1
Gustine ISD Mission Statement
The mission of the District is to provide students with individualized instructional
opportunities that will assure success in student achievement as measured by appropriate testing.
Gustine ISD Philosophy
The mission of Gustine Independent School District is to offer all students fundamental
knowledge, which will enable them to acquire crucial wisdom, expand their education and
vocational goals, and to perform successfully in society.
Gustine ISD Vision
Our vision at Gustine Independent School District is that our students will become successful
adults ready to attain their life goals. We invite all students to become reliable, goal-oriented and
constructive individuals with the ability to make rational and educated judgments.
2
Comprehensive Needs Assessment
Demographics
Demographic Summary
Gustine ISD has identified strengths and weaknesses based on data from multiple sources to develop the district plan for the
2014-2015 school year. Gustine ISD serves 231 total students enrolled from Pre-k through 12th grade. The district consists of a
population with 61.5% Hispanic/Latino students, 36% White students, .5% African American students, and .5% American
Indian students, and 1.73% two or more race students. The district has 80.95% Economically Disadvantaged, 29.44% LEP,
and 126 students identified as At-Risk. The district is a Title I Targeted Assistance district. Enrollment is steady at this time.
Demographic Strengths
Our student-to-teacher ratios are less than state mandated. The district attendance percentage rate is good at 95.8%. Our high
school state assessment scores improved this year from the 2012-2013 school year.
Demographic Needs
Improve the achievement of our low socio-economic students as the student population in increasing. Targeted intervention for
our elementary students will continue for the upcoming school year.
3
School-wide Components (SWC)
Gustine ISD
CNA
SWC#1
Comprehensive Needs Assessment
RS
SWC#2
Reform Strategies
IHQT
SWC#3
Instruction by Highly Qualified Teachers
HQPD
SWC#4
High-Quality Professional Development
SAHQT
SWC#5
Strategies to Attract HQ Teachers
SIPI
SWC#6
Strategies to Increase Parental Involvement
T
SWC#7
Transition
TDMRA
SWC#8
Teacher Decision-Making Regarding Assessments
ETAS
SWC#9
Effective and Timely Assistance to Students
CI
SWC#10
Coordination and Integration
4
Title I (NCLB) Goals
Performance Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency
or better in reading/language arts and mathematics.
Performance Goal 2: All limited English proficient (LEP) students will become proficient in English and will
reach high academic standards at a minimum attaining proficiency or better in
reading/language arts and mathematics.
Performance Goal 3: By 2006-2007, all students will be taught by highly qualified teachers.
Performance Goal 4: All students will be educated in learning environments that are safe, drug-free, and
conducive to learning.
Performance Goal 5: All students will graduate from high school.
5
District Goal I: To provide instruction so that students can achieve academic objectives according to the TEKS as measured by standardized tests.
Performance Objective 1.1: GISD will continue its Pre-Kindergarten program and students will show academic growth as measured by the
prescribed Pre-Kindergarten curriculum.
Summative Evaluation: PK students will make progress in reading readiness skills and will achieve at or above 70% on teacher-made test approved
by the district.
NCLB Performance Goals: 1, 2,3,4
Performance Goal 1:
By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
Performance Goal 2:
All limited English proficient (LEP) students will become proficient in English and will reach high academic standards at a minimum attaining proficiency
or better in reading/language arts and mathematics.
Performance Goal 3:
By 2006-2007, all students will be taught by highly qualified teachers.
Performance Goal 4:
All students will be educated in learning environments that are safe, drug-free, and conducive to learning.
Activities
Title I
Comp.
3,8,9
Responsibility
Resources
Timeline
PreK teacher
Classroom Resources
Balanced Literacy/math
August-May
1.1-2 Improve math, language, and
science skills.
3
PreK teacher
TEA Pre-Kindergarten
Curriculum Guides
Balanced Literacy/math
August-May
Student performance
in the classroom
1.1-3 Improve transition between
PK & K through classroom
visitation.
1.1-4 Improve classroom
instruction through teacher
retention and through placement of
a highly qualified PK teacher
7
PreK and
Kindergarten
teacher
Principal and
PreK Teacher
Lesson Plans
Ongoing
Elementary Highly
Qualified Worksheet
Ongoing
Student
Feedback/Teacher
Evaluations
Principal Attestation
1.1-1 Improve writing skills by
learning and drawing the shapes of
the letters, numbers, and learning to
write their names.
3,5,7
6
Formative
Evaluation
Student performance
in classroom
District Goal I: To provide instruction so that students can achieve academic objectives according to the TEKS as measured by standardized tests.
Performance Objective 1.2: GISD will improve LEP student academic growth as measured by the TPRI, STAAR, and TELPAS.
Summative Evaluation: Students in grade K-2 will achieve TPRI developing/still developing.
NCLB Performance Goals: 1,2
Performance Goal 1:
By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
Performance Goal 2:
All limited English proficient (LEP) students will become proficient in English and will reach high academic standards at a minimum attaining proficiency
or better in reading/language arts and mathematics.
Activities
1.2-1 Provide a supplemental and
comprehensive program to teach
and reinforce essential skills for
proficient readers, to include
Alphabetical PrinciplePhonological Awareness – Reading
Fluency & Comprehension.
K-2
1.2-2 Use questioning strategies,
Sequence of events, recalling
details, and main events
1.2-3 Improve understanding of
math concepts by using calendar
activities, sorting, counting,
geometric shapes, and other
practical applications that are age
appropriate.
1.2-4 Use Reading strategies for
English-as-Second Language
students.
Title I
Comp.
3, 9
Responsibility
Resources
Timeline
K, 1, 2 teachers
Balanced Literacy,
Journeys, TEKS resource
system
August-May
1, 2, 10
K, 1,2 teachers
Teacher Resources,
Balanced Literacy/math,
Journeys, Study Island, and
TEKS Resource System
August-May
Increased TPRI scores
1, 2, 10
K, 1,2 teachers
Teacher Resources,
Manipulatives, Study
Island and TEKS,
Balanced Literacy/math,
and TEKS Resource
System, GO Math
Grade 1,2 teachers ESL Certified Teachers,
Scholastic, Sheltered
Instruction,
AR Reading, and
Balanced Literacy,
Journeys
August-May
Increased TPRI scores
Ongoing
Increased
TPRI scores
3
7
Formative
Evaluation
Increased
TPRI scores
District Goal I: To provide instruction so that students can achieve academic objectives according to the TEKS as measured by standardized tests.
Performance Objective 1.3: GISD students will show academic growth as measured by the STAAR and RPTE.
Summative Evaluation: Students in grades 3-5 will meet or exceed a passing rate of 75% on STAAR Reading, 75% STAAR Math, 90% on STAAR
Writing, and 75% on STAAR Science.
NCLB Performance Goals: 1,2
Performance Goal 1:
By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
Performance Goal 2:
All limited English proficient (LEP) students will become proficient in English and will reach high academic standards at a minimum attaining proficiency
or better in reading/language arts and mathematics.
