderto provide additionalsocial services formigrant workers andtheir families.

Coordinator Augusta, 2015Thru

August, 2016

Other agencies such as CPS,DHS, CHIP PROGRAM,HOUSING AUTHORITY,CONNECTIONS,OPTOMETRIST, COLLEGES,GED CLASSES, ESL CLASSES,FOOD BANKS, SALVATIONARYMY AND FIRST UNITEDMETHODIST CHURCH

Referral Forms on file atmigrant office, E-mailsfrom schools regardingstudents individualneeds.


District: Taft I.S.D.Goals: An effective process for deploying recruiter within the district will be implemented.Strategic Issue: Travelling in some cases, District Police Officer will accompany Migrant recruiter will be a way to assure safety to the recruiter.

Action (s) Activities Person(s) Responsible Timeline Start/End Resources Needed EvaluationMigrant Coordinator willidentify and recruiteligible families within thecommunity, if need beDistrict Police Officer willaccompany recruiter onHome Visitswhenever possible.

Coordinator/ Recruiter July, 2015Thru

August, 2016

Taft I.S.D. vehiclePolice Officer (Taft I.S.D.Police Dept.)

Home Visit Log

Identification and Recruitment Long Range Action PlanSeptember 1, 2015 - August 30, 2016

Action (s) Activities Person (s) Responsible Timeline Start/End Resources Needed EvaluationESC – II Consultant willrandomly reviewrecruiters and reviewerslog.

ESC – II Consultant willreview COE’S that haveextenuatingcircumstances.

ESC – II Consultant

ESC-II Consultant


August 30, 2016


August 30, 2016

Logs

COE’S

Maintain logs atMigrant office.

COE’S on file at MigrantOffice.


District: Taft I.S.D.Goals: The MEP staff will be able to direct the families to areas in which agriculture activities are taking place (area/crops).Strategic Issues: A map of agriculture products will be utilized when needed to determine the times of year crops are available for migrantworkers to cultivate and harvest.

Action (s) Activities Person (s) Responsible Timeline Start/End Resources Needed EvaluationRecruiter will be familiarwith the various cropcycles in order to be ableto advise parents ofwhere work is availableand reselect theircontinued involvement inmigratory work (Trackingmigrant families).

Special Program DirectorCoordinator

June 2015Thru

June, 2016

Family Tracking Form Phone LogHome Visit Log

Priority for Service Plan2015 – 2016

Priority for Service Migrant PlanSeptember 1, 2015 – June 5, 2016

District: Taft I.S.D.Goals: To better service Priority for Service (PFS) students by providing instructional and support services that will ensure student success.Objectives: 100% Of PFS students will have access to instructional opportunities: 50% of PFS students will be on grade level within 2 yrs.: 50% of PFS students willmeet the state academic achievement standard STAAR.

Action (s) Activities Person(s) Responsible Timeline Start/End Resources Needed EvaluationThe NGS clerk will run aPriority for Service (PFS)report to identify migrantchildren and youth whorequire priority access toMEP services. (Compliancefor NCLB).

A Priority for Service Plan(PFS) will be developed,implemented, monitored,and evaluated withMigrant funds targeted toserve PFS students beforeother MEP students eachyear, (Required Activity).

Coordinator/NGS

Coordinator/NGS

July, 2015Thru

July, 2016

August, 2015

STAARMOBILITYLEP STUDENTS

Training from ESC – IIMEP STAFF on Developmentof Plan

Report CardNGS Data Base (13 reports each year.

Purchase OrdersDocumentation LogsNGS Report on file for eachmonth of the year (13 reports).

Priority for Service Action PlanSeptember 1, 2015 – August 30, 2016

District: Taft I.S.D.Goals: To better service Priority for Service (PFS) students by providing instructional and support services that ensure student success.Objective: 100% of PFS students will have access to instructional opportunities.50% of PFS students will be on grade level within 2 years, 50%of PFS students will meet the state academic achievement standard of STAAR.

