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Page 1 of 52
Palestine Independent School District
District Improvement Plan
2014-2015
Date of School Board Approval
7/21/14
Page 2 of 52
Legal References
Each school district shall have a district improvement plan that is developed, evaluated, and revised
annually, in accordance with district policy, by the superintendent with the assistance of the district-level
committee. ( Section 11.251 of the Texas Education Code)
Each school year, the principal of each school campus, with the assistance of the campus-level committee,
shall develop, review, and revise the campus improvement plan for the purpose of improving student
performance for all student populations, including students in special education programs under Subchapter
A, Chapter 29, with respect to the student achievement indicators adopted under Section 39.051 and any
other appropriate performance measures for special needs populations. (Section 11.253 of the Texas
Education Code)
Page 3 of 52
Table of Contents
Palestine Independent School District Goals, Vision and Mission .......................................................................................................................... 4
Palestine Independent School District Action Committee ....................................................................................................................................... 5
Palestine Independent School District Needs Assessment Summary ................................................................................................................. 6-11
State Compensatory Education ........................................................................................................................................................................... 12-13
Federal, State and Local Funding Sources .............................................................................................................................................................. 14
Title I District Parent Involvement Policy ............................................................................................................................................................... 15
Title I School-wide Components ............................................................................................................................................................................... 16
Palestine Independent School District Action Plan............................................................................................................................................ 17-42
Page 4 of 52
The Mission of
Palestine Independent School District is to foster
relationships that
Excite,
Engage,
and Empower
our students and community to achieve
Excellence.
CORE VALUES
PALESTINE INDEPENDENT SCHOOL DISTRICT ...A World Class Academic Organization
Positive Attitudes
Integrity
Shared Responsibility
Dedication to
Excellence
STRATEGIC GOAL STATEMENTS: Palestine ISD will...
Educate, empower, and communicate with all stakeholders to increase STAAR scores and provide a
solid foundation in the core academic areas with an emphasis on math/science and cross curricular
writing skills to increase state assessment measures.
Attract and retain a highly qualified faculty and provide all teachers with staff development that assures
all state mandates regarding faculty training requirements and all priority district needs are met.
Maintain a safe and orderly environment creating an atmosphere conducive to learning including
facility upgrades to support a high quality learning environment.
Increase positive attitude of School District throughout the Community by fostering Community
Partnerships.
Implement HB 5 in order to foster innovative, collaborative learning experiences through district wide
STEAM education, College Readiness, and CTE certifications.
Page 5 of 52
District Planning and Decision Making Committee
Name Position
Parent, Business, Community, Teacher,
etc
Term
Carolyn Martin District Level Representative
Peggy Herrington District Level Representative
Meredith Murray (Washington) Regular Ed Teacher 2012-2014 +
Ruth Ann Webb (NS) Regular Ed Teacher 2013-2015 *
Jessica Jenkins (SS) Regular Ed Teacher 2012-2014 +
Rhonda Hubert (ST) Regular Ed Teacher 2013-2015 *
Lauren Sheridan (PHS) Regular Ed Teacher 2012-2014 +
Jacqueline Hamel (PMS) Regular Ed Teacher 2012-2014 *
Michelle Parker-Moore Special Programs (Elementary) 2012-2014 +
Michelle Merrymann Special Programs (Secondary) 2013-2015 *
Melissa Molandes Non Teaching Professional
(Elementary) 2012-2014 +
Summer Alcauter Non Teaching Professional
(Secondary) 2012-2014 +
John Morris Community 2011-2013 +
Louis Ferguson Community 2011-2013 +
Robert Lane Business 2011-2013 +
Therrell Thomas Business 2011-2013 +
Rusty Stone Parent 2011-2013 *
Elizabeth Attaway Parent 2011-2013 *
Melissa Winkler Parent 2011-2013 *
Brandon Sheeley Parent 2011-2013 *
* - First Term on Committee
+ - Second Term on Committee
Page 6 of 52
Comprehensive Needs Assessment
A Comprehensive Needs Assessment was conducted with the Committee on 4/9/14.