Activities
Title I
Comp.
8, 10
Responsibility
Resources
Timeline
Grade 3,4, &5
teachers
August-May
1.3-2 Expand the math program.
3,8
Grade 3,4, &5
teachers
Study Island Scope,
STAAR Workbooks, and
Balanced Literacy/math,
Journeys, GO Math,
Science Fusion
Go Math, Study Island,
Eduphoria, Balanced
Literacy/Math
1.3-3 Increase student time on
"Accelerated Reader" program
3,8
Grade3, 4,5
teachers &
Librarian
1.3-4 Provide accelerated classes
for students who did not pass
STAAR
2,3,8,9
Grade 3,4,and 5
teachers
1.3-1 Use STAAR math, reading,
writing, and science activities.
1.3-5 Use STAAR Release tests for 3,7,8
practice in reading, math, and
writing.
1.3-6 Implement a professional
3,4,
development plan to address
student performance on low scoring
objectives for TEKS
Grade 3,4, &5
teachers and
counselor
Grade 3,4,5
August-May
Formative
Evaluation
Increased test scores
from STAAR
Increased Math scores
from STAAR
"Accelerated Reader"
Ongoing
program on library and
classroom computers, and
Balanced Literacy
STAAR objectives, Study August-May
Island, Before/After
School Tutorials
STAAR assessment
Pre and post tests
STAAR Practice Tests,
Eduphoria, EDHelper,
TEKS Resource System
Region 14 Service Center
and
Balanced Literacy/math
Training
Improved classroom
performance and
STAAR
Improved classroom
performance and
STAAR
8
August-March
Ongoing
Improved classroom
performance and
STAAR.
District Goal I: To provide instruction so that students can achieve academic objectives according to the TEKS as measured by standardized tests.
Performance Objective 1.4: GISD students will show academic growth as measured by the STAAR and RPTE.
Summative Evaluation: Students in grades 3-5 will meet or exceed a passing rate of 75% on STAAR Reading, 75% STAAR Math, 90% on
STAARWriting, and 75% on STAAR Science.
NCLB Performance Goals: 1,2
Performance Goal 1:
By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
Performance Goal 2:
All limited English proficient (LEP) students will become proficient in English and will reach high academic standards at a minimum attaining proficiency
or better in reading/language arts and mathematics.
Activities
Title I
Comp.
3,8
Responsibility
Resources
Timeline
Grade 3,4,5
teachers
Ongoing
1.4-2 Integrate critical thinking
skills with math, reading, writing,
language arts, and science TEKS
that can be used in everyday life.
3,8
Grade 5 teacher
Ongoing
Increased test scores
1.4-3 Align curriculum and
instruction with TEKS to master
STAAR objectives.
1,2,3,8,
10
Grade3, 4,5
teachers
Teacher-made materials,
computer, library, maps,
posters, globes, field
trips, Study Island, and
STAAR enrichment
materials, TEKS
Resource System,
Science Fusion
Teacher Resources and
Balanced Literacy/math,
Journeys, Go Math,
Istation, Think Through
Math, Science Fusion
Region 14 Service
Center, TEKS, TEKS
Resource System,
Journeys, Go Math,
Science Fusion
Formative
Evaluation
Increased test scores
Ongoing
Improved test scores
1.4-1 Integrate social studies and
science TEKS with relevance to
real life situations incorporating
critical thinking skills that can be
used in everyday life.
9
District Goal I: To provide instruction so that students can achieve academic objectives according to the TEKS as measured by standardized tests.
Performance Objective 1.5: GISD students will show growth as measured by the STAAR and RPTE.
Summative Evaluation: Students in grades 6th, 7th, and 8th grade will meet or exceed a passing rate of 75% on STAAR Reading, 75% STAAR Math,
90% on STAAR Writing, 70% on STAAR Science, and 75% on STAAR Social Studies.
NCLB Performance Goals: 1,2
Performance Goal 1:
By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
Performance Goal 2:
All limited English proficient (LEP) students will become proficient in English and will reach high academic standards at a minimum attaining proficiency
or better in reading/language arts and mathematics.
Activities
Title I
Comp.
2,3,8,
Responsibility
Resources
Timeline
6,7,8th grade
teachers
August-May
1,3
6,7,8th grade
teachers
Region 14 Service
Center, TEKS
objectives,TEKS
Resource System
Regular Budget, STAAR
Reading Tool Kit
August-May
Increased Reading
comprehension
1.5-3 Use Release Test as practice
for STAAR mastery
1,2,3,8
6,7,8th grade
teachers
STAAR Release Tests,
Eduphoria, TEKS
Resource System
August-March
Improve student
performance on
weekly tests
1.5-4 Reinforce and practice daily
reading, checking for
understanding through general
discussion.
1.5-5 Provide accelerated
instruction during the school day
for students who did not meet
minimum expectations on STAAR.
1.5-6 Use "Accelerated Reader"
Program in Grades 6-8.
1,3,8
6,7,8th grade
teachers
Classroom materials
August-May
Increase reading
comprehension
1,2,3,8,
9
6,7,8 grade
teachers
Study Island,
STAARobjectives,
STAAR Tutorials
Ongoing
Increased STAAR
scores
2,3,8,9
6,7,8th grade
teachers and
Librarian
Accelerated Reader
Program on computers in
classroom and in library.
Ongoing
Increase reading skills
1.5-1 Align curriculum and
instruction to TEKS to master
STAAR in reading, math, writing,
science, and social studies.
1.5-2 Use of novel units in
Literature for students in
6th, 7th, and 8th
10
Formative
Evaluation
Increased STAAR
scores
District Goal I: To provide instruction so that students can achieve academic objectives according to the TEKS as measured by standardized tests.
Performance Objective 1.6: GISD students will show growth as measured by the STAAR and RPTE.
Summative Evaluation: Students in grades 9-12 will meet or exceed a passing rate of 75% on STAAR Reading, 75% STAAR Math, 85% on
STAAR ELA, 70% on STAAR Science, and 75% on STAAR Social Studies.
NCLB Performance Goals: 1, 3
Performance Goal 1:
By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
Performance Goal 3:
By 2006-2007, all students will be taught by highly qualified teachers.
Activities
Title I
Comp.
1,2,3,8,
9
Responsibility
Resources
Timeline
9-12 teachers
August-April
2,3,8,9
9-12 teachers
1.6 -4 Offer tutoring before and/or
after school to students who need
help.
1,2,3,6,
9
9-12 teachers and
aides and parents
1.6-5 Align curriculum instruction
with TEKS and STAAR Objectives
1,2,3,8,
9-12 teachers
1.6-6 Enrich science curriculum.
1,2,3
HS Science
teacher
1.6-7 Enrich social studies
curriculum.