Action (s) Activities Person (s) Responsible Timeline Start/End Resources Needed EvaluationA calendar of events willbe made available toCampus Principals,appropriate campusstaff, and Parents as tothe criteria and updatedNGS ‘Priority for ServiceReports”. (RequiredActivity).

A calendar oftimes/dates in which theMigrant Coordinator willmake home and/orcommunity visits toupdate parents on theacademic progress oftheir children.

Coordinator/NGS

Coordinator

September, 2015Thru

September, 2016

On – going at strategictimes during theschool year.

Priority for Service reports.(NGS)

Calendar of Events

Calendar of home visitsStudent’s grades/progressreport/attendancereports/discipline reports.

AgendasSign – In- Sheets

Home Visits LogsFollow – Up Reports.

Priority for Service Action PlanSeptember 1, 2015 – August 30, 2016

District: Taft I.S.D.Goals: To better service Priority for Service (PFS) students by providing instructional and support services that will ensure students success.Objective: 100% of PFS students will have access to instructional opportunities, 50% will be on grade level within 2 years, 50% of PFS students will meetthe state academic achievement standard STAAR.

Action (s) Activities Person (s) Responsible Timeline Start/End Resources Needed EvaluationA Ntive section will bedeveloped that describesin detail federal, state,and local programs thatserve “Priority forService” students.

The Priority for ServiceAction Plan will beincluded in the District’sImprovement Plan in aseparate section labeled“PFS” Action Plan ratherthan integrating itwithin the DIP Plan.

Coordinator/NGS

Coordinator/District DEIC(Local District)

October, 2015

October, 2015

Resource Directory ofservices available.

Complete PFS Action PlanDistrict Improvement Plan

Ntive ReportStudent LogsSupplemental coding (NGS)

Completed DistrictImprovement Plan Approval(DEIC)

Narrative: The Migrant Service Coordinator will be responsible for sharing the Priority for Services (PFS) information at each campus by either

meeting with the principal and or designated personnel on a semester basis. This will enable the individual campus staff members toaccurately identify and serve the PFS students. Parents will be informed of their children’s progress by contact from the Migrant ServiceCoordinator. This can be addressed at parent meetings, migrant office, phone calls or home visits.

The Migrant Service Coordinator will assess the programs being offered by the Local Education Agency (LEA) and determine additionalservices that are over and above the services offered (Supplemental) and that can be offered to the Priority for Service (PFS) students inorder to promote progress and meet the objectives goals that are reflected in the PFS Plan.

The Migrant Service Coordinator will provide the following services by Federal, State, and local programs to the Priority for Servicestudents.

1. TMIP – Taft I.S.D. in coordination with TMIP to ensure out – of – state STAAR testing2. MSIX – Taft I.S.D. will collaborate with other states using the MSIX online system to ensure proper student record as needed.3. Bright Beginnings – 3 and 4 yr. old children can participate in a home – based program curriculum to help build a child’s

comprehension. Migrant Coordination will work with the parent, showing him/her how to work with the child.

GRADUATION ENHANCEMENT/SECONDARY CREDIT ACCRUAL

2015 - 2016

Graduation Enhancement/Secondary Credit Accrual

September 1, 2015 – June 5, 2016

Taft Independent School District

Goal 1: To increase the graduation rate of migrants and facilitate a successful transition and completion to an institution of higher learning or career pathway.

Strategic Issues: Based on a comprehensive needs assessment, a plan of educational and support services to migrant students will be implemented by means ofspecific supplemental services that address individual needs.

Action (s) /Activities Person(s)Responsible

Timeline Start/End Resources Needed Evaluation

The Migrant ServiceCoordinator (MSC) willcoordinate with LEACounselors/College and CareerReadiness Advisor to verifycourse placement, creditaccrual, graduation plans andscholarship opportunities.