Participants in Attendance Data Sources Examined
Carolyn Martin
Peggy Herrington
Sharon Reed
Summer Alcauter
Meredith Murray
Brandon Sheeley
Lauren Sheridan
Michelle Parker-Moore
Jessica Jenkins
Rhonda Hubert
Melissa Molandes
AEIS/TAPR Federal Accountability Data for AYP PBMAS reports Dropout and School Leaver data—disaggregated District retention data Parent, Community, Teacher, and /or Student surveys iStation/DRA data SAT/ACT/AP/IB data Teacher retention data
Testing Data (Local & State)
Page 7 of 52
PALESTINE INDEPENDENT SCHOOL DISTRICT
District Action Team Meeting
Central Office
April 9, 2014
3:45 p.m. – 5:30 p.m.
1. Discussion of District Survey Results
2. Review District Action Plan and discuss changes and updates for 2014-2015
3. Reviewed GT and AP policy changes
Page 8 of 52
PALESTINE INDEPENDENT SCHOOL DISTRICT
District Action Team Meeting
Central Office
April 9, 2014
MINUTES
Members discussed the needs assessment surveys and agreed that having them completed electronically was the most efficient way to do it.
Members approved the GT and AP policy changes.
The committee broke into discussion groups to review plan for changes. At the end of the session, the district plan was reviewed, updated, and
approved by the committee. Attendees discussed the addition of a goal to meet HB 5 requirements. Anything added to the district plan regarding
HB 5 will be “round-robined” and decided on by email.
Instructional Services to type the plan.
Page 9 of 52
Comprehensive Needs Assessment:
Summary of Findings
Palestine Independent School District
2013-2014 Needs Assessment Summary
An evaluation of the 2013-2014 District Improvement Plan was conducted as part of a needs assessment for identifying objectives for 2014-2015.
This evaluation determined that, based on preliminary results from the End of Course Assessment, TAKS, and STAAR, all campuses are struggling
in Reading and Writing, with most campuses also struggling in Math. For all campuses, all tests, the African American students as a group
consistently scored lower.
The district evaluated the TAKS/EOC/STAAR scores and made the following changes:
Revised curriculum –TEKS Resource System.
Revised Assessments – TEKS Resource System, STAAR One, Examgen, TEA Released Items, etc.
Staff development: informal assessment, Apple-based training on iPads, creation of iTunes U courses by teachers for a 24/7 access to class
information
Technology: iPads in a one-to-one model from grades 4-12, on carts for use in the LAUNCH program in grades K-3, on carts for use in the
TACE afterschool program; MacAirs for lead teachers in grades 4-12 to use in creating content
Vertical alignment in Reading/Writing strategies and the new Math TEKS
Early Reading Standards Plan (early intervention) – continued implementation
Palestine High School has one grant, the Collaborative Dropout Program Grant
Palestine ISD has a grant that is implemented on 5 of the 6 campuses, Texas 21st Century Community Learning Centers Grant
Hold teachers accountable: teach bell to bell, bell ringers, stated objective (board), justify answers, monitor students
Consultants for math, science, and ELAR
o Continue to implement math labs at PJHS and PHS
o Math classes will be double blocked for grades 6-8
o ELAR classes will be double blocked for grades 6-8
o Continued implementation of Project Lead the Way in grades 6-High School; add LAUNCH, the foundation courses in
grades K-5.
Consistent discipline
CTE - post graduation certifications
o Increase the pathways available to students
Page 10 of 52
Demographics: Palestine ISD is a Title I school wide district that houses students from PK-12. The district has a total of 3,678 students with the
ethnicity breakdown as follows:
AA: 27.84%
Hisp. 36.73%
White: 30.61%
Asian: 0.98%
N American 1.60%
Hawaiian/Other Pacific Islander 0.03%
Two or more 2.20%
According to the 2013-2014 PEIMS Report, Palestine ISD is 77.37% economically disadvantaged.
Palestine is a mid-sized community where the largest employers are: Wal-Mart, PISD, Texas Department of Corrections, and the Palestine
Regional Medical Center. Sanderson Farms, a new business, has moved to Palestine. Palestine is a community that is coming together in support of
their schools and education in change.
