lapoynor high school 2016-2017 · estrada, elizabeth special education aide lapoynor high school...

LaPoynor High School 2016-2017

Campus Improvement Plan

2016-2017 School Year

Generated on Monday, February 06, 2017 at 11:57:01 AM

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N a m e T i t l e C a m p u s / D i s t r i c t T e r m E n d s



Committee Members - Planning and Decision Making

Willis, Garland Principal LaPoynor High School

Crook, Donna Teacher LaPoynor High School 1-2018

Thomason, Randall Teacher LaPoynor High School 1-2018

Gurley, Nicole Teacher LaPoynor High School 1-2018

Young, Joe Community Representative LaPoynor High School 1-2018

Ward, Amber Parent LaPoynor High School 1-2018

Rosenberg, Nick Business Representative LaPoynor High School 1-2018

Gracey, Jimmy Parent LaPoynor High School 1-2018

Sheffield, Melissa Non-Teaching Professional LaPoynor High School 1-2018


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Names of People Responsible For Implementation

C a m p u s / D i s t r i c t T i t l eN a m e

Young, James Superintendent LaPoynor ISD

Willis, Garland Principal LaPoynor High School

Burch, Sandra Assistant Principal LaPoynor High School

Sheffield, Melissa Counselor LaPoynor ISD

Gurley, Nicole Librarian LaPoynor ISD

Penney, Pam Nurse LaPoynor ISD

Eggen, Tammy Secretary LaPoynor High School

Aguilar, Alicia ESL/Dyslexia Teacher LaPoynor High School

Burch, Sandra Secondary Math Teacher LaPoynor High School

Crook, Donna Technology Teacher LaPoynor High School

Estrada, Elizabeth Special Education Aide LaPoynor High School

Grahn, Gary HS History Teacher LaPoynor High School

Moltz, Debra HS English Teacher LaPoynor High School

Mulholland, Debbie HS History Teacher LaPoynor High School

Moore, Cindy Special Education Teacher LaPoynor High School

Nuckolls, Dean Secondary Math Teacher/Coach LaPoynor High School

Nuckolls, Jennifer Vocational Ag Teacher LaPoynor High School

Robertson, Janeva Family and Consumer Science Teacher LaPoynor High School

Parks, Jennifer HS Science Teacher LaPoynor High School

Rogers, Brad Vocational Ag Teacher LaPoynor High School

Roby, Cara Band Director LaPoynor High School

Rosenberg, Lisa HS Spanish Teacher LaPoynor High School

Stepp, Christi Technology Director LaPoynor High School

Thomason, Randall Special Education Teacher LaPoynor High School


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Names of People Responsible For Implementation

C a m p u s / D i s t r i c t T i t l eN a m e

Woodard, Betty HS Math Teacher LaPoynor High School


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Attendance

Attendance 97%

2007 2008 2009 2010 2011 2012 2013 2014 2015

*All Students* 94.50 95.70 95.00 95.50 95.20 96.10 96.60 96.80 96.10

African American 94.90 96.10 96.90 96.00 95.70 98.00 98.20 98.40 97.50

Economically Disadvantaged 94.30 94.70 93.80 94.60 94.60 95.80 96.60 95.90 95.10

Special Education 93.20 94.40 93.60 94.60 94.60 95.50 96.90 95.90 93.80

White 94.30 95.60 94.50 95.30 95.00 95.80 96.20 96.60 95.60

Goal:





Dropouts

Dropouts 0%

2007 2008 2009 2010 2011 2012 2013 2014 2015

*All Students* 0.60 0.70 0.70 0.00 0.00 0.00 0.00 0.00 0.00

African American 5.90 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Economically Disadvantaged 1.60 0.00 1.80 0.00 0.00 0.00 0.00 0.00 0.00

Hispanic 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

Special Education 0.00 4.50 4.00 0.00 0.00 0.00 0.00 0.00 0.00

White 0.00 0.80 0.80 0.00 0.00 0.00 0.00 0.00 0.00

Goal:





STAAR

9th-12th All Subjects

2013 2014 2015 2016 2017

*All Students* 80.00 84.00 73.00 71.00 100.00

African American 76.00 70.00 70.00 55.00 100.00

Economically Disadvantaged 78.00 69.00 73.00 60.00 100.00

Hispanic 0.00 0.00 0.00 92.00 100.00

White 81.00 86.00 74.00 72.00 100.00

Grade: 100%

9th-12th STAAR Mathematics

2013 2014 2015 2016 2017

*All Students* 85.00 88.00 69.00 72.00 100.00



White 85.00 90.00 67.00 72.00 100.00

Grade: 100%

9th-12th STAAR Reading

2013 2014 2015 2016 2017

*All Students* 87.00 71.00 68.00 59.00 100.00



White 88.00 75.00 67.00 60.00 100.00

Grade: 100%





STAAR

9th-12th STAAR Science

2013 2014 2015 2016 2017

*All Students* 90.00 94.00 82.00 82.00 100.00



White 91.00 93.00 89.00 85.00 100.00

Grade: 100%

9th-12th STAAR Social Studies

2013 2014 2015 2016 2017

*All Students* 82.00 100.00 81.00 83.00 100.00


White 85.00 100.00 85.00 83.00 100.00

Grade: 100%





About LaPoynor High School

Mission Statement:

The mission of the LaPoynor High school is to provide a quality education and establish an educational foundation for all students, preparing them to function effectively, productively,

and socially in an ever changing society. LaPoynor High school will provide a positive, supportive, and safe environment in which all students will acquire the necessary skills to

become life long learners.

Motto:

The impossible just takes a little longer.

Grade Span:

9 – 12

Enrollment:

100

Accountability Ratings:

2016 State Accountability

Met Standard





CNA Process

Comprehensive Needs Assessment Process

The district invites all community and campus staff to participate in the Site-Based Decision Making process. This committee meets to plan for the next school year utilizing information

/data. Campus Improvement plans are developed from analyzing data and identifying needs to develop effective strategies.

Areas of Concern:

1. Demographics: People Responsible – Campus Administrator; Data reviewed monthly.

a. Data Sources Reviewed:

* Enrollment

* Daily attendance

* Mobility/Stability

* Socioeconomic status

* Special program participation

b. Summary of Strengths:

* Accessibility of current data in TxEIS, DMAC

* High Attendance rates

2. Student Achievement, Curriculum, Instruction and Assessment: People Responsible – Campus Administrator; Data reviewed monthly.


* Academic performance – Report card grades, Student work, Benchmarks, STAAR tests

* Completion rates – Promotion rates, Retention rates, Drop-out rates

* Post-secondary – Number/percent if students attending/completing post-secondary schools or accepted in the armed forces

* Instructional programs –Maximize student engagement and learning; monitoring, evaluating and modifying programs

* Instructional materials – Amount/quality of textbooks; supplemental resources

* Available professional and paraprofessional staff


* Met or exceeded State STAAR passing rates

* Successful RtI

* 100% graduation Rate

* 71% of graduates on Recommended or Distinguished Plan

c. Summary of Needs:

* Improve state assessment scores

d. Priorities:

* Improve state assessment scores





e. Actions:

* RtI

* Tutoring before/after school

* Lunch tutorials

3. School Culture and Climate: People Responsible – Campus Administrator; Data reviewed monthly.


* Average class size

* School climate – Quality of student-teacher relationships; student attitudes toward school; teacher job satisfaction

* Student discipline and behaviors – Discipline referrals, suspensions, expulsion, attendance, tardiness

* Extracurricular activities and clubs

* Classroom management and organization

* Student, teachers, parents and community perceptions of the school – through Surveys and Meetings


* Small class size

* Family atmosphere

* Teachers know students

* Low discipline referral rate


* Need to decrease tardiness

d. Priorities:

* Plan to address student tardiness

e. Actions:

* Implement a plan that effectively reduces student tardiness

4. Staff Quality, Professional Development, Recruitment and Retention: Person responsible – Campus Administrator; Data reviewed monthly.


* Highly Qualified status – number of staff specialist, counselors, social workers

* Professional development opportunities and resources

* Staff demographics

* School administrators – number of administrators, experience

* Recruitment and retention strategies


* 100% highly qualified staff

* Multiple opportunities for professional development

* Low rate of turnover





5. Parent and Community Involvement: People responsible – Campus Administrator; Data reviewed monthly.


* Parental involvement –Open House, Volunteering

* Frequency of information disseminated

* Involvement of parents and community in school decisions

* Parent training workshops

* Health services


* Parental Involvement and parents willing to help when needed

* Opportunities for Parent Involvement

- Meet the Teacher

- Parent/Teacher conferences

- Field Trips

- Fall Festival

- Extracurricular activities


* Need to engage those parents that are reluctant to get involved

d. Priorities:

* Engaging reluctant parents

e. Actions:

* Phone contact or home visit to those reluctant parents

6. Technology: People responsible – Campus Administrator; Date reviewed monthly


* Amount, quality and/or availability of equipment, software

* Extent to which teachers integrate technology into instruction

* Type of computer systems available

* Up-to date/out-of-date hardware and software

* Barriers preventing effective use of technology

* Technology professional development opportunities


* Teachers have access to 1:1 technology

* Multiple technology staff in district


* Need for updated systems/server





d. Priorities:

* Update system

e. Actions:

* New construction completed for 2016-2017 school year





Demographics

2015-2016 Enrollment:

34 – Ninth Grade

25 – Tenth Grade

33 – Eleventh Grade

22 – Twelfth Grade

2015-2016 Ethnic Distribution:

16 (14.0%) – African American

6 (5.3%) - Hispanic

89 (78.1%) – White

0 (0.0%) – American Indian

0 (0.0%) – Asian

0 (0.0%) – Pacific Islander

3 (2.6%) – Two or More Races

2015-2016 Student Groups:

43 (37.7%) – Economically Disadvantaged

0 (0.0%) – English Language Learners

3 (2.3%) – Students with Disciplinary Placements

58 (50.9%) – Students Meeting "At-Risk" Criteria

17 (12.9%) – Mobility

2015-2016 Students per Teacher (Secondary):

16.3 – English/Language Arts

14.8 – Foreign Languages

12.9 – Mathematics

14.2 – Science

13.3 – Social Studies

2015-2016 Student Enrollment by Program:

0 (0.0%) - Bilingual Education

114 (100%) - Career & Technology Education

6 (5.3%) - Gifted & Talented Education

14 (12.3%)- Special Education





Facilities Review

Year facility opened: 2003

Level of occupancy: 100%

Facilities include:

* 1 Administration

* Computer Lab

* Toilet Facilities

* 10 Classrooms

* 9th – 12th Grades

* Multipurpose Room

* Counselor’s Office

* Library

* Science Lab

Chronic problems include:

* None





Needs Assessment Summary

LaPoynor High School received a State Accountability Rating of Met Standard from TEA in 2016. The Met Standard Rating requires that the campus met or exceeded the target score

on Student Achievement and/or Student Progress, Closing Performance Gaps and Postsecondary Readiness.

LaPoynor High School earned Distinctions in Academic Achievement in Mathematics. This means they had outstanding academic achievement based on performance in the top 25%

of its campus comparison group.

Student Strengths and Needs:

Note: Passing Rates on the STAAR tests in 2016 were at Level II.

Reading/ELA: 59% of All Students met the passing standard in Reading. Passing rates for other subgroups ranged from 60% for White students to 43% for African American

students.

Math: 72% of All Students met the passing standard in Math. Passing rates for other subgroups ranged from 72% for White students to 64% for Economically Disadvantaged

students.

Science: 82% of All Students met the passing standard in Science. Passing rates for other subgroups ranged from 85% for White students to 73% for Economically Disadvantaged

students.

Social Studies: 83% of All Students met the passing standard in Social Studies. Passing rates for other subgroups ranged from 83% for White students to 75% for Economically

Disadvantaged students.

Interventions: LaPoynor High School has several programs in place to address the identified needs of its students. A+ Computer Lab teachers and Study Island teachers will provide

students at risk of dropping out of school with supplemental assistance in core subject areas. In addition, Response to Intervention classes will provide supplemental assistance in

core subject areas. Summer School is available for students needing additional assistance.

Faculty and Staff: Professional development is encouraged for the staff, particularly focusing on areas where students are low performing. Local and supplemental funds provide

opportunities for travel to conferences, as well as stipends for attendance outside of duty hours.

Attendance: The campus attendance rate at LaPoynor High School declined slightly from 96.8% in 2013-2014 to 96.1% in 2014-2015. The campus has several activities in place that

are designed to encourage attendance, such as attendance incentives and opportunities to make up attendance deficits.

Dropout Rate: The dropout rate at LaPoynor High School for ninth through twelfth grade remained at 0.0% in 2014-2015. Several programs, including parental involvement activities

and counseling programs are in place to increase the number of students graduating from high school.





1 Parents and community members will be full partners with educators in the education of LaPoynor High School students. [TEC §4.001 (b)(1)]Goal:

Objective(s):

Implementation: Reform

Methodologies, Strategies and

Activities

TimeLine Person(s)

Responsible

Resources / Allocation Formative Evaluation Expected Outcome Summative Evaluation

Parent/Community Involvement -

The LaPoynor High School principal

along with the Site-Based Decision

Making Committee (SBDMC) will

meet periodically to discuss parental

involvement issues, programs,

strategies and activities.

LaPoynor High School stakeholders

(staff, students, parents, community

members and business

representatives) will be notified of

reports upcoming conferences,

campus-level events, meetings and

programs impacting our campus.

Stakeholders are notified through the

LaPoynor Homepage on the

LaPoynor ISD website, marquee

postings, District Calendar, PTO

meetings, newspapers, and letters

from the district and campus in

English and Spanish.

With parental input, a Parental

Involvement Calendar will be

developed by LaPoynor ISD.

7/2016 - 6/2017

Strategy:

Principal - Garland Willis Local Funds - Communication

Vehicles

Local Funds -

Food/Refreshment for School

Related Meetings

Increased number of

Stakeholders participating in

LaPoynor High School

events.

Documents :Parent

Involvement Records -

06/17: Parent and

Community Involvement

Records will reflect an

increase in participation in

campus activities as

compared to the previous

year.

Documents :Parent

Involvement Calendar - 08/16:

An approved Campus Parental

and Community Involvement

Calendar will have been

distributed to the SBDMC for

scheduling of timely

announcements to parents and

community members.

Communication and Information

Sharing - Myriad communication

vehicles are used to ensure that

parents are apprised of the events

and programs being conducted by

LaPoynor High School throughout

the year. Information is

disseminated through the school

marquee, conferences, PTO

meetings, letters and folders sent

home, newspaper publications and

the school website.

Communication is provided in an

understandable format and in the

parent's primary language.

8/2016 - 5/2017

Strategy:

Principal - Garland Willis Local Funds - Communication

Vehicles

Increased Student

Achievement with the

support of LaPoynor High

School parents.

Documents :Parent

Involvement Records -

05/17: Parent Involvement

records will indicate an

increase in the number of

parents participating in



year.

Page 1 of 43






Objective(s):



Activities

TimeLine Person(s)

Responsible


Events and Programs: -

LaPoynor High School conducts a

variety of Events and Programs

geared towards including parents

and other stakeholders in their

Educational System. Events

include:

* Open House

* Meet the Teachers Night

* Texas Public School Week

* PTO Meetings and Luncheon

* Award Assemblies (Scholarship

and Honor Awards)

* Sports Banquet

* Fall Festival

* College Career Night

* Western Day and Rodeo

* Graduation

8/2016 - 5/2017 Coordinated Funds - Time

Contributions of Parents,

Community Members and Staff

Activity:

Principal - Garland Willis Increased Student

Achievement with the support

of LaPoynor High School

parents.

Documents :Parent

Involvement Records - -

05/17: Parent and

Community Involvement

Records will reflect an

increase in participation in



year.

Site-Based and Decision-Making

Committee (SBDMC) - As directed

by Board policy, the SBDMC will be

involved in planning, budgeting,

curriculum, staffing patterns, staff

development and school

organization. [TEC 11.251(d)]

Under the supervision of the district’s

Superintendent and the chair of the

LaPoynor ISD District Planning and

Decision-Making Committee

(DPDMC), the SBDMC will play an

integral role in the planning,

development and evaluation of the

educational system of LaPoynor

High School.

Effective instructional strategies will

be implemented that increase the

amount and quality of learning time,

i.e.: Before and After School

Tutorials and Summer School.

Enriched and Accelerated

Curriculum will be used.

Parents will be notified of the special

programs and support programs

available to their students.

8/2016 - 5/2017

Strategy:

Principal - Garland Willis Local Funds - Time

Contributions of Committee

Members

All students and all student

groups of LaPoynor ISD are

involved in an educational

process that ensures that

they will have the same

opportunity to meet the same

challenging State content

standards and challenging

State student performance

standards that all students

are expected to meet.

Criterion-Referenced Test

:STAAR End of Course

Exams - 05/17: 100% of

students will pass all

appropriate subject-area

STAAR End of Course

exams.

Documents :Agenda, Meeting

Minutes - 12/16: The Board of

Trustees and Superintendent,

or designee, will review the

minutes of prior SBDMC

meetings, analyzing the

efficiency and productivity of

the Committees,

recommending revisions to

Board policies and procedures

to ensure a positive impact on

student learning and a

reduction in dropout rates.

Page 2 of 43






Objective(s):



Activities

TimeLine Person(s)

Responsible


Evaluation of the Parent Involvement

Program - Parents are involved in

the evaluation of the district's

Parental Involvement Program.

During the evaluation process,

parents review the Parental

Involvement Policy and Compact

between the school, parents and the

student. Parents may vote to amend

if necessary.

An annual parent survey is

distributed to parents, in which, the

survey results will be analyzed by the

DPDMC and SBDMC to determine

material strengths and weaknesses

of the Parental and Community

Involvement program, as well as

individual components of same.

8/2016 - 5/2017

Strategy:


Contributions of DPDMC and

SBDMC

State-of-the-Art Parental

Involvement Program.

Documents :Agenda,

Meeting Minutes - 05/17:

DPDMC and SBDMC

agenda and minutes will

indicate that surveys have

been returned by parents

and the results will be used

to enhance or modify the

LaPoynor Parent/Community

Involvement Program.

Documents :Parent

Involvement Records - 08/16:

An approved District Parental

Involvement Policy and

School, Parent, Student

Compact available for

distributions to parents, faculty

and staff.


Minutes - 02/17: DPDMC and

SBDMC agenda and minutes

will indicate that parent surveys

have been distributed in

English or Spanish to all

parents.