The Migrant ServiceCoordinator (MSC) will trackhow many credits accrued byeach student and verify thepass/fail rate for each studenton the STAAR tests towardgraduation

MSCCampus

Counselors

MSC


June 5, 2016


June 5, 2016`

Student Cumulative folderStudent ScheduleList of Available Scholarships

Individual Student STAARResults

Report Cards

Copies of scholarshipapplications submitted bystudents.

NGS Graduation information Student Transcripts

Student Transcript STAAR Results NGS Credit Accrual Report




Goal 1. To increase the graduation rate of migrant students and facilitate a successful transition and completion to an institution of higher learning or careerpathway.

Strategic Issues: Based on a comprehensive needs assessment, a plan of educational and support services to migrant students will be implemented by means ofspecific supplemental services that address individual needs.



The Migrant ServiceCoordinator (MSC) willidentify students that arebehind in credits and not ontrack to graduate on time.

Campus CounselorMSC


June 5, 2016

Attendance Reports Graduation Plans Credit Accrual Progress

Report/6weeks

Student transcript Student Classification (FR.,

Soph., Jr., Sr.) Student Report Cards.

Graduation Enhancement/ Secondary Credit Accrual



Goal 2: Identify all migrant students that are struggling or behind in high school credits for the appropriate grade level and provide them with the resources andinterventions needed to help them catch – up and keep – up.

Strategic Issues: Based on individual migrant student academic findings the migrant program will coordinate and collaborate with the LEA to help migrant studentssucceed in school by providing supplemental services.



Instructional ServicesThe LEA is responsible fordocumenting partial – andcomplete credits awardedby schools.

The Migrant ServiceCoordinator (MSC) willmonitor and collaboratewith campus principals,teachers,counselors/College andCareer Advisor and othercampus staff regardingspecific issues specific toindividual migrantstudents.

High SchoolCounselor

Special ProgramDirector, MSC,Principals andCounselors


June 5, 2016


June 5, 2016(Each Semester)

Grades 9-12

Student Report Cards

Report CardsAttendance RecordsBehavior ReferralsTeacher Input

Student Transcript(Completed)

Individual student profilesTyped up from information attainedat each Semester MigrantCommittee Meeting, MeetingAgenda and Sign In Sheets.




Goal 2: Identify all Migrant students that are struggling or behind in High School credits for the appropriate grade level and provide them withresources and interventions needed to help them catch-up and keep-up.

Strategic Issues: Based on individual migrant student academic findings, the migrant program will coordinate and I with the LEA to help migrantstudents succeed in school by providing supplemental services.



The Migrant ServiceCoordinator (MSC) willmeet regularly withindividual migrantstudents to reviewbenchmarks, grades, test,attendance and behaviorto identify student’seducational needsespecially those that canbe addressed with migrantservices.

The Migrant ServiceCoordinator (MSC) willschedule parentconferences on a regularbasis to discuss studentprogress.

MSC

MSC


June 5, 2016(Every 3 wks. And every 6

wks.).Grade PK-12


June 5, 2016(On needed basis)

Grade PK-12

Teacher e-mails, conferencesand phone calls,Daily attendance records.Progress Reports/ReportCards.

Academics, Attendance, andBehavior Records

Document student visit sheet.Record of recommended migrantservices.

Home visits form/telephone log.




Goal 3: To provide optional activities to students that are in jeopardy of failing their course work and ensuring that all Migrant students are eligible forpost-secondary education or employment.

Strategic Issues: Supplementary optional credit accrual activities will be available for migrant students

Action (s) Activities Person(s)Responsible


In the event students arebehind in credit betweengrades 9-12, the MSC willrecommend suggestedalternative credit optionsto help the migrantstudent catch-up andkeep-up.

Alternated Credit Optionsto be considered forMigrant students thathave not met the standardrequirements for earningcredit in a course:

Credit by Exam Odyssey ware Extended day

tutoring in thecore content areas(beforeschool/afterschool)

Provide STAARtutorials duringthe school day.

