Terlingua CSD Campus/District Improvement Plan
2015-2016
April 10, 2015
Date of School Board Approval
Glossary
ARD
CAP
CTE
CBE
CEHI
CHS
CIP
ELL
EOC
ESC
IEP
ITBS
LAS
LAT
LEA
LEP
LRE
Admission Review and Dismissal
Comprehensive Analysis Program/Corrective Action Plan
Career Technology Education
Credit by Exam
Compensatory Education Home Instruction
Coordinated School Health
Campus Improvement Plan (Targeted – TCIP)
English Language Learner
End of Course
Education Service Center
Individualized Education Plan
Iowa Test of Basic Skills
Language Assessment Scales
Linguistically Accommodated Testing
Local Education Agency
Limited English Proficient
Least Restrictive Environment
NCLB
PAPA
PDMC
PEIMS
PGP
PRS
REAP
RPTE
SCE
SDFS
SHAC
STAAR
No Child Left Behind
Parenting and Paternity Awareness
Planning and Decision Making Committee
Public Education Information Management System
Personal Graduation Plan
Pregnancy Related Services
Rural Education Achievement Program
Reading Proficiency Test in English
State Compensatory Education
Safe and Drug Free Schools
School Health Advisory Council
State of Texas Assessments of Academic Readiness
TAPR
TEKS
TELPAS
TPRI
TSIA
Texas Academic Performance Report
Texas Essential Knowledge and Skills
Texas English Language Proficiency Assessment System
Texas Primary Reading Inventory
Texas Success Initiative Assessment
School Wide Components
Program Budget Codes
CNA
Comp. Needs Assess.
PI
Parental Involvement
T-1
Title 1
SCE
State Compensatory Ed.
RS
Reform Strategies
T
Transition
T-2
Title 2
TDA
TX Dept. of Agriculture
HQ
Highly qualified staff
A
Teacher Inventory in
Assessments
T-3
Title 3
PD
Professional
Development
M
Assist. for Mastery
SPED
Sp. Ed.
E/R
Employee/Recruitment
Coor.
Coordinator./Integration
Local
Local
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Mission Statement
The mission of Terlingua Common School District is to foster respectful life-long learners and leaders who realize their potential through
optimal educational opportunities offered in an environment of equality, respect, and competitiveness.
Nondiscrimination Notice
Terlingua CSD does not discriminate on the basis of race, religion, 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 of 1973, as amended.
Planning and Decision Making Committee
The Planning and Decision-Making Committee is composed of the following members:
Betina Kearns
Classroom Teacher
Bernadette Devine
Classroom Teacher
Jennifer Sullivan
Parent/Community Representative
Glenda Luttrell
Parent/Community Representative
Maira Tercero
Parent/Community Representative
Noemi Aviles
Parent/Business Representative
Mar Olivas
Student Representative
Taylor Luttrell-Williams
Student Representative
Cody Willard
Student Representative
Jennifer Pena
Counselor
Reagan Reed
Principal/Classroom Teacher
Bobbie Jones
Superintendent
Comprehensive Needs Assessment
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A Comprehensive Needs assessment was conducted using the following data sources:
TAPR Data (including demographic information on LEP, gender, etc.)
STAAR/EOC Results
TPRI Results
ITBS Results
TELPAS Results
ELL Reports
PEIMS Reports
Discipline Referrals
Teacher Surveys
Student Surveys
The Planning and Decision-Making Committee met on March 31, 2015 to review the data prior to the development of the Campus/District
Improvement Plan.
Summary of Findings
After reviewing the data listed above, the Planning and Decision-Making Committee determined that improvements needed to be made in the
areas of math, writing, and reading. Specific steps need to be taken to improve these scores. It was suggested that we utilize Region 18
personnel, online courses, webinars, and other professional organizations to train the staff throughout the year.
Efforts will continue to be made to increase student performance in all areas. This will be done through continual staff development,
disaggregation of test data, and focus on covering all TEKS in classroom instruction. Tutorials will occur for students who are below grade level
or need additional assistance in core academic subject areas.
All staff members will continue to strive to meet the needs of our at-risk student population. Counseling will be provided to try to keep students
in school and also to continue their education beyond high school.
State Compensatory Education
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The comprehensive, intensive, and accelerated instruction program at Terlingua CSD consists of tutorials for students at-risk, individualized
instruction for students below level in reading, writing, and math, computer aided instruction and additional paraprofessional assistance in
grades K-8. The district expects to receive approximately $109,000 in state compensatory funds for the 2015-2016 school year.
Students are entered into the compensatory education program using established state criteria, as well as local criteria.
State of Texas Student Eligibility Criteria:
A student under 21 years of age and who:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Is in pre-kindergarten, kindergarten, or grade 1, 2, or 3, and did not perform satisfactorily on a readiness test or assessment instrument
administered during the current school year;
Is in grade 7, 8, 9, 10, 11, or 12, and did not maintain an average equivalent of 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;
Was not advanced from one grade level to the next for one or more school years;
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;
Is pregnant or is a parent;
Has been placed in an alternative education program in accordance with Section 37.006 during the preceding or current school year;
Has been expelled in accordance with Section 37.007 during the preceding or current school year;
Is currently on parole, probation, deferred prosecution, or other conditional release;
Was previously reported through the Public Education Information Management Systems (PEIMS) to have dropped out of school;
Is a student of limited English proficiency, as defined by Section 29.052;
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;
Is homeless, as defined by 42 U.S.C. Section 11302, and its subsequent amendments; or
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.
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Local Student Eligibility Criteria:
Inventory/Test
TPRI
ITBS
STAAR/EOC
TELPAS
Core Academic Subjects
Grades
K-2
K-12
3-10
K-12
1-12
Student Performance Standard
Below Instructional Level
Below Grade Level in Reading and Math
Below State Standard or ARD recommendation
Below Intermediate Level 3 years in a row
Failing Two or More Subjects
Students are exited from the compensatory education program when their performance meets state standards, as well as local criteria.
Local Student Eligibility Criteria:
Inventory /Test
TPRI
ITBS
STAAR/EOC
TELPAS
Core Academic Subjects
Grades
K-2
K-12
3-10
K-12
1-12
Student Exit Criteria
Scoring Instructional level or above
Scoring 40% or better in Reading and Math
Scoring State Standards or Better or Meeting ARD Expectations
Scoring Advanced High
Passing Scores on All Subjects
Federal, State, and Local Funding Services
All federal funds will be integrated and coordinated with State and Local funds to meet the needs of the students in the district. Federal funds
included are: Title 1, REAP, Title 3, and IDEA- B. The district has one Title 1 campuses, Big Bend High School.
Terlingua CSD’s poverty level is higher than 50%, and we have chosen to coordinate our SCE funds with our Title I funds.
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