DATA: The DAT team analyzed TAKS/EOC/STAAR scores, AEIS report, benchmark data from all campuses, TPRI, Federal Accountability Data
for AYP, PBMAS reports, Dropout, and School Leaver data—disaggregated, District retention data, SAT/ACT/AP/IB data, and teacher retention
data.
Based on a multi-year AEIS history, Palestine ISD has had growth in the Hispanic population with a decrease in both the African American and
White populations. We are addressing the changes in the district with culturally diverse staff development programs and presenters. Using
preliminary results from TAKS/EOC/STAAR, ELL, SPED, African American students had the lowest percent passing in all subjects. District-wide
the two lowest scoring areas were Reading and Writing. For the 2014-2015 school year there will be an emphasis on Reading, Writing, and Math at
all grade levels. In order to obtain significant improvement in Reading and Writing we will focus on phonics instruction from grades K-3, analyze
materials used for instruction for potential gaps in instruction and appropriate materials/strategies found, and provide staff development in Reading
and Writing strategies that align with EOC and STAAR. The district will vertically align writing instruction and implement a district-wide initiative
to include writing in all contents. While Math scores were not the lowest in the district, staff development will be needed for grades K-8 due to the
implementation of new Math standards. TEKS will be analyzed to make sure instructional and assessment practices line up and gaps are closed.
According to preliminary results for Index 2, Reading showed the lowest growth, which reinforces the need for emphasis on instruction and vertical
alignment. Grades 6-8 will continue the implementation of the STEAM program Project Lead the Way and the new tracks will be added at the high
school. Grades K-5 will implement STEAM through the new program, LAUNCH, an enriched curriculum that lays the foundation for the Project
Lead the Way class blocks in Junior High and High School. An increased emphasis will be placed on the CTE program in order to meet the
requirements of HB 5. Index 3, closing performance gaps, shows that in 4 out of 5 contents African American had the least number of students who
met the Level II Phase-in I criteria. District-wide there is an emphasis on RtI and strategies to help all students show growth, from SPED to GT.
Page 11 of 52
Palestine ISD addresses the needs of its At Risk students with accelerated programs which are identified in each of the campus plans. We offer
ESL pullout and/or sheltered programs from grades 2-12 and offer a bilingual program at Northside Primary and Washington Early Childhood
Center. We have certified bilingual teachers at all elementary campuses, which meets the district’s five year plan. PISD offers elementary
counseling programs as well as counseling services at the secondary campuses. PISD continues to align our instructional practices to the TEKS
Resource Instructional Focus Document. With all of the above in place, our scores should reflect significant gains.
A needs survey was distributed to all campuses with questions concerning staff development, culture, safety, curriculum, and areas of need. A
parent survey was also distributed to each campus for informational purposes.
Based on the needs assessment for Curriculum and Alignment:
34% of all teachers feel that instruction is not guided by objectives, but by various materials used.
o Teachers will be encouraged to plan using their objectives and TEKS first, then to look for materials to use
37% of all teachers feel that the effects of negative influences outside the school cannot be reduced by optimistic teacher expectations.
o Look into training on how to work with low performing students and how to help students overcome their environment.
62% of all teachers feel that there is no building wide homework policy.
o Although the district has adopted a homework policy and it is to be monitored by all principals, the percentage of teachers that feel
there is no building wide policy has nearly doubled.
With the increased availability and use of technology in classrooms, it is very important to make the connection between technology
integration and curriculum & instruction. It is also important to make sure all teachers feel they have the support of their administration for
the integration of the technology.
Based on the needs assessment for Organization, Climate, and Staff Development:
54% of all teachers feel that consistent discipline is not applied equitably to ALL students by ALL staff members.
48% of all teachers feel that student discipline is a serious problem on their campus.
62% of all teachers feel there is not sufficient staff in the schools to meet the needs of their students.
o In order to address the third concern, principals continue to look at staffing to determine areas of need.
Based on the needs assessment for Response to Intervention (RtI):
The largest concern of all teachers was that the school does not adjust the schedule to include adequate time for interventions.
o Principals will continue to look at staffing for their campuses and schedules to determine areas of need.