MSCCampus Counselor

MSCLEA


June 5, 2016Grade 9-12

List of Optional Resources List of students and optional creditsthey are taking. CorrespondenceMigrant Dept. and LEA

Correspondence between MigrantDept. and LEA

The Migrant Service (MSC)will identify out-of-schoolyouth and makeinstructional and supportservices available to them.

MSC September 1, 2015Thru

June 5, 2016

School ReferralsESC IIOSY Specialist

Drop- Out ListList of Recovered studentsAnd services rendered.

No Child Left Behind Performance Goals

Goal 1. All students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

Goal 2. All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or betterin reading/language arts and mathematics.

Goal 3. A ll students will be taught by highly qualified teachers.

Goal 4. All students will be educated in learning environments that are safe, drug-free, and conducive to learning.

Goal 5. All students will graduate from high school.


SCHOOL-WIDE PROGRAM COMPONENTS

1. A comprehensive needs assessment of the entire campus that is based on information which includes the achievement ofstudents in relation to the State academic content standards and the State student academic achievement standards. (TI-1)

2. School-wide reform strategies that - provide opportunities for all students to meet the State’s proficient and advanced levels of student academic achievement; use effective methods and instructional strategies that are based on scientifically based research that -

strengthen the core academics program in the school;

increase the amount and quality of learning time, such as providing an extended school year, before – and after-schoolprograms, and summer programs and opportunities, and help provide an enriched and accelerated curriculum; and

include strategies for meeting the educational needs of historically underserved populations.

include strategies to address the needs of all students in the school, but particularly the needs of low-achieving students andthose at risk of not meeting the State student academic achievement standards who are members of the target population ofany program that is included in the school-wide program; and

address how the school will determine if such needs have been met; and

are consistent with, and are designed to implement, the State and local improvement plans, if any. (TI-2)

3. Instruction by highly qualified professional teachers. (TI-3)

4. In accordance with section 1119 and section 1115(a)(4), high-quality and ongoing professional development for teachers, principals,and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children at the campus tomeet the State’s student academic achievement standards. (TI-4)

5. Strategies to increase parental involvement in accordance with section 1118, such as family literacy services. (TI-5)

6. Strategies that attract high-quality highly qualified teachers to high need schools. (TI-6)

7. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early ReadingFirst, or a State-run preschool program to local elementary school programs. (TI-7)

8. Measures to include teachers in the decisions regarding the use of academic assessments described in section 1111(b)(3) in order toprovide information on, and to improve, the achievement of individual students and the overall instructional program.(TI-8)

9. Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievementstandards required by section 1111(b)(1) must be provided with effective, timely additional assistance which shall include measuresto ensure that students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effectiveassistance. (TI-9)

10. Coordination and integration of Federal, State, and local services and programs, including programs supported under this Act,violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technicaleducation, and job training. [P.L. 107-110, Section 1115(b)(1)]. (TI-10)

TAFT ISD Acronyms 2016

ADA Average DailyAttendance systems in Texas. In TISD the ADA hour is required to be in

the second hour after the start of school. Any student not inattendance by that time is considered absent.

Academic The State of Texas's framework for evaluating the academic

TAPR ExecellenceIndicatorSystem

performance of public schools. This framework is used tocalculate accountability ratings for individual schools anddistricts.

ACT AmericanCollege Testing

A standardized test for high school achievement and collegeadmissions in the United States produced by ACT, Inc.

ACPAlternativeCertificationProgram

A program for certifying as educators people who desire toenter the profession without first earning an educationdegree. Teachers certifying through ACP must still meet thecertification standards of SBEC. A number of differentorganizations, including TISD, offer alternative certificationprograms.