1, 2,3
HS History
teacher
1.6-8 Enrich English, reading, and
writing curriculum.
1,2,3
HS English
teacher
1.6-9 Use computerized STAAR
tests on the Internet.
2,3,8,9
9-12 teachers and
librarian
STAAR practice
materials, STAAR
Scheduled Tutorial
Period, Study Island
Teacher-made materials,
STAAR Preparation
materials, Study Island
Teacher-made materials,
STAAR Preparation
materials, Tutor available
before/after school
Region 14 Service
Center, TEKS Resource
System
Laboratory Experiments,
Video, Teacher-made
materials, Internet sites
Internet projects, teachermade materials, Internet
sites
Teaching the Writing
Process, TEKS Resource
System, Tutoring
before/after school
Study Island, Computers
in classrooms and library
11
1.6-1 Continue STAAR
Accelerated instruction for students
who did not meet minimum
expectations.
1.6-3 Teach strategies and hints for
passing the STAAR tests.
Formative
Evaluation
Increased STAAR
passing rate
August-April
Increased STAAR
passing rate
August-May
Improved student
performance in the
classroom
Ongoing
Increased STAAR
passing rate
Ongoing
Increased TAKS
/STAAR
passing rate
Increased STAAR
passing rate
Ongoing
Ongoing
Increased STAAR
passing rate
Ongoing
Increased student and
teacher success
District Goal I: To provide instruction so that students can achieve academic objectives according to the TEKS as measured by
standardized tests.
Performance Objective 1.7: GISD students will show academic growth as measured by the STAAR and RPTE.
Summative Evaluation: Special Population Students in grades 3-12 will meet or exceed the follow passing rates on STAAR: At-Risk = 75% in
Reading; 65% in Math; 60% in Science; 75% in Social Studies; and 85% in Writing; Economically Disadvantaged = 80% in Reading; 65% in Math;
60% in Science; 75% in Social Studies; and 85% in Writing; Hispanic = 80% Reading; 65% in Math; 80% in Writing; 60% in Science; and 75% in
Social Studies; Gifted/Talented = 100% in Reading; 100% in Math; and 100% in Writing; Special Education = 70% in Reading; 70% in Writing;
70% in Social Studies; 60% in Math; and 65% in Science; White = 90% in Reading; 80% in Math; and 90% in Writing; 70% in Science; and 90% in
Social Studies; Limited English Proficient = 70% in Reading; 70 % in Writing; 70% in Social Studies; 65% in Math; 60% in Science and 100%
scoring “advanced” on RPTE; “Dyslexic Program” = 80% of identified students will pass the TAKS Test.
NCLB Performance Goals: 1, 3
Performance Goal 1:
By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
Performance Goal 3:
By 2006-2007, all students will be taught by highly qualified teachers.
Activities
Title I
Comp.
2,3,4,8,
9
Responsibility
Resources
Timeline
Elem., MS, & HS
teachers
Study Island, STAAR
practice materials,
Interactive White Boards,
Computer Labs
Professional
Development,
August-May
1.7-2 Use positive reinforcements
for classroom success.
1,2,3
All district
teaching staff
Acceptable and
appropriate methods such
as Ruby Payne
(Understanding Poverty),
Debbie Comber Small
Groups
Ongoing
Improved report
grades
1.7-3 Promote the use of
“Accelerated Reader” Program
2,3,9
All Teachers, and
librarian
“Accelerated Reader”
program
Ongoing
Improved reading
skills
1.7-1 Continue accelerated
instruction through the use of
technology to improve STAAR
scores
12
Formative
Evaluation
Increased STAAR
passing rate
1.7-4 Continue GT Program.
2,3,6,
GT teacher and
Principal, parent
1.7-5 Increase student performance
in Special Education services by
pooling staff.
1.7-6 Provide tutorials during the
school day
3,8,10
1.7-7 Mainstream ESL students.
2,3,10
1.7-8 Continue academic support
for Migrant students who qualify
1,2,3,7,
10
1.7-9 Continue to identify and
provide services for Dyslexic
students.
2,3,6,8,
10
2,3,8,9
G/T Curriculum
Guidelines
Ongoing
Improve academic
performance
Comanche Co. Sp. Special Education Budget
Ed. Coop./
Principal
Principal, teacher Scheduled HS Tutorial
and aides
Period, Study Island,
Teacher Resources,TEKS
Resource System, before
and after-school tutorials
All teachers and
All ELA/Reading
Principal
Teachers ESL Certified,
All other teachers trained
in Sheltered Instruction,
Bilingual/ESL Budget,
TEKS Resource System,
bilingual aid,Study Island
Principal and
Migrant Funds, Study
Migrant Personnel Island, TEKS Resource
System, bilingual aid, and
Balanced Literacy/Math
Ongoing
Improved grades
August-May
Improved grades
August-May
Improved grades and
RPTE & STAAR
scores, Aimsweb (38),TPRI (K-2)
Ongoing
Improved student
achievement
Dyslexia teacher
and Principal
Ongoing
Improved Reading
STAARscores,
Aimsweb (3-8)
Regular Budget,
Foundation for Literacy,
Dyslexia Training
Program-Scottish Rite
Hospital, Dyslexic
Testing: Comanche ISD
Coordinator
13
District Goal II: To offer a well-balanced curriculum so that all students in grades PK-12 will receive the academic skills to
meet or exceed graduation requirements and to attain success beyond high school.
Performance Objective 2.1: Students will master the TEKS at each grade level and the average passing rates on standardized
tests will be greater than the year before.
Summative Evaluation: Standardized tests scores will increase from one year to the next.
NCLB Performance Goals: 1,3,5
Performance Goal 1:
By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
Performance Goal 3:
By 2006-2007, all students will be taught by highly qualified teachers.
Performance Goal 5:
All students will graduate from high school.
Activities
2.1-1 Teach the appropriate TEKS
for each grade level and course.
2.1-2 Continue curriculum
alignment and coordinated
planning at and across grade levels
(K-12).
Title I
Staff
Comp. Responsibility
2,3,8,10 Teachers, Region
14 and principal
1,3,
8
Teachers, and
Principal
Resources
Timeline
Formative
Evaluation
Lesson Plans with
TEKS documentation
TEKS ,TEKS
RESOURCE SYSTEM,
other teacher resources,
Balanced Literacy/Math,
course curriculum
TEKS, TEKS
RESOURCE SYSTEM,
TEKS Organizers, and
Balanced Literacy/Math
Ongoing
Ongoing
Teachers’ logs
2.1-3 Encourage all students to take 1,2,3,
the Foundation High School
8
Program courses as required by
HB5.
Teachers,
Counselor
Principal, Parents,
Students
TEA graduation
guidelines and graduation
plans
Ongoing
Graduation Plans
2.1-4 Encourage high school
students to take college courses and
dual credit courses.