Teacher needs: The district will end the 2013-2014 school year with a balanced budget. The district goal is to be conservative with spending,
replace lost teachers only as needed by looking at student numbers, making better use of grant monies, and communicating with all departments to
allow for coordinated spending, all with the focus of student success.
Page 12 of 52
Student needs: The budgets from all campuses are included in the campus plans. The budgets are based on responsible use of monies to increase
student performance.
State Compensatory Education This District has written policies and procedures to identify the following:
Students who are at risk of dropping out of school under state criteria
Students who are at risk of dropping out of school under local criteria
How students are entered into the SCE program
How students are exited from the SCE program
The cost of the regular education program in relation to budget allocations per student and/or instructional staff per student ratio
Total SCE funds allotted to this District $2,553,084.00
Total FTEs and PTEs funded through SCE at this District 17 FTEs and 7 PTEs
The process we use to identify students at risk is governed by the state requirements.
At the beginning of each year, each student is reviewed using the following list:
A student under 21 years of age and who:
1. Is in prekindergarten – grade 3 and did not perform satisfactorily on a readiness test/assessment given during the current school year.
2. Is in grades 7-12 and did not maintain a 70 average in two or more subjects in the foundation curriculum during a semester in the preceding or current school
year OR is not maintaining a 70 average in two or more foundation subjects in the current semester.
3. Was not advanced from one grade to the next for one or more school years (students in pre-k and k that are retained at parent request are not considered at-
risk).
4. Did not perform satisfactorily on a state assessment instrument, and has not in the previous or current school year 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
5. Is pregnant or is a parent
6. Has been placed in an AEP during the preceding or current school year
7. Has been expelled during the preceding or current school year
8. Is currently on parole, probation, deferred prosecution, or other conditional release
9. Was previously reported through PEIMS to have dropped out of school
10. Is a student of limited English proficiency
11. Is in the custody or care of DPRS or has, during the current school year, been referred to DPRS
12. Is homeless
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.
At all schools, School State Compensatory Funds are used to support Title I initiatives.
Page 13 of 52
State Compensatory Education Program
Program Evaluation/Needs Assessment
Grades 3-11
TAKS
STAAR
Math
% Met Standard
Reading/ELA
% Met Standard
Writing
% Met Standard
Science
% Met Standard
Social Studies
% Met Standard
3-11 10-11 3-11 3-11 10-11 3-11 3-11 10-11 3-11 3-11 10-11 3-11 3-11 10-11 3-11
2011 2012 2013 2011 2012 2013 2011 2012 2013 2011 2012 2013 2011 2012 2013
Students
At-Risk
TAKS
72% 76% 67%
81% 82% 20%
82% NA NA
67% 82% 100%
90% 97% 100%
Students
At-Risk
STAAR
72% 51% 65%
81% 56% 52%
92% 41% 36%
68% 58% 51%
90% 56% 58%
Drop Out Data
Completion Data
2011 2012 2010 2011 2012
Students At-
Risk
.2% 1.4%
88.1% 95.4% 93.7%
The comprehensive, intensive, accelerated instruction program at this district…consists of after school tutorials for
students at-risk, reduction of student teacher ratio in math, the purchase of technology: smart boards (all contents), slates, active votes,
visual streaming, science starters, three for E math starters, staff development to meet the needs of a diverse population, and consultants
for math and science.
Upon evaluation of the effectiveness of this program the committee finds that…data shows programs used were
effective. We will continue with implementation of program with ongoing evaluations based on student needs.
Page 14 of 52
Federal, State and Local Funding Sources Federal funding sources that will be integrated and coordinated with State and Local funds to meet the needs of all
students;
Program/Funding Source Program/Funding Source
Federal Programs State Programs/Funding Source
Title 1, Part A Student Success Initiative
Title I, Part C (Migrant) – Region VII Career/Technology Education
Title II, Part A (TPTR) State Compensatory Education
Title VI, Part B Rural/Low Income Dyslexia
Special Education Gifted/Talented
Carl Perkins Special Education
Title I, Part D – Juvenile Bilingual/ESL Program
Local Programs/Funding Source
Grants
TTIPS
Pre-K Grant
Texas 21st Century Community Learning Centers Grant
Page 15 of 52
TITLE I District Parent Involvement Policy Parent Involvement:
Parent involvement is the participation of parents in every facet of the education and development of children from birth to adulthood,
recognizing that parents are the primary influence in their children's lives. Parent involvement takes many forms, including parents’ shared
responsibilities in decisions about their children’s education, health and well-being, as well as parents’ participation in organizations that
reflect the community’s collaborative aspirations for all children.