Page 3 of 43





2 Students will be encouraged and challenged to meet their full educational potential, with a well-balanced and appropriate curriculum provided to all students. [TEC §4.001 (b)

(2)(4)]

Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


Campus Performance Objectives -

The Superintendent and Chair of the

DPDMC will assist the LaPoynor

High School campus SBDMC with

guidance in setting the campus'

performance objectives. Districtwide

performance objectives are based on

data available through the

comprehensive needs assessment

process. LaPoynor High will adopt

performance objectives reflective of

their students' unique needs.

8/2016 - 5/2017

Strategy:

Superintendent - James

Young

Principal - Garland Willis

Local Funds - Time

Contributions of Committee

Members

The campus performance

objectives will support the

needs of the district and the

immediate needs of the

campus.



Exams - 05/17: 100% of



STAAR End of Course

exams.

Informal Assessment

:Classroom Assessments -

12/16: 80% of LaPoynor High

School students are working in

line with their potential and

moving closer to achieving the

required performance.

Basic Federal and State Mandated

Testing Program - LaPoynor High

School participates in the

State-Developed Testing Program

that is consistent with the regulations

of No Child Left Behind (NCLB).

The STAAR program for high school

will measure English Language Arts

(ELA), Math, Science and Social

Studies through the 5

End-Of-Course (EOC) assessments.

The STAAR programs are aligned

with the State-Adopted Curriculum,

the Texas Essential Knowledge and

Skills (TEKS). Students will be

administered the appropriate

subject-area STAAR EOC exams in

line with the state issued Student

Assessment Calendar.

1/2017 - 6/2017

Strategy:

Principal - Garland Willis Local Funds - Assessment

Instruments

Increased Student

Achievement.



Exams - 05/17: 100% of



STAAR End of Course

exams.

Informal Assessment


12/16: 80% of students

achieving passing scores on

classroom assignments, unit

and six weeks tests and

TEKS-based tests.

Page 4 of 43






(2)(4)]

Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


Foundation Program - The

LaPoynor High School 9 – 12

curriculum is based on the Texas

Essential Knowledge and Skills

(TEKS). Effective instructional

strategies, activities and initiatives

that increase the amount and quality

of learning time, promoting

accelerated instruction and providing

educational enrichment – these

provide opportunities for all students

to succeed, the foremost focus of

LaPoynor High School.

8/2016 - 5/2017

Strategy:


Contributions of Faculty and

Staff


groups academically

successful as the

educational system meets

the needs of all.



Exams - 05/17: 100% of



STAAR End of Course

exams.

Informal Assessment






TEKS-based tests.

Foundation Assessments: -

Students in grades 9 - 11 will be

administer the released STAAR

test questions in November and

January to identify deficiencies for

early intervention efforts to

students. Students scoring below

70% will be identified as meeting

the “at-risk” criteria.

Assessment results will be used to

prescribe prevention and early

intervention strategies for students

demonstrating need and will

ensure that all students receive

assistance with content mastery in

all core subject areas.

8/2016 - 5/2017 Local Funds - Assessment

Instruments

Activity:

Principal - Garland Willis Informal Assessment

:Classroom Assessments - -





TEKS-based tests.

Students’ deficiencies

identified and addressed more

quickly as teachers utilize

assessment data more readily.



Exams - - 05/17: 100% of



STAAR End of Course

exams.

Accelerated Instruction - LaPoynor

ISD uses the student performance

data resulting from the basic skills

assessment instruments and

achievement tests to design and

implement appropriate

compensatory, intensive, or

accelerated instructional services for

students that enable them to be

performing at grade level at the

conclusion of the next regular school

term.

8/2016 - 5/2017

Strategy:


Counselor - Melissa

Sheffield

Coordinated Funds - Time


Staff

Students “at risk of dropping

out of school” are involved in

an educational process that

ensures they will have the

same opportunity to meet the

same challenging State

content standards and

challenging State student

performance standards that

all students are expected to

meet.

Documents :Student

Records - 05/17: 100% of

"at-risk" students are

identified in a timely manner

and appropriate programs

and interventions are

implemented.

Page 5 of 43






(2)(4)]

Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


“Students at Risk of Dropping out

of School” Assessment -

LaPoynor High School follows the

state mandated guidelines for

identifying students at risk of

dropping out of school. [TEC

Sect. 29.081(d) – Revised 2013]

For purposes of this section,

"student at risk of dropping out of

school" includes each student who

is under 26 years of age and who:

(1) was not advanced from one

grade level to the next for one or

more school years;

(2) if the student is in grade 9, 10,

11, or 12, did not maintain an

average equivalent to 70 on a

scale of 100 in two or more

subjects in the foundation

curriculum during a semester in

the preceding or current school

year or is not maintaining such an

average in two or more subjects in

the foundation curriculum in the

current semester;

(3) did not perform satisfactorily

on an assessment instrument

administered to the student under

Subchapter B, Chapter 39, and

who has not in the previous or

current school year subsequently

performed on that instrument or

another appropriate instrument at

a level equal to at least 110

percent of the level of satisfactory

performance on that instrument;

(4) NA;

(5) is pregnant or is a parent;

(6) has been placed in an

alternative education program in

accordance with Section 37.006

during the preceding or current

school year;


Instruments

Activity:

Counselor - Melissa

Sheffield

Informal Assessment


12/16: 80% of the students

meeting the State-adopted

“at risk” criteria will

demonstrate accelerated

improvement, as reflected on

appropriate mid-year test

scores.

Increased academic

performance by all students

and all student groups.

Documents :Student

Records - - 05/17: 100% of

At-Risk students are

identified in a timely manner

and appropriate programs

and interventions

implemented.

Page 6 of 43






(2)(4)]

Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


(7) has been expelled in

accordance with Section 37.007

during the preceding or current

school year;

(8) is currently on parole,

probation, deferred prosecution, or

other conditional release;

(9) was previously reported

through the Public Education

Information Management System

(PEIMS) to have dropped out of

school;

(10) is a student of limited English

proficiency, as defined by Section

29.052;

(11) is in the custody or care of

the Department of Protective and

Regulatory Services or has, during

the current school year, been

referred to the department by a

school official, officer of the

juvenile court, or law enforcement

official;

(12) is homeless, as defined by

42 U.S.C. Section 11302, and its

subsequent amendments; or

(13) resided in the preceding

school year or resides in the

current school year in a residential

placement facility in the district,

including a detention facility,

substance abuse treatment

facility, emergency shelter,

psychiatric hospital, halfway

house, or foster group home.

Page 7 of 43






(2)(4)]

Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


A+ Computer Lab - A+ Computer

Lab is designed to assist targeted

students in grades 9 – 12 having

difficulty in any core subject areas

through an individualized

computer based program. A

small student/teacher ratio

assures individualized instruction.

The latest scientifically

researched-based instructional

strategies are utilized to enable

low-achieving students to reach

proficiency on the challenging

State academic standards and

State academic assessments and

to reduce the dropout rate.

8/2016 - 5/2017 State - State Compensatory

Education (SCE) - A+ Site

License

$3,500.00

Activity:



12/16: 80% of students will

pass campus benchmark

tests.

Increased Student

Achievement.



Exams - - 05/17: 100% of

all students will pass all


STAAR End of Course

exams.

At-Risk Instructional Services -

School districts that have less

than 500 students enrolled during

the school year may partially fund

regular education programs,

based on the percentage of

students at risk of dropping out of

school to the total enrollment.

Each student will be assessed

before placement using

instructional materials and will

modify instruction as necessary.

The teacher and aide, working

under the supervision of the

teacher, will ensure that each

student is working at appropriate

software levels and that those

levels are modified as necessary

using learning styles strategies.

The teacher will have other

assessment data available as a

resource tool in determining which

skills students are in need of

supplemental assistance.


Education (SCE) - Time

Contributions of At-Risk

Instructional Staff

FTE: 1.00

$32,487.01

State - State Compensatory

Education (SCE) -

Supplemental Instructional

Resources

$5,000.00

Activity:





tests.

Students have every

opportunity to meet their full

educational potential.



Exams - - 05/17: 100% of



STAAR End of Course

exams.

Page 8 of 43






(2)(4)]

Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


Study Island - Study Island is a

scientifically research-based

program built from the Texas

Essential Knowledge and Skills

(TEKS) that is both fun and

engaging. The web-based

program provides traditional

assessments, state-specific

lessons and questions and

real-time progress reports to help

teachers differentiate curriculum.


Education (SCE) - Study Island

Site License

$1,040.00

Activity:





tests.

Increased student

achievement



Exams - - 05/17: 100% of



STAAR End of Course

exams.

Summer Program - Instruction in

Math and Reading for students in

grades 9 - 12 will be provided by a

certified teacher during the

summer session for 4 hours a day

to those students who are at risk

of dropping out of school, either

because of a failure on the

STAAR Math and/or Reading test

or failure to meet minimum

expectations in Math and/or

Reading during the school year.

June, 2017 State - State Compensatory

Education (SCE) - Time

Contributions of Summer

School Staff

$2,550.00

Activity:

Principal - Garland Willis Students have every

opportunity to meet their full

educational potential.

Informal Assessment



be promoted to the next

grade.

Special Education Program -

Special education services shall be

provided to eligible students in

accordance with all applicable

federal law and regulations, state

statutes, rules of the State Board of

Education (SBOE) and

commissioner of education, and the

State Plan under Part B of the

Individuals with Disabilities

Education Act (IDEA).

8/2016 - 5/2017

Strategy:

Principal - Garland Willis State - State Special Education

Block Grant - Henderson

County Special Education

Co-Op

$332,726.00

Students with disabilities

have every opportunity to

meet their full educational

potential.