The number of students actually in attendance at a school.The ADA rate determines state funding for public school

AIP AcceleratedInstruction Plan

AMI AcceleratedMath Instruction

AdvancedPlacement

AP

AssistantPrincipal

The plan developed by the GPC and parent(s) for studentswho have not performed satisfactorily on STAAR to ensuresuccessful mastery of the curriculum

Part of the SSI, this state-funded program aims to acceleratemath instruction for students at risk of failing the mathSTAAR.

Courses that teach the curriculum tested by AP exams,Successful results on the exam can, at certain colleges oruniversities, translate to credits.

An administrative position at some schools. Known in someother districts as a vice-principal.


AYP

C & I

ARD

ARI

Admission,Review, andDismissal

AcceleratedReadingInstruction

An ARD Committee must meet to make decisions that impactstudents with special needs. [see explanation]

Part of the SSI, this state-funded program aims to acceleratereading instruction for students at risk of failing the readingSTAAR. (Frequently referred to as Accelerated ReadingIntervention.)

AmericanRecovery andReinvestmentAct

An economic stimulus package enacted by the 111th UnitedStates Congress in February 2009.

Adequate YearlyProgress The measurement and accountability system for NCLB.

B

BDC Backup DomainController

Schools each have a server on the network that is namedxxx-BDC, where xxx is the school name or a representationthereof

C

CATECareer AndTechnologyEducation

See CTE

Curriculum andInstruction Work Title for an Exec. Dir. for C&I

CITCampusImprovementTeam

TEA team for schools that were academically unacceptable inthe previous year [more common form of SCIT]


COE

TEKS RESOURCE SYSTEM TBD TISD's curriculum, available online to all TISD educators

Comp.Ed.

CompensatoryEducation

State funded assistance for students formally identified as at-risk (of failure to graduate).

Certificate ofEligibility Illustrates ability to conduct a test.

CPR Cardiopulmonaryresuscitation

CRO The Central

An emergency procedure for people in cardiac arrest or, insome circumstances, respiratory arrest.

Region Office The office of the Central Region (CR)

CSR ConfidentialStudent Report

Details of a student's performance on an administration of theTAKS/STAAR.

CTECareer &TechnologyEducation

A federally funded program to teach vocational education.Previously called CATE.

D

DBP

DIP

DevelopmentalBilingualProgram

DistrictImprovementPlan

The bilingual education program whose aim is to allowstudents to fully develop their native language abilities beforetransitioning to English. The goal is that students end upbilingual and bilateral.

Document that illustrates the educational direction of thedistrict.

DM District MonitorStaff members who monitor STAAR test administrations atschools. Formerly known as DOMs (District Office Monitor)and COMs (Central Office Monitor)

TAFT ISD Acronyms 2016DMAC Software

ProgramComprehensive educational software program utilized byTISD

E

ED/ECD

EconomicallyDisadvantaged

EmotionallyDisturbed

Students who come from a home where the householdincome is at a level that qualifies them to receive either a freeor reduced cost lunch.

Students who are identified as having a pattern of behaviorand/or illness that indicates they are emotionally disturbed.

ELA EnglishLanguage Arts

The study of English. Sometimes this is used to includereading instruction and sometimes reading is consideredseparately. [See also SLA]

ELLEnglishLanguageLearners

Students whose native language is not English and who arestill not academically literate in English. These studentsnormally receive support services. [See also ESL and LEP]

ELPS

EnglishLanguageProficiencyStandards

These are the new standards replacing the ESL TEKS.

EOC End-Of-Course A course-specific exam administered by TEA

EOY End of Year Indicates testing results provided at the end of theeducational year.

ESC EducationService Center

The State Legislature established 20 centers throughoutTexas to provide public school districts professionaldevelopment and school services. TISD's nearest servicecenter is 2.


ExCET

FAPE

FERPA

Educators inTexas

[See also TExES]

Free AppropriateStudents with disabilities are guaranteed, under federal law(IDEA), not to be denied, solely because of their disability,

Public Education participation in any educational program funded by federaldollars.