Purpose:
Palestine Independent School District embraces parent involvement and understands its importance in providing a quality education to every
child. The concept of educating children is understood to be a partnership that includes students, parents, teachers, administrators, and
community members. All parents have a responsibility in the academic success of students.
Parent Participation in the Development and Yearly Review of the Policy:
The original policy was developed by a committee of parents representing all Title I campuses. This policy is reviewed each spring by the
District Action Team, a community advisory board, and a parent organization. Members will be invited to give suggestions for revising and
updating of the policy. The policy will be distributed to all parents of students in Title I schools in the student handbook at the beginning of
each year.
Evaluation of the Parental Involvement Programs:
Surveys will be distributed to parents of all students on Title I campuses annually. Parents will be asked to give input on the parental
involvement activities for the year as well as perceived barriers to parental participation. Campuses will also complete a campus level survey
to determine effectiveness of the program. Survey results will be analyzed and considered during campus planning as part of the
comprehensive needs assessment and will be used to strengthen campus and/or district programs for student achievement.
Desired Outcomes:
1. Parents and the community develop a better understanding of, and support for, what the school is doing. 2. Schools better understand the
needs and concerns of parents and the community. 3. Self-esteem of children increases. 4. Student academic performance improves. 5.
School programs are adjusted to meet the needs of children and adults more fully. 6. Parent-child relationships improve. 7. The community is
strengthened through newly developed relationships between parents. 8. The community feels more connected to the school. 9. There is more
support for public schools. 10. Parents play a vital role in decision-making processes. 11. Remove any barriers to parent involvement. 12.
Coordinate parent involvement activities with Head Start.
Page 16 of 52
Title I School-wide Components
1. Comprehensive Needs Assessment
2. Scientifically based research reform strategies that address the needs of all children in the school, but particularly those at-risk of not
meeting the state academic achievement standards
3. Instruction by highly qualified teachers
4. High quality and ongoing professional development for teachers, principals, paraprofessionals and others
5. Strategies to attract high-quality highly qualified teachers
6. Strategies to increase parental involvement
7. Plans for assisting preschool children in the transition from early children programs, such as Head Start and Even Start, to local elementary
school programs
8. Measures to include teachers in the decisions regarding the use of assessments in order to provide information on, and to improve, the
achievement of students and the overall program
9. Effective, timely additional assistance for students that experience difficulty mastering state standards
10. Coordination and integration of Federal, State, and Local services and programs
Page 17 of 52
DISTRICT GOAL #1: Educate, empower and communicate with all stakeholders to show an increase STAAR scores across all
subject areas with an emphasis on math and science as well as targeting College Readiness and CTE Certifications.
DISTRICT OBJECTIVE: Student achievement on TAKS/STAAR will increase 10% through technology infused activities.
Summative Evaluation: Student learning will be improved and individual needs/learning will be met through technology
integration.
Activity/Strategy *Title 1
School-wide
Component
(#1-10)
Person(s)
Responsible
Timeline Resources Formative Evaluation
Palestine ISD ensures that technology is integrated
into the curriculum at all grade levels through:
Aligned scope and sequence for technology TEKS
Students entering High School will demonstrate mastery of the appropriate technology
application standards
All students at PISD will have the opportunity to reach their academic potential through the
use of technology
Computers and printers will be updated as
needed to keep students working with the most up-to-date technology
One-to-One Technology integration with iPads
and iPad mini devices to meet the needs of our “digital natives”.
Smart technology training to maximize student engagement.
1,2,3 Campus
Principals
Team Leaders
CAT
Technology
Director
Aug 2014– June
2015
Title I Budget
$1,023,811.00
Local Budget – Look in
campuses needs summary
SCE Funds
$2,608,357
Staff Time Contribution
Teacher lesson plans will indicate that 100% of
the classroom teachers use technology to support the instructional process at least once
each week.