Informal Assessment



with disabilities will be

meeting their mastery

percentages, as dictated by

their IEPs and will pass the

State required assessment

instrument at the end of the

school year.

Informal Assessment



with disabilities will be meeting

their mastery percentages, as

dictated by their IEPs.

Page 9 of 43






(2)(4)]

Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


Special Education Assessment: A

student will be referred for a full

and individual initial evaluation for

possible Special Education

Services when there is sufficient

documentation that the student

continues to experience difficulty

in the general classroom after the

provision of intervention strategies

and activities. If a student has

limited English proficiency, a

member of the Language

Proficiency Assessment

Committee (LPAC) participates in

a pre-referral.

The referral may be initiated by

school personnel, the student's

parents or legal guardian, or

another person involved in the

education or care of the student.

School personnel will complete

the referral in accordance with

Texas Education Code (TEC)

§29.024, related to the 45

calendar day time line.

Evaluation instruments will be

unbiased by gender, ethnicity,

country of origin, socio-economic

factors, language or hearing

status.

LaPoynor High School uses the

following assessments:

Cross battery assessments -

* Woodcock-Johnson III

* Stanford-Binet Intelligence Scale

(SB5)

* Wechsler Individual

Achievement Test (WIAT) II

* Kaufman Test of Educational

Achievement (KTEA) II

* Differential Ability Scales (DAS)

II

* Kaufman Assessment Battery for

Children (KABC) II

* Kaufman Brief Intelligence Test

(KBIT) II

8/2016 - 5/2017 State - State Special Education

Block Grant - Assessment

Instruments

Activity:

Principal - Garland Willis Documents :Student

Records - - 12/16: 100% of

all referrals for Special

Education Services have

proceeded through the

process in compliance with

federal regulation and

Commissioner Rules.

Full and Individual Initial

Evaluations and Reevaluations

completed in a legal and timely

manner so Special Education

services are not delayed, once

referral is deemed appropriate.

Students’ needs are accurately

diagnosed; and special

programs and modifications

are reflective of the needs of

individual students as

described in the students’

IEPs.

Informal Assessment



with disabilities will pass the

appropriate mandated

assessment instrument(s),

as prescribed by individual

student’s ARDs.

Page 10 of 43






(2)(4)]

Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


*Universal Nonverbal Intelligence

Test (UNIT)

* Wechsler Intelligence Scale for

Children (WISC) IV

Speech -

* Arizona Articulation Proficiency

Scale (Arizona-3)

* Peabody Picture Vocabulary

Test (PPVT) – Form M

* Expressive One-Word Picture

Vocabulary Test (EOWPVT)

* Receptive One-Word Picture

Vocabulary Test (ROWPVT)

* Comprehensive Assessment of

Spoken Language (CASL)

* Test of Pragmatic Language

(TOPL)

* Test of Language

Development-Primary (TOLD P)

* Test of Language

Development-Intermediate (TOLD

I)

* Oral Written Language Scale

(OWLS)

* Goldman-Fristoe Articulation

Test (GFTA

Reevaluation will occur no less

than every three years. The ARD

Committee will meet to review

existing data and determine the

scope of the reevaluation.

Page 11 of 43






(2)(4)]

Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


Instructional Arrangements -

LaPoynor High School provides a

range of educational programs

and different instructional

arrangements for students with

disabilities. For students grades 9

– 12 several different instructional

arrangements are available.

These include a Resource pullout

class, Inclusion in the regular

classroom and a Content Mastery

program. The appropriate

instructional setting will be

determined for each student by

ARD committees.

LaPoynor High School ensures

that students with disabilities are

educated with non-disabled peers

in the least restrictive

environment.


Block Grant - Time


Staff

Activity:







their IEPs.

Students with disabilities have

every opportunity to meet their

full educational potential in the

least restrictive environment.

Informal Assessment






their IEPs and will pass the

State required assessment

instrument at the end of the

school year.

Related Services - The ARD

committee assures that the need

for related services is considered

for each student with disabilities

and there is evidence of the link

between the need for the related

service and educational benefit to

the student.

Related Services are provided to

all students for the time specified

in their IEPs, with gaps in services

made up in a timely manner.

These services include

Occupational Therapy, Physical

Therapy, Speech Therapy,

Psychological Services, Social

Work Services and Counseling

Services.

These services are provided by

the Henderson County Special

Education Co-Op, which includes

LaPoynor ISD as a member.


Block Grant - Time


Staff

Activity:


Records - - 12/16: 100% of

the students with disabilities

are receiving Related

Services, as dictated in their

IEP.

Students with disabilities


process that ensures they will

have the same opportunity to

meet the same challenging

State content standards and


performance standards that all

children are expected to meet.

Documents :Student

Records - - 05/17: 100% of

the students with disabilities

are receiving Related

Services, as dictated in their

IEPs.

Page 12 of 43






(2)(4)]

Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


Transition Services - LaPoynor

High School provides students

with disabilities requisite transition

services and plans in keeping with

TEC §29.0111; TAC §89.1055.

1) Beginning at age 14 and

younger if appropriate, and

updated annually, each student's

IEP includes a statement of the

transition service needs of the

student under the applicable

components of the student's IEP

that focuses on the student's

courses of study (such as

participation in

advanced-placement courses or a

vocational education program).

2) Beginning at age 16 (or

younger, if determined appropriate

by the IEP team), each student's

IEP includes a statement of

needed transition services in their

Individual Transition Plan (ITP),

including, if appropriate, a

statement of the interagency

responsibilities or any needed

linkages. The ITP focuses

attention on how the student's

educational program can be

planned to help them make a

successful transition to life after

secondary school.

When transition is to be

considered at an ARD committee

meeting, the ARD committee's

notice to parents indicates that

one of the purposes of the

meeting is transition and that the

student will be invited. Students

and parents are provided with

transition planning information

prior to the ARD committee

meeting.


Block Grant - Time


Staff

Activity:

Principal - Garland Willis Students with disabilities

receive the transition services

required for success in and out

of school, within school and

within the world of work.

Documents :Student

Records - - 05/17:

Transition activities are

100% in line with students’

IEPs.

Page 13 of 43






(2)(4)]

Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


English as a Second Language

(ESL) Program - LaPoynor High

School offers an English as a

Second Language program whose

goal is to enable limited English

proficient students to become

competent in the comprehension,

speaking, reading, and composition

of the English language through the

integrated use of second language

methods. The ESL program shall

emphasize the mastery of English

language skills, as well as

mathematics, science and social

studies, as integral parts of the

academic goals for all students to

enable limited English proficient

students to participate equitably in

school.

8/2016 - 5/2017

Strategy:

Principal - Garland Willis State - Bilingual Education

Allotment - Time Contribution

of ESL Facilitator

$4,744.00

Students exiting LEP

designation by LPAC.

Narrowing the achievement

gap between LEP students

and non-LEP students.

See Activities BelowSee Activities Below

Page 14 of 43






(2)(4)]

Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


Assessment: Limited English

Proficient Students - Within four

weeks of a student’s enrollment, a

home language survey (HLS) is

conducted to determine the

language normally used in the

home and by the student. The

HLS is filed in each student’s

permanent record folder.

Agency-approved oral and written

English language proficiency tests

are administered to students to

provide information needed for

identification, placement and

re-designation of English

language learners (ELLs).

The Texas English Language

Proficiency Assessment System

(TELPAS) is to be administered to

LEP students in grades 9 – 12.

This is a multi-choice reading test,

holistically-rated writing collection

and holistically rated speaking and

listening assessments.

The Language Proficiency

Assessment Committee (LPAC) –

comprised of a professional

bilingual educator, a professional

transitional language educator, a

parent of a limited English

proficiency (LEP) student who is

not employed by the district, and a

campus administrator – prescribes

the appropriate ESL or Bilingual

intervention.


Instruments

Activity:

ESL/Dyslexia Teacher -

Alicia Aguilar

Informal Assessment



passing formal and informal

assessment instruments, as

well as computer-adapted

assessments, as the

assessment and intervention

process is refined.

Significant increase in LEP

students’ oral language

proficiency, as assessment

results help LPAC determine

appropriate ESL placement.



Exams - - 05/17: 100% of

LEP students will pass all


STAAR End of Course

exams.

Page 15 of 43






(2)(4)]

Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


LEP Modifications: - LEP

students are served in an English

as a Second Language (ESL)

program as dictated by TEC

Sections 29.053 and 29.063.

The LPAC is responsible for

designing the appropriate program

and student placement in the

program, as dictated by the home

language survey, the language

proficiency test results, individual

student achievement in content

areas, and the emotional and

social attainment of each student.

Based on LPAC prescription, LEP

students in grades 9 - 12

participate in an intensive ESL

pullout program with the purpose

of developing competence in

English. The program provides a

developmental sequence of

English instruction in listening and

comprehending, speaking,

reading and writing, using an

appropriate ESL program

curriculum. Students will receive

50 minutes of pullout instruction

daily.

LEP students also participate in a

daily 50 minute Sheltered English

Instruction program with content

support. In sheltered English

classes, teachers use clear,

direct, simple English and a wide

range of scaffolding strategies to

communicate meaningful input in

the content area to students. The

Rosetta Stone program is also

used to facilitate students’

developing competence in English

and technology is used to

accelerate the development of all

four language skills.

The ESL Teacher and classroom

Teachers collaborate regarding

appropriate instruction for the LEP

8/2016 - 5/2017 Coordinated Funds - Time

Contributions of Staff and

Faculty

Activity:


Alicia Aguilar

Informal Assessment


12/16: ESL students are

progressing at the rate set by

the LPAC.