FamilyEducational The Federal law that protects the privacy of educationalRights andPrivacy Act

records.

FMLAFamily andMedical LeaveAct

Federal law that allows employees at certain organizations totake limited unpaid leave for the purpose of taking care of afamily medical or other emergency.

ESLEnglish as aSecond

A program for students whose native language is not Englishand who are still not academically literate in English. [See

Language also ELL and LEP]

Educational

EVAAS Value AddedAssessmentSystem

A model for measuring the amount of growth students andschools demonstrate annually.

Examination forCertification of One of the instruments used by SBEC to certify teachers.

F

TAFT ISD Acronyms 2016FSLA Fair Standards

Labor Act

Federal law that regulates pay and work conditions. All TISDemployees are exempt or non-exempt from the provisions ofthe law.

G

G/T Gifted and/orTalented

GPC Grade PlacementCommittee

Program for students who are identified as academicallygifted.

A campus-based group of educators that has the final say inmost promotion/retention decisions. [see also AIP]

H

H Hispanic Ethnicity indicator

I

IB InternationalBaccalaureate

A world-wide education framework with rigorous programs forschools at the K-12 levels. There are three separateprograms: Primary Years Program (PYP); Middle YearsProgram (MYP); and the diploma program.

IBMYP

InternationalBaccalaureateMiddle YearsProgram

See MYP


IFD

IBPYP

IDEA

InternationalBaccalaureatePrimary YearsProgram

Individuals withDisabilitiesEducation Act

See PYP

Is a Federal Law ensuring services to children with disabilitiesthroughout the nation.

IEPIndividualizedEducationProgram

Part of the required plan for students identified as havingspecial needs. The IEP lays out the curriculum expectationsand the modifications needed to ensure success.

InstructionalFocus Document Instructional component of TEKS RESOURCE SYSTEM

ISD IndependentSchool District

Term used throughout Texas for the form of government usedto organize and run public school systems

J

JAQ Job AnalysisQuestionnaire

A sytem used to decide pay and exempt/non-exempt statusfor newly created positions

L

LAN Local AreaNetwork

The computer network within TISD facilities (from the serversto the drop) [see also WAN]

LATLinguisticallyAccommodatedTesting

Testing for students who are LEP-exempt from the regularSTAAR test. [see also LSG]

LD LearningDisabled

Students who are tested and identified as having a learningdisability.

TAFT ISD Acronyms 2016LEP Limited English

Proficient

Language

Students whose native language is not English and who arestill not academically literate in English. These studentsnormally receive support services. [See also ELL and ESL]

A campus-based committee of educators and a parent whoLPAC Proficiency

AssessmentCommittee

determine the optimal placement for LEP students. It reviews,at least annually, the progress of LEP students.

LRE Least RestrictiveEnvironment

Linguistic

Federal law mandates that special needs students be servedin the least restrictive environment appropriate to theirneeds. The intention is to avoid special education studentsfrom being isolated from their regular education peers if thereis no educational purpose served in that separation.

Used to help educators more effectively assist students asLSG SimplificationGuides part of LAT

M

N

NCLB No Child LeftBehind

The suite of federal laws that relate to educationalexpectations imposed on states who wish to receive federalfunds for public education. Informally referred to as"nickleby."

TAFT ISD Acronyms 2016P

PDAS

PDF

PDS

PEIMS

ProfessionalDevelopmentand AppraisalSystem

PortableDocumentFormat

ProfessionalDevelopmentServices

Public EducationInformationManagementSystem

The manner and instruments through which educators areassessed on an ongoing basis.

An electronic file that can be read with Adobe Acrobat thatperserves the original formatting of the document.

The central department that provides professionaldevelopment for schools and others

TEA's way to capture and organize student data from allpublic schools in Texas. The data collected drives funding andaccountability for public schools.