Teachers,
Counselor,
Principal, Parents,
Students
Acceptable programs per
local and legal policy
Ongoing
Completed courses
1,2,3,8,
10
14
2.1-5 Continue the Texas Reading
Initiative. Reading tests are
administered to all K-2 students.
2,3,6,
8,10
K, 1,2, Teachers and
Principal,bilingual
aide
TPRI, STAAR, End of Course,
TEKS RESOURCE
SYSTEM,Reading groups in
Spanish in K,1
2.1-6 Integrate technologies with
core curriculum to improve
STAAR scores.
1,2,3,9,
10
Technology Staff,
Teachers, and
Principal
Study Island, Promethian
Boards, and Learning AZ
2.1-7 Incorporate Internet research
into curriculum.
1,2,3,5,
9,10
2.1-8 Provide Technology
Application classes to students on
the Internet, word processing,
spreadsheet, and database
applications, and multimedia
presentations. Grades 5-12
2.1-9 Provide Technology
Application instruction in grades
K-5.
2.1-10 Conference with all 8th
grade students and their parents
regarding Texas high school
graduation programs, including
parents in the decision-making
process.
2.1-11 Special populations visit
TSTC
1,2,3,9,
10
Principal,
Parents,
Teachers,
Students
Technology
Teacher
1,2,3
1,2,3,5,
6,8, 10
2.1-12 Take field trips to Colleges
to visit college and career days.
2.1-13 Encourage all high school
students to take the PLAN Test, the
PSAT Test , ACT Test, SAT Test,
and TSI Test to prepare for college
Beginning,
Middle, and
End of school
year.
Ongoing
Improved TPRI scores
Internet services,
Network, i-pads, laptopsclassroom sets
Ongoing
Improved Student
proficiency on the
Internet, new server.
CATE Funds
Ongoing
Class roster, Lesson
Plans
Elem. teachers
TEKS guidelines,
Learning A-Z
Ongoing
Improved
computer skills
Counselor,
Parents, Students
TEA graduation
requirements
1,2,3,10 Special Ed
Teacher and Coop transition
specialist
1,2,3,5, Counselor,
6,10
Teachers,
Parents, Students
2,3,6,
Parents,
7,8,10
Teachers,
Counselor,
Students
Summer 2014
Improved students’
computer application
skills.
Parent signatures on
4-year plans
TSTC Correspondence,
ESC 14 Transition Fair
Fall 2014
Documentation,
permission forms
Gustine Transportation,
college career day
notifications
Registration Bulletins,
internet programs
Fall/Spring
Counselor log
Ongoing
Test results
15
admissions.
2.1-14 Provide assistance in finding
scholarship information, filling out
FAFSA and filing financial aid
forms.
2.1-15 Provide information
regarding career planning, higher
education admissions housing
applications, and other college
admission forms.
2.1-16 Provide special programs to
meet the needs of special
population students. Migrant, At
Risk, G/T, CATE, Title I, Dyslexia,
Special Ed., Bilingual/ESL.
1,3,5,6
Counselor,
parents, Teachers,
Students
1,3,5,6,
9
Counselor,
Parents, Teachers,
Students
1,2,3,4,
6,8,
10
All Special
Program
Teachers, parents
2.1-17 Provide PK registration and
PK classes for those students who
qualify.
1,2,3,
6,7,10
Principal, PreK
teacher and Aide,
parents
2.1-18 Use "Accelerated Reader"
Program for grades K-12.
1,2,3,7,
8, 10
Librarian,
Teachers,
Students, Parents
2.1-19 Provide "Accelerated
Reading Instruction" Program for
1st and 2nd grade students.
1,2,3,8,
10,
2.1-21 Provide physical education
classes for grades K-12 grade.
1,2,3,6,
10
Principal, K, 1,2
Teachers and
Reading
Aide,Bilingual
aide K,1
All level P.E.
teachers and
coaches
Application forms,
FAFSA parent night
presentation, computer
programs
Application forms,
FAFSA parent night
presentation, internet
Spring
Completed forms
Ongoing
Completed forms
TEKS, IEP, ARD
Committee, Study Island,
Scheduled tutorial period,
Backpack Program,
Before and After-school
tutorials, Transportation,
Balanced Literacy/Math
Professional development
Marquee, Newspaper,
Radio, Web-Site,
Registration Forms
Ongoing
ARD minutes, class
rosters, and yearly
assessments
Spring 2015
Correspondence file,
AR software on
classroom computers and
library, Guided Reading,
Tell Me More,
TPRI, Guided Reading,
Tell Me More, Balanced
Literacy
Ongoing
STAAR assessment
results
Ongoing
Improved TPRI
scores, improved
reading scores
TEKS objectives,
CATCH Program,
SHAC, Special Needs
Olympics, Field Day
August-May
Improved physical
stamina of students,
improved achievment
16
2.1-22 Provide a fine arts program
for students in grade K-4
incorporating music, fine arts, and
computer technology.
2.1-23 Provide information on
screening for Early Childhood and
classes for four year children who
qualify.
1,2,3,9,
10
Elem. teachers
TEKS objectives
2,3,6,7,
8,10
PreK Teacher
Comanche Special
Comanche Special Services Co-op
Services Co-op
17
Ongoing
End of year evaluation
Spring 2015
Improved reading
readiness
District Goal III: To promote positive interaction and communication between Gustine ISD, student’s parents, and community
members.
Performance Objective 3.1: At least two parent contacts will be made per student by each of his/her teachers during the school year and the
community will be kept informed of school events through the local media. (newspaper, marquee, web page, radio, Gazette, etc.)
Formative Evaluation: Teacher's log of parent contacts turned in at the end of the year.
NCLB Performance Goals: 4
Performance Goal 4:
All students will be educated in learning environments that are safe, drug-free, and conducive to learning.
Activities
3.1-1 Hold “Parent
Meetings” to stress to
parents the importance
of communication
immediately with
teachers when their
child is having
difficulty, monitoring
their child’s progress,
and seeing that
homework is
completed.
3.1-2 Communicate
activities and events to
parents and
community members.
3.1-3 Project
Graduation Parent
Meeting
Title I
Comp.
1,2,3,6,8
Staff Responsibility
1,5,6,10
Principal and staff,
parents
1,6
Superintendent and
Principal
Resources
Principal, All teachers, Parent
parents
Correspondence,
Progress Reports,
Report Cards, STAAR
Reports, Web-Site,
Phone Apps.
Timeline
Ongoing
Marquee, Radio, Web- Ongoing
Site, Newspaper,
Letters, Calendars,
Schedules, School
Newsletter, Phone
Apps.
Parents, Community
Ongoing
Member, Local
Businesses
18
Formative
Evaluation
Increase Parental
Awareness of the
importance of
supervising students’
schoolwork/homework
Surveys
Project Graduation
3.1-4 Make personal
phone calls or
correspond with
parents about student
progress and/or
absence. Request
parent conference for
students who are
failing.
3.1-5 Distribute threeweek progress reports.