Palestine ISD faculty members, students and parents have access to Palestine ISD computers
(networked-and-Internet connected).
NetStar (Teacher webpages)
I-Station (K-8)
E-STAR (2-4) M-STAR (5-8)
Think Through Math (3-8)
Study Island
Gaggle
Renaissance Learning
Progress monitoring component along with screener (K-8)
BrainPop
Project Share
6
Campus Principals
Team Leaders
CAT
Technology Director
Aug 2014– June 2015
Title I Budget $1,023,811.00
Local Budget – Look in campuses needs summary
SCE Funds $2,608,357
21st Century Grant
Staff Time Contribution
Technology parent permission form will be on file
Page 18 of 52
DISTRICT GOAL #1: Educate, empower and communicate with all stakeholders to show an increase STAAR scores across all
subject areas with an emphasis on math and science as well as targeting College Readiness and CTE Certifications.
DISTRICT OBJECTIVE: Students will be involved in an educational process that ensures that they will have the same
opportunity to meet challenging state content and performance standards regardless of their demographics.
Summative Evaluation: 100% of students achieve 75% mastery on informal and formal assessments.
Activity/Strategy *Title 1
School-wide
Component
(#1-10)
Person(s)
Responsible
Timeline Resources Formative Evaluation
The DAT members will play an integral role in the planning, development and evaluation
of the educational system of Palestine ISD.
1, 8
Asst. Superintendent of
Instruction
Campus Principals
Staff
Aug 2014– June 2015
Local Budget – Look in campuses needs summary
Minutes
Agendas
Recommendations
Revisions
The DAT will annually review assessment
requirements of the federal state programs to
ensure that all students and all student groups’ needs are addressed.
1, 8 Asst.
Superintendent of Instruction
Campus Principals
Staff
Aug 2014– June
2015
Local Budget – Look in
campuses needs summary
STAAR
RPTE
LAT
STAAR-M
STAAR-Alt
Brigance
CIRCLE
CBA’s
Benchmarks
The DAT will coordinate services available at
the district/school with other agencies
providing services to students, youths and families, including health and social services.
Parents will be notified of the special programs and support programs available to
their students.
1,8 Asst.
Superintendent of
Instruction
Campus Principals
Staff
Aug 2014– June
2015
Title I Budget
$1,023,811.00
Local Budget – Look in
campuses needs summary
SCE Funds
$2,608,357
Staff Time Contribution
SECCA
Available support services
Page 19 of 52
DISTRICT GOAL #1: Educate, empower and communicate with all stakeholders to show an increase STAAR scores across all
subject areas with an emphasis on math and science as well as targeting College Readiness and CTE Certifications.
DISTRICT OBJECTIVE: Palestine ISD will develop and implement horizontal and vertical planning among teachers at both
elementary and secondary levels to meet state standards for 2014-2015.
Summative Evaluation: Campus performance objectives will support needs of the district and the immediate needs of the
campus.
Activity/Strategy *Title 1
School-wide
Component
(#1-10)
Person(s)
Responsible
Timeline Resources Formative Evaluation
ENGLISH LANGUAGE:
English Language Arts will be appropriately grouped, with
flexible grouping used as a strategy for accelerating the
instruction of all students; All students will be on grade level in Reading by the end of their 3rd grade year.
Programs available:
AP & Pre-AP LAUNCH (K-5)
STAAR tutoring
Intervention grouping – labs (K-12) Literacy/Phonics Initiative/Guided Reading (K-3)
Handwriting (K-3) Class Size Reduction
Continue 8 period days for PHS and PJH
iStation (K-8) TPRI (K-2)
DRA
Study Island Accelerated Reader
Summer Reading
Provide extending learning opportunities for all students outside of the regular school day (TACE)
STAAR formatted/research-based materials
Integration of writing in all disciplines Data analysis to monitor student progress
1,3,9
Asst. Superintendent
of Instruction
Spec. Ed.