Students exiting LEP

designation by LPAC.






Exams - - 05/17: 100% of



STAAR End of Course

exams.

Page 16 of 43






(2)(4)]

Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


students, including modification

methods and strategies for

instruction of the core curriculum.

The LPAC reviews each limited

English proficiency student’s

progress at the end of the school

year in order to determine future

appropriate placement.

Page 17 of 43






(2)(4)]

Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


LEP Exit Criteria: - Exit criteria

are applicable to students in

grades 9 - 11 who are identified as

Bilingual, ESL or Parental

Denials. A parent and/or guardian

must sign the exit

notification/parent permission form

before a student is exited from the

ESL program.

To exit from an ESL program, a

student may be classified as

English proficient at the end of the

school year in which a student

would be able to participate

equally in a regular, all-English,

instructional program.

The LPAC reviews each limited

English proficiency student’s

progress at the end of the school

year in order to determine future

appropriate placement. The

following criteria will be used to

determine whether a student is

academically successful:

* the student meets state

performance standards in English

of the criterion-referenced

assessment instrument required in

the Texas Education Code,

§39.023, for the grade level as

applicable and

* the student has passing

grades in all core academic

subjects and courses taken.

The LPAC will monitor students

who exit the ESL program for two

years. The scores from state

approved achievement test(s) - if

administered, criterion-referenced

tests in reading and/or writing,

local assessments, English

proficiency tests, teacher

observations, parental viewpoints

and records noting academic

progress will be used. If the

student demonstrates inadequate

English proficiency at any time

8/2016 - 5/2017 State - State and Local Funds -

Time Contributions of ESL

Staff and LPAC

Activity:


Alicia Aguilar

Informal Assessment




tests.

Increase in number of students

eligible to exit the

Bilingual/ESL Program.






Exams - - 05/17: 100% of



STAAR End of Course

exams.

Page 18 of 43






(2)(4)]

Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


during the two year monitoring

period, the student will be

readmitted to the ESL program as

prescribed by the LPAC.

Dyslexia Program - LaPoynor High

School will provide for the treatment

of any student determined to have

dyslexia or a related disorder, as

defined below.

(1) "Dyslexia" means a disorder of

constitutional origin manifested by a

difficulty in learning to read, write or

spell, despite conventional

instruction, adequate intelligence

and sociocultural opportunity.

(2) "Related disorders" includes

disorders similar to or related to

dyslexia, such as developmental

auditory imperception, dysphasia,

specific developmental dyslexia,

developmental dysgraphia and

developmental spelling disability.

8/2016 - 5/2017

Strategy:



Faculty

Students participating in the

Dyslexia Program will be

performing equally with their

non-Dyslexic peers.

See Activities BelowSee Activities Below

Page 19 of 43






(2)(4)]

Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


Dyslexia and Related Disorders

Assessment: - LaPoynor High

School assess students for

Dyslexia and related disorders

within mandated timelines once

recommended for assessment.

Children are given several

assessments that measure the

level of phonological awareness,

the knowledge of letter names and

sound, the ability to read and

decode single words in isolation,

their understanding of what they

read, their understanding of what

is read to them and how well they

are able to organize and

sequence thoughts in writing.

Results of the evaluation

determines the most appropriate

instruction program for the student

and enables development of an

individual education plan that will

include modifications or

accommodations that may be

needed.


Instruments

Activity:



12/16: 80% of all students

will have made appropriate

progress through the

Dyslexia program, as

reflected in student grade

reports.

Dyslexia services to students

are not delayed; the students’

needs are accurately

diagnosed and special

programs and modifications

are reflective of the needs of

each student.

Informal Assessment



have made appropriate

progress through the

Dyslexia program, as

reflected in student grade

reports.



Exams - - 05/17: 100% of

students will achieve a

passing score on the STAAR

EOC English I or English II

exams.

Page 20 of 43






(2)(4)]

Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


Dyslexia Modifications: - The

Dyslexia program serves students

in all grades at LaPoynor High

School. Students are provided

individualized assistance as

prescribed by the appropriate

assessment, 504 or ARD

committee.

LaPoynor High School’s

intervention program is designed

to provide students with strategies

to help them to become

successful readers. Trained

instructors coordinate with

classroom teachers to use

alternative teaching methods and

strategies for these students.

The Dyslexia teacher will

implement explicit, individualized

and multisensory instruction that

includes phonemic awareness,

instant letter recognition, explicit

instruction in decoding, extended

reading in connected text (helps to

gain fluency), explicit instruction of

spelling, extended writing, oral

language development and

listening/reading development.

Monitored students not

progressing in line with their peers

may be recommended for

reevaluation; and if necessary, a

more intensive specialized

program will be prescribed.

Students who have exited the

Dyslexia program are monitored

by the Counselor.

8/2016 - 5/2017 Local Funds - Time

Contributions of Dyslexia

Teacher

Activity:




improve their reading skills

and comprehension rates at

least one grade level from

their starting level.

Students participating in the

Dyslexia Program will be

performing equally with their

non-Dyslexic peers.



Exams - - 05/17: 100% of

Dyslexic students will

achieve a passing score on

the STAAR EOC English I

and English II exams.

Page 21 of 43






(2)(4)]

Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


504 Students - Students classified

as 504 are those who have a

physical or mental impairment which

limits a major life activity such as

learning, self-care, walking, seeing,

hearing, speaking, breathing,

working and performing manual

tasks, as well as an academic need.

Assessments are administered if

students are demonstrating chronic

difficulties unresponsive to

intervention strategies to determine

need for ARD or 504 determinations.

The educational program for a

Section 504 student will be modified

to meet the individual needs as

identified by assessment data.

Testing Accommodations may

include the following: Individual or

small group administration,

projection devices, manipulating

tests materials, oral/signed

administration, extra time, large print,

transcription, use of a calculator or

overlays.

Environmental accommodations may

also be made for students. These

may include: Change student

seating as needed for the situation,

adapt environment to avoid

distractions, provide notebooks for

organization, lighting

accommodations or non-verbal

behavior cues (cue cards).

STAAR requirements do not provide

for exemptions of Section 504

students from mastery of the Texas

Essential Skills and Knowledge.

8/2016 - 5/2017

Strategy:

Counselor - Melissa

Sheffield

Local Funds - Time


Faculty

504 students receiving an

equitable education

compared to their non-504

peers.

Documents :Counselor

Records - 05/17: 100% of

the students identified as 504

have had their individual

needs diagnosed

appropriately and are

receiving timely and

appropriate assistance, per

counselor records.

Page 22 of 43






(2)(4)]

Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


Gifted and Talented (G/T) Program -

LaPoynor ISD has adopted a

process for identifying and serving

gifted and talented students who are

defined as a child or youth who

performs at or shows the potential

for performing at a remarkably high

level of accomplishment when

compared to others of the same age,

experience, or environment and who:

1) exhibits high performance

capability in an intellectual, creative,

or artistic area; 2) possesses an

unusual capacity for leadership or (3)

excels in a specific academic field.

8/2016 - 5/2017

Strategy:

Principal - Garland Willis State - State Gifted and

Talented Block Grant - Time

Contributions of G/T Staff

$17,033.00

Gifted/Talented students

identified in a timely basis

and provided the appropriate

educational program and

enrichment activities to

ensure maximum

performance.

See Activities below.See Activities below.

G/T Assessment: - Students in

grades 9 – 12 are eligible to

participate in the Gifted/Talented

(G/T) program of LaPoynor High

School. Students go through a

nomination and assessment

process for G/T identification in

December that includes at least 3

criteria, which include both

qualitative and quantitative

measures, gathered by the

Identification Committee. The

Identification Committee is

composed of at least three (3)

district or campus educators who

have received training in the

nature and needs of gifted

students (19 TAC §89.1).

Assessment instruments include:

* Parent/Teacher/Community

Nominations

* Stanford 10.

8/2016 - 5/2017 State - State and Local Funds -

Assessment Instruments

Activity:

Principal - Garland Willis G/T students identified in a

timely basis and provided the

appropriate educational

program and enrichment

activities to ensure maximum

performance.

Documents :Student

Records - - 05/17: All

students referred for

consideration have

completed the process in a

timely manner and those

identified as G/T are offered

the opportunity to participate

in the program.

Page 23 of 43






(2)(4)]

Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


G/T Modifications: - G/T students

are clustered within their regular

foundation classroom and are

provided a differentiated

instructional program by a certified

G/T teacher. The program

provides a differentiated

curriculum and focuses on

opportunities for high level

learning, thinking, research and

communication skills. G/T

students are pulled out of their

regular classrooms 2 days a week

for 45 minutes to interact with their

G/T peers.

Honors classes that are available

for G/T students include Physics,

Calculus, Anatomy and

Physiology. Dual Credit classes

are also available to students.

8/2016 - 5/2017 State - State Gifted and

Talented Block Grant - Time

Contributions of G/T Staff

Activity:

Counselor - Melissa

Sheffield


Records - - 12/16:

Counselor's records indicate

all students referred for

consideration have

completed the process in a

timely manner and those

identified as G/T are being

served within their regular

education class.

Gifted/Talented students

identified in a timely basis and

provided the appropriate

educational program and

enrichment activities to ensure

maximum performance.

Informal Assessment


05/17: 100% of the G/T

students will achieve scores

within the 95% to 100%

range on assessment

instruments administered at

the end of the year.