3.1-6 Hold parent’s
conferences with
students who are not
meeting expectations
on STAAR. Show
parents a copy of
STAAR Release Test.
3.1-7 Send reminder
letters to parents the
week prior to testing
dates.
3.1-8 SHAC
1,3,6,9,10
Principal, Teachers,
Parents, Students
Letters, Phone logs
Ongoing
Correspondence File,
Telephone logs, Grade
Placement Committee,
Attendance Committee
1,2,3,6,7,10
Principal and staff,
Teachers,parents
Principal and
Teachers, parents
Correspondence File
Every six weeks
Correspondence file
STAAR Release Test
January-August
Telephone logs,
Teacher and Principal
logs, Grade Placement
Committee
1,2,3,6
Principal and Teachers
and parents
Letters, Testing
Schedules
Ongoing
Correspondence File
1,2,3,5,10
Meetings
2 meeting per semester SHAC Programs
Evaluation
3.1-9 Provide STAAR
Study Guides to
parents of students
who do not meet
minimum expectations
on STAAR.
3.1-10 Meet with
parents regarding their
child’s four-year
graduation plan.
3.1-11 Offer FAFSA
assistance and
1,2,3,6,8,9
SHAC
Representatives,
parents, teachers
Principal, counselor,
staff and Region 14,
parents
STAAR Study Guides, Ongoing
TEKS Resource
System, Web-site
Correspondence File
1,6
Principal, Counselor
TEA graduation
guidelines
August 2014
Graduation, Student
Files
1,2,6,9,10
Counselor
FAFSA forms, Parent
Info Night
February 2015
Correspondence File
1,2,3,6,8,9
19
financial aid
workshops for parents
and students.
3.1-12 Send letters to
parents informing
them of PK
registration.
3.1-13 Inform parents
of the Student Success
Initiative retention
law.
3.1-14 Effect parent
communication to
increase parental
involvement.
3.1-15 To improve
student motivation
1,6,7
Principal, Counselor,
PreK teacher and
office staff
Newspaper, Marquee,
School Newsletter,
Web-site, phone apps.
Spring 2015
Correspondence file
1,2,3,6,8,10
Principal, Counselor
Correspondence file
Per local and legal
policy
Grade Placement
Committee,
Correspondence file
1,6
Principal, Staff, Parent
On going
Parent/community
participation
1
Principal, Staff
Meet the Teacher,
OAP, mailing to
parents, marquee,
newsletter, web page,
phone apps., Meet the
Tigers (Athletics)
Field trips,
recognition-academic
awards, waiver days,
Pizza Day, STAAR
PEP Rally
On going
Improved grades,
attendance
20
District Goal IV: To design special programs to help students participating in these programs meet or exceed state performance
expectations.
Performance Objective: 4.1: TITLE I Increase the academic achievement level of all students and maintain a 0% dropout rate. Gustine School is a
TITLE I school-wide campus. A campus-wide well-balanced curriculum will show academic growth in test scores among TITLE I students.
Summative Evaluation: Compare previous grades/course completions/STAAR/EOC scores to previous year scores to see if TITLE I students are
showing improvement. Dropout rate will remain at 0%.
NCLB Performance Goals 1,2,3,5
Performance Goal 1:
By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
Performance Goal 2:
All limited English proficient (LEP) students will become proficient in English and will reach high academic standards at a minimum attaining proficiency
or better in reading/language arts and mathematics.
Performance Goal 3:
By 2006-2007, all students will be taught by highly qualified teachers.
Performance Goal 5:
All students will graduate from high school.
Activities
Title I
Staff
Comp. Responsibility
4.1-1 Coordinate Title I services for 3,6,9,10 Principal
Special Populations such as At
Risk, McKinney-Vento,
Bilingual/ESL, Migrant, CATE,
and Special Education.
4.1-2 Disaggregate STAAR &
2,3,8,
Principal and
ITBS data and use for screening
Counselor
and placement.
4.1-3 Increase parental
1,6
Principal,
communication for all students.
Teachers, Parents,
Students
4.1-4 Improve transition from PK- 2,7
PreK-K teachers
K.
and Principal
4.1-5 Prepare students for STAAR 3,8
Principal, 3-12
format.
Teachers
Resources
Timeline
Title I funds,
Migrant funds,
McK-V tutoring,
Mandatory tutoring
Ongoing
Formative
Evaluation
Improvement of
students in all
programs
ESC 14, Eduphoria
May-August
List of Title I scores
Correspondence File
Ongoing
Correspondence File
Correspondence File
Ongoing
Study Island, Practice
materials, balanced
literacy/math, Istation,
Think Through Math, Go
Math, Journeys
21
Ongoing
Improved school
readiness
Acceptable STAAR
scores
4.1-6 Purchase Study Island for
STAAR preparation
4.1-7 Administer a Comprehensive
Needs Assessment Surveys to
parents, students and staff.
1,2,10
Principal
1,6,10
Principal
4.1-8 Maintain low student-teacher
ratio
3,5
Superintendent,
school board,
Principal
4.1-9 Expand Software in Middle
Building Computer Lab and
maintain schedule of students who
utilize the lab.
4.1-10 Purchase STAAR practice
materials and technology to
improve test scores
1,2,5,10 Superintendent,
Principal, Tech
teachers, &
Teachers
1,8,9,10 All teachers
administering
STAAR Test
4.1-11 Continue the "Accelerated
Reader" program to improve
reading scores.
8,10
4.1-12 Identify students below the
benchmarks on TPRI (K-2) &
provide reading skills.
8,9
4.1-13 Provide a Dyslexia Program 9
for students who qualify; provide a
504 evaluation and meet with
parents of these students and 504
Committee to determine eligibility;
give out “Parents & Students
Rights Section 504 of the
Rehabilitation Act of 1973”
4.1-14 Evaluate the effectiveness of 2,10
the Title I Program
TITLE I funds
AMI/ARI Grant
Needs Assessment
Survey
Ongoing
Title I Funds
Ongoing
Class Size Evaluation
Study Island, Istation,
Think Through Math
ESC 14, Outside Grants,
Ongoing
Increased Reading and
Math skills in the
classroom
ESC 14
Title IV funds
ARI/AMI Grant
Ongoing
Acceptable STAAR
scores
Superintendent,
Title I funds
Principal
Teachers,
Students
Principal, K, 1,2,
TPRI
Teachers and Aide
Ongoing
Improved Reading
skills
BOY
MOY
EOY
Improve reading skills
Coordinator
504 Committee
Alphabet Phonics,
Scottish Rite Curriculum,
Section 504 of the
Rehabilitation Act of
1973
Ongoing
80% Achievement on
Progress measured by
Alphabet Phonics,
Improved classroom
performance with 504
modifications
Superintendent,
Principal
Evaluation Survey
Spring 2015
Improved Title I
Program
22
January-May
Acceptable STAAR
scores
Improved programs
and instruction
District Goal IV: To design special programs to help students participating in these programs meet or exceed state performance expectations.