Director
Campus
Principals
Campus level interventionists
Aug 2014– June 2015
Title I Budget $1,023,811.00
Local Budget – Look in campuses needs summary
SCE Funds $2,608,357
Staff Time Contribution
21st Century Grant
State Assessments
iStation
TPRI
Brigance
CIRCLE
Benchmarks
CBA’s
Phonics Red Inventory
DRA
Page 20 of 52
DISTRICT GOAL #1: Educate, empower and communicate with all stakeholders to show an increase STAAR scores across all
subject areas with an emphasis on math and science as well as targeting College Readiness and CTE Certifications.
DISTRICT OBJECTIVE: Palestine ISD will develop and implement horizontal and vertical planning among teachers at both
elementary and secondary levels to meet state standards for 2014-2015.
Summative Evaluation: Campus performance objectives will support needs of the district and the immediate needs of the
campus. Activity/Strategy *Title 1
School-wide
Component
(#1-10)
Person(s)
Responsible
Timeline Resources Formative Evaluation
MATH:
Math courses available at Palestine ISD will meet the needs
of all students & all student groups. The priority of each
course is to teach at a level that encourages all students to meet their potential. Math will be taught at a greater depth
at each grade level.
Programs available:
AP & Pre-AP
LAUNCH (K-5)
STAAR tutoring Intervention grouping – labs (6-12)
Class Size Reduction Continue 8 period days for PHS and PJH
Ignite/Study Island
Provide extending learning opportunities for all students outside of the regular school day (TACE)
Math intervention Program (Progress Monitoring
(Screener) STAAR formatted/research-based materials
Data analysis to monitor student progress
1,3,9 Asst.
Superintendent
of Instruction
Spec. Ed.
Director
Campus
Principals
Staff
Aug 2014– June
2015
Title I Budget
$1,023,811.00
Local Budget – Look in campuses needs summary
SCE Funds $2,608,357
Staff Time Contribution 21st Century Grant
State Assessments
Brigance
CIRCLE
Benchmarks
CBA’s
SOCIAL STUDIES:
Palestine ISD will make available to all students all groups. An array of TEKS based Social Studies courses to stretch
students outside of the environmental constraints of the
rural community within which they live. Students will be able to demonstrate understanding of key Social Studies
concepts, apply critical thinking skills and demonstrate
mastery applicable to each grade level.
Programs available:
AP & Pre-AP LAUNCH (K-5)
STAAR tutoring
In Class Size Reduction Continue 8 period days for PHS and PJH
Intervention grouping – labs (6-12)
Ignite STAAR formatted/research-based materials
Data analysis to monitor student progress.
1,3,9 Asst. Superintendent
of Instruction
Spec. Ed. Director
Campus Principals
Staff
Aug 2014– June
2015
Title I Budget
$1,023,811.00
Local Budget – Look in
campuses needs summary
SCE Funds
$2,608,357
Staff Time Contribution
21st Century Grant
State Assessments
Benchmarks
CBA’s
Page 21 of 52
DISTRICT GOAL #1: Educate, empower and communicate with all stakeholders to show an increase STAAR scores across all
subject areas with an emphasis on math and science as well as targeting College Readiness and CTE Certifications.
DISTRICT OBJECTIVE: Palestine ISD will develop and implement horizontal and vertical planning among teachers at both
elementary and secondary levels to meet state standards for 2014-2015.
Summative Evaluation: Campus performance objectives will support needs of the district and the immediate needs of the
campus. Activity/Strategy *Title 1 School-
wide Component (#1-10)
Person(s)
Responsible
Timeline Resources Formative Evaluation
SCIENCE:
Science courses available at Palestine ISD will meet the needs
of all students. The priority of each course is to teach at a
level that encourages all students to meet their potential.
Courses available:
AP & Pre-AP LAUNCH (K-5)
STAAR tutoring
Intervention grouping - labs PLTW-STEM Program
ICEE Success Foundation
Scientific Minds Ignite
Study Island
STAAR formatted/research-based materials Data analysis to monitor student progress.
1,3,9 Asst.
Superintendent of Instruction
Spec. Ed.