Page 24 of 43






(2)(4)]

Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


Career and Technology Education

-LaPoynor ISD offers CTE programs

at the High School level in line with

the State`s CTE Goals and the

State`s CTE Plan (TEC Sections

29.181 and 29.182) to ensure that

each student will master the basic

skills and knowledge necessary for

managing the dual roles of family

member and wage earner and

gaining entry-level employment in a

high-skill, high-wage job or

continuing the student`s education at

the postsecondary level.

Academic TEKS are integrated into

the Career and Technology TEKS

through administrative directives to

teachers, the adoption of new

curriculum materials, or the

development of model curricula.

Career Considerations:

Students and parents are given the

opportunity to explore career

opportunities in the following areas:

* Agricultural Science and

Technology Education

- Agricultural Mechanics

- Agricultural Resources

- Agricultural Power

* Family and Consumer Sciences

- Food Science and Technology

- Personal Family Development

- Nutrition and Family Development

* Technology Education

- Communication Applications

- Business/Computer Applications

- Keyboarding

8/2016 - 5/2017

Strategy:

Principal - Garland Willis State - State Career and

Technology Education Block

Grant - Time Contributions of

CTE Staff

$315,435.00

Federal - Carl D. Perkins

Vocational & Applied

Technology - Region VII CTE

Consortium

$6,282.00

Students will be exposed to

the career opportunities

available so that they, along

with their parents may make

informed decisions regarding

their course of study.

Informal Assessment :Report

Card Grades - 05/17: High

school students will meet

minimum expectations in

Career and Technology

classes as reflected on end

of semester report card

grades.

Page 25 of 43






(2)(4)]

Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


Ancillary Services - LaPoynor High

School provides Ancillary Services or

“related services” to students to

ensure that variables beyond their

control do not compromise academic

performance or compel them to drop

out of school.

8/2016 - 5/2017

Strategy:

Principal - Garland Willis Coordinated Funds - Time

Contributions of Ancillary Staff


groups are involved in an

equitable education, with

Ancillary Services available

to “help level the playing

field”.



Exams - 05/17: 100% of



STAAR End of Course

exams.

Documents :School Records -


referred for Ancillary Services

will have been served as

indicated in campus records.

Page 26 of 43






(2)(4)]

Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


Counseling Services - The

School Counselor’s

responsibilities include:

* 1:1 review of STAAR EOC

exams, with students scoring

below district expectations;

* 1:1 and small group Counseling

sessions;

* Focused informal groups -

behavior, attendance;

* Assistance with testing

coordination;

* Class presentations on health,

communication, drug and alcohol

abstinence, behavior and safety

related issues;

* STAAR EOC presentations;

* Responsive services and

* Individual student planning.

The Counselor also focuses on

addressing the needs of students

with disabilities. Duties include,

but are not limited to:

* Diagnostic/Prescriptive Services;

* Coordination of Services -

Academic and Related Services;

* Child Find Activities;

* ARDs;

* Parent Training;

* Student Planning and Transition

Services and

* Training LaPoynor High

Foundation Staff on Modifications

for Special Education Students.

The Counselor will review

cumulative folders of all students

retained in the previous year and

will review retention rates to

determine a trend or pattern, or

any specific factors leading up to

the retentions. Research will be

conducted to find reform

strategies that can be

implemented at LaPoynor High

that will best meet the needs of

our students at-risk of dropping

out of school and serve to reduce


Contributions of Counselor

Activity:

Counselor - Melissa

Sheffield


Records - - 12/16: The

Counselor’s records indicate

that students referred for

assistance have been

contacted and as

appropriate, received

assistance.

Issues related to the

Counseling and Guidance

Program will have been

addressed to ensure a positive

impact on all students,

resulting in increased student

achievement and a reduction

in the drop-out rate for all

students and all student

groups.



Exams - - 05/17: 100% of



STAAR End of Course

exams.

Page 27 of 43






(2)(4)]

Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


the retention rates in grades 9 –

12.

Library and Media Services - A

contracted, Certified Librarian

conducts the Library-Media

Services. Available resources

include:

* Full-scale Library facilities

available to students;

* Accelerated Reader Books and

Tests;

* Computers with internet access;

* Electronic encyclopaedias and

references and

* Interactive Language Arts,

Math, Science and Social Studies

Software.


Contributions of Librarian

Activity:


Librarian - Nicole Gurley

Documents :School Records

- - 12/16: All LaPoynor High

School students have access

to the library on a regularly

scheduled basis.

The LaPoynor High School

Library will provide the services

necessary to ensure a positive

impact on all students,

resulting in increased student

achievement for all students

and all student groups.


- - 05/17: Librarian and

teacher records indicate that

100% of the students have

participated in Library

activities.

Homeless Services - The

LaPoynor ISD Homeless Liaison

will work with the district

administrators and counseling and

nursing personnel in the

identification and the provision of

ancillary services to homeless

students to ensure there is no

disruption in the students’

education.

The Homeless Liaison will

conduct a districtwide seminar on

the identification and plight of the

homeless student and strategies

and activities that can be

implemented at the district level,

on the campus level and at the

individual level. LaPoynor ISD will

be in compliance with federal

Homeless regulations.

8/2016 - 5/2017 Federal - Title I, Part A -

Homeless Resources

$100.00

Activity:

Principal - Garland Willis Documents :Agenda,

Meeting Minutes - - 12/16:

The Homeless Liaison will

have conducted districtwide

meetings to disseminate

pertinent information to all

personnel regarding the

responsibilities the district

and Title I have to the

Homeless students.

No student will suffer an

interruption in their education

because of homelessness.

Homeless students are


process that ensures that they

will have the same opportunity

to meet the same challenging

State content standards and


performance standards that all

students are expected to meet.

Documents :Student

Records - - 05/17: 90% of

the homeless students

identified were promoted to

the next grade and achieved

a passing score on

appropriate assessment

instruments dictated by the

state or federal regulations.

Page 28 of 43





3 Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma. [TEC §4.001 (b)(3)]Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


Attendance Incentives and

Strategies - Parents will be provided

with attendance requirements

through the dissemination of the

District Code of Conduct,

Student/Parent Handbook, during

open house and during parent

meetings.

Students who have perfect

attendance will be exempted from

Final Exams.

Parents of students who are

chronically absent will be notified

through phone calls, home visits

and/or conferences.

8/2016 - 5/2017

Strategy:



Staff

Local Funds - Awards and

Diplomas

Through the use of positive

reinforcements, LaPoynor

High School faculty will

encourage academic growth

and increased student

attendance.

Documents :Attendance

Records - 05/17: Attendance

records will indicate that all

students and all student

groups have an attendance

rate of not less than 97%.

Student groups whose

attendance rates have been

higher will meet or exceed

those rates.

Documents :Parent Contact

Agendas and Logs - 05/17:

Contact with 100% of

parents/guardians of

students who have excessive

absences.



Parents will be provided with

attendance requirements

through the dissemination of

the District Code of Conduct

and Student/Parent Handbook,

during open house and during

parent meetings.



Communication with at least

95% of the parents/guardians

of students who are absent

daily. Contact with 100% of

parents/guardians of students

who have excessive absences.

Dropout Prevention Program -

Dropout prevention and intervention

efforts begin in Prekindergarten and

continue in LaPoynor High School.

Through enhanced dropout

prevention efforts, 100% of LaPoynor

High School students will remain in

school until they obtain a diploma.

Students are encouraged to set high

personal goals at an early age and

are provided with supplemental

programs and activities such as

Tutorials, A+ Computer Lab, and RtI

activities to assist them in their

academic success.

8/2016 - 5/2017

Strategy:



Staff

Maintain LaPoynor High

School dropout rate of 0.0%.



Exams - 05/17: 100% of



STAAR End of Course

exams.

Documents :Attendance

Records - 12/16: Attendance

rate at 97% or above.

Page 29 of 43





3 Through enhanced dropout prevention efforts, all students will remain in school until they obtain a high school diploma. [TEC §4.001 (b)(3)]Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


Extracurricular Activities - UIL

activities are available to LaPoynor

High School students to ensure that

students develop into goal-oriented

and well rounded individuals in the

realm of education, athletics,

non-athletic talents and social skills

and leadership. Students are

recruited and encouraged to

participate in all of the extracurricular

activities that are available. These

include

* Boys and Girls Basketball

* Boys and Girls Cross Country

* Boys and Girls Golf

* Boys Baseball

* Girls Softball

* LaPoynor Band

* Future Farmers of American (FFA)

* Future Business Leaders of

America (FBLA)

* Future Career and Community

Leaders of America (FCCLA)

* National Honor Society (NHS)

* Student Council

* Fellowship of Christian Athletes

8/2016 - 5/2017

Strategy:


Contributions of UIL Staff

All students have an

opportunity to participate in

UIL competitions.

Students will become more

diversified, goal-oriented and

well-rounded individuals.

Informal Assessment


05/17: Students participating

in UIL competitions will have

achieved a score of no less

than 70 in core academic

classes. (No Pass, No Play)

Informal Assessment


12/16: Students participating

in UIL competitions will have

achieved a score of no less

than 70 on core academic

classes. (No Pass, No Play)

Page 30 of 43





4 Educators will prepare students to be thoughtful, active citizens who have an appreciation for the basic values of our state and national heritage and who can understand and

productively function in a free enterprise society. [TEC §4.001 (b)(5)]

Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


Career Guidance and Counseling -

The counselor will assist students in

monitoring and understanding their

own development. Areas addressed

include:

* Education: Acquisition of study

skills and choosing appropriate

programs and services;

* Career: Need for positive work

habits, career awareness and

investigations of opportunities and

*Personal-Social: Development of

healthy self-concepts and

development of adaptive and

adjustive social behavior.