Dropout Rate will remain at 0%.
Performance Objective 4.2: AT RISK increase the academic achievement level of At-Risk students and dropout rate will remain at 0%.
Summative Evaluation: Compare previous grades/course completions/STAAR scores to past records to see if each At-Risk student is showing
improvement. Dropout rate will remain at 0%.
NCLB Performance Goals 1,2
Performance Goal 1:
By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
Performance Goal 2:
All limited English proficient (LEP) students will become proficient in English and will reach high academic standards at a minimum attaining proficiency
or better in reading/language arts and mathematics.
Activities
Title I
Comp.
9, 10
Staff
Responsibility
Principal,
Counselor and
staff
4.2-2 Provide STAAR accelerated
instruction for those students who do
not meet minimum expectations on
STAAR test.
2,8,9
STAAR Class
Teachers
4.2-3 Provide materials to supplement
instruction for At Risk students.
2,10
Principal, 504
coordinator,
4.2-4 All ELA/Reading teachers ESL
certified. All other teachers trained in
“Sheltered Instruction”.
4.2-5 Provide STAAR tutorials.
4,5
4.2-1 Identify At-Risk students based
on state guidelines.
ESL and
migrant
personnel
2,3,9,10 Principal,
Teachers,
Parents,
Students
Resources
Timeline
Formative Evaluation
State guidelines for At-Risk By
October
for PEIMS
data
STAAR Release tests,
AugustStudy Island, tutorials,
July
Promethian Boards, Coach
STAAR workbooks,
balanced literacy/math
PK, STAAR, Study Island, Ongoing
Promethian Boards,
balanced literacy/math,
Istation, Think Through
Math
Regular Budget
Title I funds
Technology Grants
Regular Budget
Ongoing
Title 1 and 2
List of At-Risk students
Teacher Resources,
Promethian Interactive
Smart Boards
Lower failure rate
23
Ongoing
Improved STAAR scores
Decrease Drop-out Rate
Improved English Proficiency
4.2-6 Continue PK Program with
certified teacher for qualified 4 yearold children.
7,9
Superintendent,
School Board,
Principal and
PreK teacher
Principal,
Counselor, 504
coordinator,
Teachers
Comanche Special Services
Coop.
Title I funds
Ongoing
Improved Reading and
Language Skills
4.2-7 Provide Pregnancy Related
Services to identified students.
Counseling; parenting education; &
homebound services for students in
need.
4.2-8 Use "Accelerated Reading
Instruction" Grant funds to give oneon-one instruction to K-2 students
who have trouble in reading.
4.2-9 Purchase instructional materials
for STAAR accelerated programs.
2,3,6,9
Community Resources,
TEA guidelines, PEIMS
Data Standard
Ongoing
Decrease Drop-out Rate
2,9,10
Principal,
Teachers,
Reading Aide
Ongoing
Improved Reading Scores
9,10
Principal,
Special Ed and
all teachers
Ongoing
Improved Test Scores
4.2-10 Desegregate STAAR data
8
Ongoing
Improved Test Scores
4.2-11 Evaluate the effectiveness of
the At Risk Program
1,2,10
Principal,
counselor
Superintendent,
Principal,
Counselor
Accelerated Reading
Instruction Grant, TPRI,
Learning A-Z, balanced
literacy
Study Island, Measuring
Up, Promethian Boards,
Learning A-Z, balanced
literacy/math
Title I
ESC 14 Staff
Eduphoria
STAAR
Ongoing
Improved At Risk Program
24
District Goal IV: To design special programs to help students participating in these programs meet or exceed state performance expectations.
Dropout Rate goal will remain at 0%.
Performance Objective: 4.3: ESL (English as a Second Language) Test results for ESL students in grades 3-12 will improve in English/language
arts , reading scores on STAAR, and English Proficiency Rate on RPTE (Reading Proficiency Test in English (RPTE). Dropout rate will remain at
0%.
Summative Evaluation: Compare previous STAAR Reading scores to current STAAR reading scores. Compare TOP language scores to see if
students in ESL are showing improvement and maintain a dropout rate 0%.
NCLB Performance Goals 2
Performance Goal 2:
All limited English proficient (LEP) students will become proficient in English and will reach high academic standards at a minimum attaining proficiency
or better in reading/language arts and mathematics.
Activities
Title I
Comp.
1,9
Staff
Responsibilities
Principal and ESL
Personnel
Resources
Timeline
Regular Budget
Ongoing
1,2,3,7,
10
Principal,
counselor. Region
14 Staff
ESC Region 14
AEISit , Eduphoria
Summer
4.3-3 Instruct in TEKS from
English as a Second Language at
the appropriate grade level.
1,8,
Principal, ESL & Copies of TEKS
Migrant Personnel Migrant Funds
August-May
TAAS information on
ESL students
regarding areas of
weakness
Lesson Plans
4.3-4 Staff development for ESL
teachers and aides that focus on
instructional strategies.
1,2,4,
Principal, ESL &
migrant Personnel
ESC 14, Balanced
Literacy/Math Training
Migrant Funds
Ongoing
Attendance certificates
4.3-5 Conference with parents
(with an interpreter if necessary).
4.3-6 Use STAAR practice
materials.
1,6,9
Principal, ESL &
Migrant Personnel
Principal, ESL &
Migrant Personnel
Telephone logs
Migrant Funds
STAAR practice
materials,
Aimsweb,Measuring Up,
Promethian Boards,
balanced literacy/math
Migrant Funds
Ongoing
Telephone logs /
Travel Logs
Improved RPTE
scores and satisfactory
STAAR scores
4.3-1 Provide Bilingual/ESL
services to Limited English
Proficient Students
4.3-2 Disaggregate STAAR and
TELPAS results for ESL students
3,10
25
Ongoing
Formative
Evaluation
Increased English
proficiency
4.3-7 LPAC will determine
modifications for LEP students
who need assistance.
3,9
4.3-8 Evaluate the effectiveness of
the Bilingual/ESL program.
1
Principal, ESL &
Migrant
Personnel, Parent
Rep.
Principal, ESL &
Migrant
personnel, Parent
Rep.
LPAC Committee
Migrant Funds
Ongoing
Improved test scores,
modification checklist
LPAC Committee
Migrant Funds
Summer
Improved
Bilingual/ESL
program
26
District Goal IV: To design special programs to help students participating in these programs meet or exceed state performance expectations.
Dropout Rate will remain at 0%.
Performance Objective 4.4: SPECIAL EDUCATION: Increase the academic performance of 40% of our Special Education students as measured
on the STAAR.
Summative Evaluation: Compare previous STAAR test scores with current STAAR for improvement. Dropout rate will return to 0%.
NCLB Performance Goals 1
Performance Goal 1:
Activities
By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
Title I
Comp.