PYP Primary YearsProgram

Part of the IB framework with rigorous programs for schoolsat the K-12 levels. There are three separate programs:Primary Years Program (PYP); Middle Years Program (MYP);and the diploma program.

R

RPTEReadingProficiency Testsin English

An annual test administered by TEA to all LEP students whoare not testing with STAAR. Now part of TELPAS.

TAFT ISD Acronyms 2016S

SAP SAP

State Board for

The software used to handle most financial transactions inTISD. SAP used to originally stand for Systems Applicationsand Products in Data Processing but the acronym is now usedas a name.

The state organization responsible for certifying andSBEC

SCIT

EducatorCertification

Special CampusImprovementTeam

maintaining records of educator professional qualifications.

TEA team for schools that were academically unacceptable inthe previous year [See also CIT]

SDAAorSDAAII

State-DevelopedAlternativeAssessment

The tests administered by TEA to assess LD students forwhom the STAAR is not an appropriate assessment vehicle.In 2005 the tests were revamped and made more rigorous(hence SDAA II). In 2008 the tests were discontinued andreplaced by STAAR-A, STAAR-M, and STAAR-Alt.

SIPSchoolImprovementPlan

A plan, required to be prepared annually, identifying specific,measurable goals for the school and outlining how the schoolwill meet its goals. Also known as a CIT (CampusImprovement Plan). Now part of the Continuous SchoolImprovement Process.

SLA SpanishLanguage Arts

Sp. Ed. Special

The study of Spanish. Sometimes this is used to includereading instruction and sometimes reading is consideredseparately. [See also ELA]

Education The academic support services for students with special needs

SSA Shared ServiceArrangement

Collaboration between educational entities which shares thecost of educational services.

TAFT ISD Acronyms 2016SSI Student Success

Initiative

State of Texas

A state program to support students in reading and math. Theprogram is targeted at students either at risk of failing or whohave failed the reading or math STAAR.

State of Texas required test, administered annually to allSTAAR Assessment of

AcademicReadiness

public school children, grades 3-11, Math, ELA, Science,Social Studies

T

TAKS/STAAR

TAKS/STAAR-A

TexasAssessment ofKnowledge &Skills

TAKS/STAARAccommodated

The test administered by the TEA to evaluate students' graspof the state' proscribed curriculum (TEKS)<http://www.tea.state.tx.us/student.assessment/index.html>

The TAKS/STAAR test administered to special educationstudents who, in order to demonstrate understanding ofgrade-level content, need some accommodations whentesting.

TAKS/STAAR-Alt Alternative The TAKS/STAAR test administered to special educationstudents with the most severe disabilities.

TAKS/STAAR-M Modified

TEA Texas Education

The TAKS/STAAR test administered to special educationstudents with severe disabilities.

Agency Used state-wide. <http://www.tea.state.tx.us/>

TELPAS

Texas EnglishLanguageProficiencyAssessmentSystem

The state's testing system for students new or relatively newto the English language

TAFT ISD Acronyms 2016TEKS Texas

Assessment ofKnowledge &Skills

The state designed curriculum tested with STAAR tests<http://www.tea.state.tx.us/teks/index.html>

TExES

TexasExaminations ofEducatorStandards

One of the instruments used by SBEC to certify teachers.[See also ExCET]

TPTR

Teacher andPrincipalTraining andRecruiting

Is a state funding source to train and recruit teachers andprincipals.

TPRI

TTESS

Texas PrimaryReadingInventory

Texas TeacherEvaluationand SupportSystem

State-administered English language reading assessment forkindergarten through 2nd grade. The Spanish version is theTejas-LEE

The manner and instruments through which educators areassessed on an ongoing basis.

V

VADVerticalAlignmentDocument

Instructional component of TEKS RESOURCE SYSTEM.

W

WAN Wide AreaNetwork

The computer network connecting TISD facilities and thecentral servers [see also LAN]