The Counselor will be responsible for

disseminating the following

information to students, students’

teachers and students’ parents:

1) Higher education admissions and

financial aid opportunities (Sources

of information on higher education

admissions and financial aid, are

provided to ensure that all students

have an equal opportunity to

participate in higher education;

2) The TEXAS grant program and

the Teach for Texas grant program

established under Subchapter M,

Chapter 56;

3) The need for students to make

informed curriculum choices to be

prepared for success beyond high

school and

4) Source of information on higher

education.

8/2016 - 5/2017

Strategy:

Counselor - Melissa

Sheffield

Local Funds - Time


Students demonstrating

positive attitudes and a

willingness to be accountable

for their present and future

actions and

accomplishments.

Documents :Student

Records - 05/17: All

students complete High

School with ideas of potential

careers and goals to prepare

themselves with successful

post High School studies.

Documents :Lesson Plans -

12/16: Lesson plans will detail

activities that will provide

information about career

opportunities.

Page 31 of 43





5 Qualified and highly effective personnel will be recruited, developed and retained, with educators keeping abreast of the development of creative and innovative techniques in

instruction and administration, using those techniques as appropriate to improve student learning. [TEC §4.001 (b)(6)(9)]

Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


Professional Development Program

- The LaPoynor ISD Professional

Development (PD) Coordinator,

DPDMC, Principal and SBDMC of

LaPoynor High design and/or

support professional development

programs and activities that:

* coordinate PD programs and

activities across programs that will

improve, enhance or develop

instructional methods;

* are intense and sustained;

* are tied to the TEKS and STAAR;

* apply research to meet the learning

needs of all students, i.e., students

meeting the State-adopted "at-risk"

criteria, 504 students, limited English

proficient (LEP) students, students

with disabilities, Gifted and Talented

(G/T), etc.; and

* enable all children to meet the

same challenging State content

standards and challenging State

student performance standards that

all children are expected to meet.

8/2016 - 5/2017

Strategy:

Principal - Garland Willis Coordinated Funds - PD

Expenses

Increase in student

performance as professional

development activities focus

on weaknesses in the

educational system—faculty,

students and resources.

Documents :Professional

Development Records -

05/17: Faculty and staff

continuing as life-long

learners as they participate

in professional development

training requisite for

academic success of all

students.

Page 32 of 43







Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


Professional Development

Focuses - TEKS and STAAR

workshops are available through

in-house training specialists, the

Region VII ESC and myriad state

and national conferences.

Training focuses include:

1) Disaggregating STAAR Data;

2) Gifted and Talented Training

through Region VII;

3) Special Education

Confidentiality Requirements

through Henderson County SPED

Co-Op;

4) STAAR Administer Training;

5) CPR training through Region

VII;

6) Project Learning Tree and;

7) Modification implementation for

students with disabilities and 504

students.


Education (SCE) - Region VII


Coop

$6,660.00

State - State Compensatory

Education (SCE) - Professional

Development Travel and

Registration

$1,000.00

Activity:



12/16: 90% of at-risk

students passing benchmark

assessments.

Increased Student

Achievement.



Exams - - 05/17: 100% of



STAAR End of Course

exams.


Evaluation - The LaPoynor High

School Professional Development

Program will be evaluated in light of

students performance to ensure that

the program as a whole and

individual activities have a positive

impact on student achievement.

8/2016 - 5/2017

Strategy:



Staff

Increased Student

Achievement.



Exams - 05/17: 100% of



STAAR End of Course

exams.

Informal Assessment






TEKS-based tests.

Page 33 of 43







Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


Recruitment and Retention Initiatives

- The SBDMC will be involved in the

process of developing recruitment

and retention initiatives and

strategies. Teachers are recruited

through Job Fairs and Online job

posting. All applicants are screened

prior to the interview process.

Recruiting activities will ensure that

LaPoynor High School has 100%

fully certified faculty in each teaching

position, as defined by state law.

LaPoynor High School ensures

professional development

opportunities are available for staff to

be able to maintain and enhance

their highly qualified status.

LaPoynor High School offers a local

increment of $5,000 above state

base to all certified teachers, as well

as reimbursement for Teacher

Certification fees.

8/2016 - 5/2017

Strategy:

Principal - Garland Willis Local Funds - Local Increment

Local Funds - Teacher

Certification Fees

100% Fully Certified Faculty. Documents :Human

Resources Records - 05/17:

100% Certified Faculty.

Documents :Human

Resources Records - 08/16:

100% Certified Faculty.

Page 34 of 43





6 Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development and administration. [TEC §4.001 (b)

(10)]

Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


Technology Enriched Curriculum -

The comprehensive needs

assessment indicates the need to

expand the use of Technology in

student learning including

professional development and an

increase in hardware and software.

8/2016 - 5/2017

Strategy:

Principal - Garland Willis Local Funds - Technology

Resources

$7,382.00

The educational system of

LaPoynor High School will be

expanded to include a

technological infrastructure

with state of the art hardware

and software systems that

will support the educational

growth of students, faculty,

parents and community

members.



Exams - 05/17: 100% of



STAAR End of Course

exams.


12/16: Appropriate hardware

and software will be available

in classrooms, labs and the

libraries so that teachers may

begin training on integrating

technology into instruction.

Integrating Technology -

LaPoynor High School classroom

teachers are using technology as

an alternative instructional tool.

Activities include:

1) Using instructional software

programs to support student

learning within the classroom for

drill and reinforcement exercises,

providing a media that

complements tactile-kinesthetic

learning styles and self-paced

progression.

2) Internet access provides

students access to an unlimited

number of websites for research

projects - material unavailable

through traditional library access.

3) Instructional management

software tools such as Class

Assessments and IEPs are used

in the classroom, allowing

teachers to track student

performance as it relates to the

TEKS, STAAR and/or reading

comprehension skills.

8/2016 - 5/2017 Local Funds - Technology

Resources

Activity:

Principal - Garland Willis Documents :Lesson Plans -

- 12/16: Teacher Lesson

Plans will indicate that 100%

of the classroom teachers

are integrating technology

into instruction.

Increasing numbers of

teachers using the Internet and

software systems to integrate

technology into instruction.

Special Populations students

like Special Education

students and G/T students

benefiting from the

differentiation of instruction

and enrichment activities that

meet their specific needs.

An educational system that is

strengthened by utilizing

technology as an integral

component.



Exams - - 05/17: 100% of



STAAR End of Course

exams.

Page 35 of 43





6 Technology will be implemented and used to increase the effectiveness of student learning, instructional management, staff development and administration. [TEC §4.001 (b)

(10)]

Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


Technology Policies: - Every

LaPoynor High School faculty

member, student and parent

having access to LaPoynor High

computers, networked, Internet

connected - or not, must have on

file an Authorized User

Permission (AUP) form.

Students` AUP must be signed by

the students and a parent or legal

guardian, as well as a Parent

Permission Form.

LaPoynor High School is in

compliance with the Children’s

Internet Protections Act (CIPA).

Under the CIPA, LaPoynor High

School has developed an Internet

Safety Policy that ensures

technology measures are in place

to block or filter internet access of

inappropriate or harmful activities

to minors and adults. For more

information, see the LaPoynor ISD

School Board Policy CQ (Local).

8/2016 - 5/2017 Local Funds - Technology

Policies

Activity:


Records - - 08/16: 100% of

the students at LaPoynor

High that will have access to

the Internet will have an

Acceptable Use Policy and

Parental Permission form

signed and on file.

Responsible students with

access to the instructional

resources available through

the Internet, which will have a

positive impact on student

achievement.


- - 06/17: No incidents of

students breaking the

Acceptable Use Policy.

Page 36 of 43





7 LaPoynor High will maintain a safe and disciplined environment conducive to student learning by providing appropriate programs to all students demonstrating need in

suicide prevention, conflict resolution, violence prevention and intervention, discipline management and character education. [TEC §4.001 (b)(8), §11.252(3)(B)(E), §11.253(8)]

Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


Page 37 of 43







Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


Coordinated School Health Program

(CSHP) - The CSHP is designed to

promote healthy behaviors and help

students establish and practice

healthy habits throughout their

school years and beyond. The

coordinated efforts of schools,

families and the larger community

support student development by

reducing risky behaviors and

improving student’s overall health

and academic achievement. The

CSHP integrates the following eight

components into health instruction:

1. A nutrition program that adheres

to the U.S. Dietary Guidelines for

Americans and the Texas Nutrition

Policy;

2. Health services designed to

ensure access to primary health care

while simultaneously stressing the

importance of preventative health

care;

3. A healthy and safe school

environment that is physically,

aesthetically and psychosocially

conducive to student achievement

and well-being;

4. Counseling services designed to

improve the mental, emotional and

social health of students;

5. Opportunities for campus and

district staff to improve their personal

health through health education and

fitness activities;

6. School, parent and community

involvement in the health and

well-being of students;

7. A physical education curriculum

that integrates mental and physical

learning experiences to promote

optimum overall student health and

social development; and

7/2016 - 6/2017

Strategy:

Nurse - Pam Penney

Counselor - Melissa

Sheffield


Local Funds - Time

Contributions of Staff

Students’ academic

achievement, behavior and

attitudes will improve as a

result of living a healthier

lifestyle.