4.4-1 Provide a quality 3,9
Special Education
Program to students
who qualify
4.4-2 Determine
2,3,9,10
Individual Education
Plan based on Initial
Assessment and
appropriate goals as
determined by the
ARD committee.
4.4-3 Provide LRE
2,3,9,10
through Inclusion
setting using
modifications and/or
instructional aides in
the regular classroom.
4.4-4 Use test data to
2,8
determine STAAR
assessment levels.
4.4-5 Provide report
1,2,3,9
cards each six weeks,
progress reports every
three weeks, and
phone contact with
academic and behavior
Staff Responsibility
Resources
Timeline
Special Ed teacher,
Aides
Special Education
Funds
Ongoing
Principal, Counselor,
Sp. Ed. Teacher,
teachers, parent,
student, ARD Comm.
ARD committee,
Comanche Special
Services Coop.
Ongoing
ARD minutes
Principal Sp. Ed.
Teacher and Aides
Peer Tutors, Aides
Schedules
Ongoing
Lesson Plans
Sp. Ed. teacher and
ARD comm.
STAAR results
Summer
Improved test scores
Principal, Sp. Ed.
Teacher
Correspondence file,
phone log
Each six weeks
Correspondence file
27
Formative
Evaluation
Improved test scores –
Yearly progress
concerns.
4.4-6 Provide Related 2,3,8,9
Services based on
assessment, IEP goals,
and student needs.
4.4-7 Follow a timely 2,3,8,9,10
process with
reevaluations to
determine eligibility,
specific educational
needs, and adjustments
to the IEP.
4.4-8 Provide
2,9
transition services
involving the student
in career planning
including other
agencies when
appropriate.
4.4-9 Provide STAAR 2,3,8,9
accelerated instruction
for special education
students.
4.4-10 Continue
2,3,6,9,10
Dyslexia Program to
improve reading skills.
4.4-11 Monitor
2,3,9,10
modifications and
classroom
performance of
Special Education
students.
4.4-12 Evaluate the
2,3,9,10
effectiveness of the
Special Education
Program
Principal, Sp. Ed.
Teacher, Aides and
Co-op
Comanche Special
Services Co-op
Sp. Ed. Teacher,
diagnostician.
ARD committee
Sp. Ed. Teacher
Coop-Transition
Coordinator and TX.
Rehabilitation Comm.
Rep.
Comanche Special
Services Coop
Principal, Counselor,
Sp. Ed. teacher,
teachers
STAAR materials,
Study Island,
Promethian Boards,
balanced
literacy/math,
“Alphabet Phonics”
Scottish Rite Hospital,
graphic novels
Communication logs,
lesson plans, progress
reports
Ongoing
Report Cards, STAAR
Ongoing
Principal, Dyslexia &
Sp. Ed. Teacher.
Sp. Ed. Teacher
Superintendent,
Principal, Counselor,
Sp. Ed. Teacher
28
Ongoing
Ongoing
Ongoing
Ongoing
Ongoing
Copies of IEP
Correspondence Logs
More informed career
choices
Improved test scores
Improved reading,
writing, and spelling
skills
Evidence of
modifications in the
classroom
Improved Special
Education Program
District Goal IV: To design special programs to help students participating in these programs meet or exceed state performance expectations.
Dropout Rate will be at 0%.
Performance Objective 4.5: CAREERS AND TECHNOLOGY. Students will gain skills through CTE courses to prepare them to transition for
school to work. Courses will be evaluated at the end of the year to determine their success, to add or delete courses, and use of information on career
trends to determine future course needs.
Summative Evaluation: Teacher, parent, and student surveys will be completed to evaluate course offerings and to determine the need to add or
delete curses. Use of information from CTE advisory committee will be used to develop course offerings for the next school year.
NCLB Performance Goals 4,5
Performance Goal 4:
Performance Goal 5:
All students will be educated in learning environments that are safe, drug-free, and conducive to learning
All students will graduate from high school.
Activities
4.5-1 Provide CTE
services to students
enrolled in CTE
programs using gender
equitable methods and
practices.
4.5-2 Plan with
Special Education
personnel to reach
educational goals of
Special Education
students in CTE
classes.
4.5-3 Provide career
planning focusing on
school-to-work
transition.
4.5-4 Expand
community
involvements through
Ag. Sci.
4.5-5 Field Trip to a
College/Career Day
Title I
Comp.
1,2,3,9,10
Staff Responsibility
Resources
Timeline
Principal,
CTETeachers
CTE funds
Ongoing
Formative
Evaluation
Student Schedules
1,2,9,10
Principal, Sp. Ed.
Teacher, Teachers
Teacher planning time
End of year ARDs
Student Schedules
2,9,10
CTE Teachers
TEKS
Ongoing
Increase student
knowledge of careers
1,2,6,9,10
Ag. ScienceTeacher
Class Projects
Title I
Ongoing
Record kept on
projects
1,9
Counselor
Student Surveys
Spring
Student Survey
Results
29
4.5-6 Transition
Planning Annually
with Special
Education students.
4.5-7 Consideration of
potential harmful
effects on the student
or quality of service
that he\she needs
during placement
4.5-8 Increase
participation in UIL
events
9,10
Sp. Ed. Teacher,
Coop-Transition
Coordinator
Comanche Special
Service Coop.
Spring
Transition Meeting
notes.
3,8,10
Sp. Ed. Teacher,
Diagnostician
Comanche Special
Service Coop.
Ongoing
ARD forms
2,3,
UIL Awards
Coordinator
UIL guidelines
Ongoing
Awards from
competition
30
District Goal IV: To design special programs to help students participating in these programs meet or exceed state performance expectations.
Performance Objective 4.6: GIFTED AND TALENTED In addition to a well-balanced core curriculum, students will be offered advanced learning
opportunities through Internet, computer-based instruction.
Summative Evaluation: Production of products/activities using technology skill.
NCLB Performance Goals 1
Performance Goal 1:
By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
Activities
4.6-1 Provide an advanced
curriculum that uses critical
thinking and problem-solving
skills.
4.6-2 Provide materials and
supplies for G/T Program.
4.6-3 Provide identification and
placement procedures for G/T in
English and Spanish to all parents
of LEP students via US mail
4.6-4 Charts and other
disaggregated data will be used to
insure G/T program is
representative of the ethnic and
socioeconomic groups in the total
population
4.6-5 Address means of
identification and needs of gifted
children from poverty
Title I
Comp.
2,3,9
Staff
Responsibility
HS & Elem. GT
Teachers
Resources
Timeline
G/T Curriculum
Ongoing
Formative
Evaluation
Lesson Plans
3,9
HS & Elem. GT
Teachers
HS & Elem. GT
Teachers
G/T Budget
Ongoing
Purchase orders
G/T Budget
Ongoing
Program Evaluation
Survey
1,3,8,10 Principal,
Counselor, GT
Teachers
AEIS, PEIMS
Summer
Data Charts
1,3,6,8,
10
Region 14 ESC
Annually
Certificate of
Attendance
3,6,10
GT Teachers
31
District Goal V: To provide staff development to teachers and aides that promotes high expectations for student achievement
and focuses on ways to implement the most current instructional strategies and integration techniques.
Performance Objective 5.1: Teachers will attend at least one workshop in their field of study during the year or summer session.
Summative Evaluation: A list of all workshop participants will be provided through Region 14 ESC or certificates of attendance from workshops
other than those sponsored by Region 14.
NCLB Performance Goals 3,4
Performance Goal 3:
Performance Goal 4:
By 2006-2007, all students will be taught by highly qualified teachers.
All students will be educated in learning environments that are safe, drug-free, and conducive to learning
Activities
5.1-1 Provide Fall/winter and
Spring/summer catalog from
Region 14 ESC to teachers.
5.1-2 Encourage teachers and aides
to attend workshops on innovative
teaching strategies/techniques.
5.1-3 Continue the acquisition of
hardware, software, Internet lines,
and training so that teachers can
integrate technology into the core
curriculum instruction.
5.1-4 Provide staff development on
Effective Classroom Management
techniques, especially focusing on
keeping student interruptions to a
minimum, providing a classroom
setting at an optimum-learning
environment, being specific with
classroom instructions, being
consistent with classroom
instruction, and posting rules and
consequences in each classroom.
Title I
Comp.
4,5,10
Staff
Responsibility
Teachers,
Principal, ESC 14
4,8,9,10 Principal
,
1,2,3,4,
9
Superintendent,
Principal, School
Board
1,4,10
Principal, all
teachers
Resources
Timeline
ESC 14 Staff
Development catalogs
Fall/Spring
Formative
Evaluation
Workshop
registrations
Regular Budget for
Ongoing
substitute pay, ESP
Tarleton, balanced
literacy/math training
Regular Budget
Ongoing
PS 9,Region 14
District Technology Staff,
Learning A-Z
Certificates of
attendance
District Staff, Region 14
staff, Internal Teacher to
Teacher walk throughs,
administrator walk
throughs
Workshop attendance
certificates,
administrator records
32
Ongoing
Improved
communication
between buildings and
staff
5.1-5 Attend STAAR workshops in
STAAR related areas.
5.1-6 Attend workshops on TEKS
in their subject area.
3,4,10
Teachers
ESC catalog
Ongoing
3,4,10
Principal, all
Teachers
ESC 14 with Substitute
pay
Ongoing
Superintendent,
Principal, all
Teachers
Principal, Tech.
Teachers, All
Teachers
All Teachers
Building Project
Ongoing
TEKS
Ongoing
TEKS
Ongoing
Superintendent,
Principal, and All
Teachers
Regular Budget
Pay for Substitutes
Ongoing
5.1-7 Extend intercommunication,
1,9,10
telephone, and network systems
across the campus.
5.1-8 Integrate projects between the 1,3,8,9,
technology and core curriculum.
10
5.1-9 Increase use of internet for
research on classroom projects.
1,3,9
5.1-10 Provide, as required by TEC
21.452, staff development in
technology, conflict resolution, and
discipline strategies.
1,2,4,9,
10
33
Workshop attendance
certificates
Attendance
Certificates
Improved
communication
between staff
Increased student
proficiency in
technology
Increased student
performance on the
Internet
Improved teacher
technology skills
District Goal VI: To provide a safe and violence-free school environment that will communicate to all students a quality-of-life
pattern regarding responsibility, respect, and self-esteem.
Performance Objective: 6.1:. TITLE IV SAFE & DRUG FREE SCHOOLS The 2010 evaluation of the Safe & Drug Free program will show a
decrease in incidents such as disciplinary referrals, AEP placement, suspensions, expulsions, firearms confiscated, other weapons confiscated,
possession, sale, or use of tobacco, alcohol, and other drugs. A dropout rate of 0% and an attendance rate of 95% will be maintained.
Summative Evaluation: Comparison of the 2013 program evaluation with the 2014 program evaluation will show a decrease in incidents of the
above mentioned infractions. Mandated drug testing policy for all UIL activities.
NCLB Performance Goals 4,5
Performance Goal 4:
Performance Goal 5:
All students will be educated in learning environments that are safe, drug-free, and conducive to learning
All students will graduate from high school.
Activities
6.1-1 Participate in Title IV
funding through shared services
agreement with Region 14
6.1-2 Encourage potential dropout
students to stay in school by
providing counseling and contact
with the parent.
6.1-3 Contact parent when students
have excessive absences.
6.1-4 Provide programming for
students and staff that focus on,
drug prevention, violence
prevention, suicide prevention,
conflict resolution and intervention
counseling.
6.1-5 Principal’s Partner Program
(PreK-5)
6.1-6 Provide programs on
reporting bullying, abuse, and
sexual harassment.
Title I
Comp.
2,10
Staff
Responsibilities
Superintendent,
Principal
Resources
Timeline
SSA with Region 14
Ongoing
1,2,6,10 Principal,
Teachers,
Counselor
Correspondence File
Ongoing
1, 6
Telephone Logs, Letters
Ongoing
to Parents
SDFS Coop
Ongoing
Programming, Random
vehicle/locker inspections
by “Drug Dog”,
Mandated Drug Policy
Principal,
Teachers, Staff
1,4,6,10 Principal,
Counselor,
Teachers
1,7
Principal and Staff Certificates, Rewards
Ongoing
1,4,10
Principal,
Counselor
Ongoing
Per local and legal policy
34
Formative
Evaluation
Application completed
and approved
Counselor log
Attendance Percentage
Improved student
understanding
Improved behavior
and citizenship of
students (PreK-5)
Principal/Counselor
Log
6.1-7 Provide a school environment
that is safe, attractive, and
conducive to learning.
6.1-8 Inform teachers of student
responses Student Survey.
1,6,10
Maintenance
Personnel,
Principal,
Teachers, Staff,
and Students
1,9,10
Principal,
Counselor, All
teachers
1,2,6,10 Principal,
Teachers
6.1-9 Make students aware of code
of conduct violations, emphasizing
that acts of violence will not be
tolerated.
6.1-10 Evaluate the effectiveness of 1,2,6,10 Principal,
the Safe & Drug Free Schools
Counselor
program.
Maintenance Schedule
Ongoing
Attractive grounds
Region 14
Spring
Safe School Survey
Student Code of Conduct
Ongoing
Few discipline
infractions
SDFSC Annual
Performance Report
End of year
Improved SDFSC
35
Fund Sources:
Fund 199 General
Fund 211 Title IA
Fund 212 Title IC (Migrant)
Fund 255 Title IIA (Retention of Highly Qualified Staff)
Fund 270 REAP (Rural Education Achievement Program)
Fund (HG Beadeal Nurse/Homeless Grant)
36