Documents :Discipline

Records - 05/17: An

improvement in student

behavior and a decrease in

discipline referrals compared

to the previous year due to

students' improved physical,

social, mental and emotional

health.

Informal Assessment


12/16: 80% of students will be

meeting or exceeding

minimum expectations on

health and fitness related

benchmark assessments.


Records - 12/16: Decrease in

risky behaviors and discipline

referrals compared to the

previous year due to students'

improved physical, social,

mental and emotional health.

Page 38 of 43







Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


8. A health education curriculum

that focuses on the personal (mental,

physical, emotional) and social

aspects of health.

Pregnancy Related Services

(PRS) - PRS is a support service

provided to students during the

prenatal and postpartum periods

of pregnancy. The intended

purpose of the service is to

provide academic, mental and

physical support and

encouragement so that students

will remain in school until they

earn a diploma. A student is

eligible for PRS if:

* the student is pregnant and

attending classes on a district

campus;

* the pregnancy prenatal period

prevents the student from


campus; and

* the pregnancy postpartum period

prevents the student from


campus.

8/2016 - 5/2017 Local - Time Contributions of

Nurse

Activity:

Nurse - Pam Penney Informal Assessment



passing all benchmark

assessments.





lifestyle.



Exams - - 05/17: 100% of



STAAR End of Course

exams.

Page 39 of 43







Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


Safe School Initiatives - In an effort

to promote "Safe Schools",

LaPoynor High will promote special

initiatives and activities that support

the Safe School environment.

Activities include:

* Campus Safety Rules

* National Red Ribbon Week

* Words of Wisdom (Character

Education)

* Second Chance (Anti-Bullying)

* Regularly scheduled fire drills

* Professional Development for Staff

- Crisis Prevention/Intervention

which provides training on how to

safely manage disruptive and

assaultive behavior.

* Fire Prevention Week

* Dating Violence Policy (see Board

Policy FFH-Local)

8/2016 - 5/2017

Strategy:


Contributions of Facultyand

Staff

Community and parental

commitment to a "Safe

School" environment

promoting student learning

and the positive

development of our students

into responsible and

concerned citizens.


Records - 05/17: Improved

discipline in the classroom

and reduced number of

referrals per year.


Records - 12/16: Number of

discipline referrals each six

weeks will decrease.


12/16: A log for emergency

drill and safety inspections has

been established and updated

on a regular basis.

Page 40 of 43







Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


Drug Use, Violence Prevention

and/or Intervention Programs and

Activities: - The staff of LaPoynor

High School recruit parents,

community members and

business representatives to assist

in the design, development,

implementation and evaluation of

the drug use and violence

prevention and/or intervention

program and activities. In addition

to including parents in a

meaningful and ongoing dialogue,

community members and

business representatives are also

invited to participate.

An annual review of tobacco,

alcohol and other drug use

incident data will be conducted by

the Counselor and Principal, using

the data to plan specific programs

and activities.

Students in grades 9 – 12 are

presented with several anti-drug

programs that encourage

discussion sessions about the

materials. These include:

* Dogs Against Drugs,

* National Red Ribbon Week,

* Drug Dogs and

* Student Assemblies to enhance

Drug/Alcohol Awareness.


Contributions of Staff

Activity:

Principal - Garland Willis Documents :Agenda,

Meeting Minutes - - 08/16:

Appropriate campus

Stakeholders will have held

meetings to plan the

programs and services for

the current school year.

A Drug-Free Student Body,

Faculty and Staff


Records - - 05/17:

Counselor`s Summary

Report will indicate that

100% of students have a

heightened awareness of the

dangers of substance use

and abuse.

Page 41 of 43







Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


Discipline Alternative Education

Program (DAEP) - The Student

Code of Conduct outlines strict

student responsibilities for

maintaining a Drug Free/Gun Free

School and the consequences for

not maintaining same.

LaPoynor High School students who

have violated the district code of

conduct will be placed in the DAEP.

Computer assisted instruction and

counseling services will be provided

for any student who is at risk of

dropping out of school. The DAEP is

offered through a shared service

arrangement with Malakoff ISD.

8/2016 - 5/2017

Strategy:

Principal - Garland Willis State - State Compensatory

Education (SCE) - DAEP

Co-op with Brownsboro ISD

$8,000.00

Dropout rate of 0%.

Students will stay and

succeed in school.



Exams - 05/17: 100% of



STAAR End of Course

exams.

Informal Assessment


12/16: Increased number of

students remaining in school

and staying on track to

graduate in lieu of expulsion.

Maintain classroom

assignments through DAEP

instructional arrangement.

Crisis Management - A Crisis

Management Plan (CMP) is in place,

supported by the district’s Student

Code of Conduct, discipline

management techniques and

necessary safety equipment.

The staff will be provided training on

how to safely manage disruptive and

assaultive behaviour through the

“Teen Dating Violence – Ending the

Violence Program” presented by the

HELP Center. Staff members are

also trained in internet safety through

“Security Solutions Fraud” and CPR

through Region VII.

8/2016 - 5/2017

Strategy:



Staff

A district that is taking a

proactive step in the

prevention and intervention

of serious behavioral

problems.


Records - 05/17: Continued

decrease in infractions of

Student Code of Conduct.

Page 42 of 43







Goal:

Objective(s):



Activities

TimeLine Person(s)

Responsible


Counseling Responsive Services -

The counselor will conduct

responsive services in prevention

and intervention areas. Areas of

focus will include:

* Academic concerns

* School-related concerns such as

misbehavior, excessive absences

and tardiness

* Dropout prevention

* Physical, sexual or emotional

abuse

* Coping with stress

* Discipline management

* Health and wellness

* Drug and Alcohol abuse prevention

* Bullying

* Suicide prevention

* Conflict resolution

* Violence prevention

* Parent education

The counselor and classroom

teachers will deliver age-appropriate

guidance curriculum focusing on:

* Self-Esteem Development

* Good Character

* Emotion Management

* Motivation to Achieve

* Decision-Making Skills

* Goal Setting

* Planning and Problem–Solving

Skills

* Interpersonal Effectiveness

* Communication Skills

* Cross Cultural Effectiveness

* Responsible Behavior

8/2016 - 5/2017

Strategy:

Counselor - Melissa

Sheffield

Local Funds - Time






lifestyle.


Records - 05/17: Counselor

Records indicate that

referrals to counselor have

decreased as compared to

the previous year.


Minutes - 12/16:

Documentation of scheduled

staff meetings to discuss and

monitor any situation that may

need extra attention.

Page 43 of 43



FederalOther

State

Federal 0.9%Other 1.0%State 98.1%

Total: 100.0%

Funding Values By Program




FTE DollarValueFederal

Carl D. Perkins

Vocational & Applied

Technology

Region VII CTE Consortium 0.00 $6282.00

Title I, Part A

Homeless Resources 0.00 $100.00

$6,382.00

FTE DollarValueOther

Coordinated Funds

PD Expenses 0.00 $0.00

Time Contributions of Faculty and Staff 0.00 $0.00

Time Contributions of Ancillary Staff 0.00 $0.00

Time Contributions of Parents, Community

Members and Staff

0.00 $0.00

Time Contributions of Staff and Faculty 0.00 $0.00



Page 1 of 4





Local

Time Contributions of Nurse 0.00 $0.00

Local Funds


Local Increment 0.00 $0.00

Teacher Certification Fees 0.00 $0.00

Technology Resources 0.00 $7382.00

Time Contributions of Staff 0.00 $0.00

Time Contributions of Facultyand Staff 0.00 $0.00


Time Contributions of Counselor 0.00 $0.00

Communication Vehicles 0.00 $0.00

Food/Refreshment for School Related Meetings 0.00 $0.00

Communication Vehicles 0.00 $0.00

Time Contributions of Committee Members 0.00 $0.00

Time Contributions of DPDMC and SBDMC 0.00 $0.00

Time Contributions of Committee Members 0.00 $0.00

Assessment Instruments 0.00 $0.00





Awards and Diplomas 0.00 $0.00


Time Contributions of UIL Staff 0.00 $0.00



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Local Funds





Time Contributions of Dyslexia Teacher 0.00 $0.00



Time Contributions of Librarian 0.00 $0.00

Technology Resources 0.00 $0.00

Technology Policies 0.00 $0.00

Time Contributions of Staff 0.00 $0.00

$7,382.00

FTE DollarValueState

Bilingual Education

Allotment

Time Contribution of ESL Facilitator 0.00 $4744.00

State and Local Funds

Time Contributions of ESL Staff and LPAC 0.00 $0.00


State Career and

Technology Education

Block Grant

Time Contributions of CTE Staff 0.00 $315435.00

State Compensatory

Education (SCE)

DAEP Co-op with Brownsboro ISD 0.00 $8000.00



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FTE DollarValueState

State Compensatory

Education (SCE)

Region VII Professional Development Coop 0.00 $6660.00

Professional Development Travel and Registration 0.00 $1000.00

A+ Site License 0.00 $3500.00

Time Contributions of At-Risk Instructional Staff 1.00 $32487.01

Supplemental Instructional Resources 0.00 $5000.00

Study Island Site License 0.00 $1040.00

Time Contributions of Summer School Staff 0.00 $2550.00

State Gifted and

Talented Block Grant

Time Contributions of G/T Staff 0.00 $0.00

Time Contributions of G/T Staff 0.00 $17033.00

State Special Education

Block Grant





Henderson County Special Education Co-Op 0.00 $332726.00

$730,175.01

$743,939.01Grand Total:



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