Director
Campus
Principals
Staff
Aug 2014– June
2015
Title I Budget
$1,023,811.00
Local Budget – Look in campuses
needs summary
SCE Funds
$2,608,357
Staff Time Contribution
21st Century Grant
State Assessments
Benchmarks
CBA’s
LIBERAL and PERFORMING ARTS:
All students have an equal opportunity to participate in Liberal and Performing Arts courses. The courses will have
leveled curriculum and differentiate instruction for students
with diverse needs. STAAR Distinction
ICEE Success Foundation
1,3,9 Asst.
Superintendent of Instruction
Spec. Ed. Director
Campus Principals
Staff
Aug 2014– June
2015
Title I Budget
$1,023,811.00 Local Budget – Look in campuses
needs summary
SCE Funds $2,608,357
Staff Time Contribution
Report cards
CAREER and TECHNOLOGY:
Palestine ISD will support student’s career aspirations or as an
exploration effort to determine a future career pathway through Career and Technology classes. All students will
have a pathway in Achieve Texas.
CTE teachers will integrate English, Math, Science and Social
Studies TEKS into the Career and Technology Education
courses. New courses and pathways to be added to meet the requirements of HB 5.
STAAR Distinction CTE will support students career aspirations by providing a
career counselor.
1,3,9 Asst.
Superintendent of Instruction
Spec. Ed.
Director
Campus
Principals
Staff
Counselor
Aug 2014– June
2015
Title I Budget
$1,023,811.00
Local Budget – Look in campuses
needs summary
SCE Funds
$2,608,357
Staff Time Contribution
Perkins Grant $47,911
Report cards
Page 22 of 52
DISTRICT GOAL #1: Educate, empower and communicate with all stakeholders to show an increase STAAR scores across all
subject areas with an emphasis on math and science as well as targeting College Readiness and CTE Certifications.
DISTRICT OBJECTIVE: Palestine ISD will develop and implement horizontal and vertical planning among teachers at both
elementary and secondary levels to meet state standards for 2014-2015.
Summative Evaluation: Campus performance objectives will support needs of the district and the immediate needs of the
campus.
Activity/Strategy
*Title 1 School-
wide Component
(#1-10)
Person(s)
Responsible
Timeline Resources Formative Evaluation
FOREIGN LANGUAGE:
Foreign Language classes are offered for all
students needing foreign language credits to meet
college entrance requirements and for those who choose to take a foreign language for personal
reasons.
STAAR Distinction Rosetta Stone
1,3,9
Asst. Superintendent of Instruction
Spec. Ed. Director
Campus Principals
Staff
Aug 2014– June 2015
Title I Budget $1,023,811.00
Local Budget – Look in campuses needs summary
SCE Funds
$2,608,357
Staff Time Contribution
Report cards
ATHLETICS:
Coaches will support the academic pursuits of each of their students ensuring they get the
supplemental assistance they may need to pass all academic subjects.
District will comply with Fitness Gram
STAAR Distinction
1,3,9 Asst. Superintendent
of Instruction
Spec. Ed. Director
Campus Principals
Staff
Aug 2014– June
2015
Title I Budget
$1,023,811.00 Local Budget – Look in campuses needs
summary SCE Funds
$2,608,357
Staff Time Contribution
Report cards
RESEARCH STRATEGIES:
Scientifically based research strategies will be used in all disciplines to meet the needs of the
spectrum of students served are as follows:
Ongoing assessments to determine the skill level acquisition and to facilitate the
identification of needed modifications
Leveled texts and curriculum to ensure the
building of a strong foundation
Extended learning time
Mandatory tutorials including all special programs
Supplemental classes
Multi-sensory approach
Computer facilitated learning
Cooperative learning
Flexible grouping
Textbooks
Accelerated instruction
Manipulatives
Sims Strategies
Formative Assessment
After school tutorials/TACE
1,2,3 Asst. Superintendent
of Instruction
Spec. Ed. Director
Campus Principals
Staff
Aug 2014– June
2015
Title I Budget
$1,023,811.00
Local Budget – Look in campuses needs
summary SCE Funds
$2,608,357
21st Century
Staff Time Contribution
State Assessments
Benchmarks
CBA’s
Page 23 of 52
DISTRICT GOAL #1: Educate, empower and communicate with all stakeholders to show an increase STAAR scores across all
subject areas with an emphasis on math and science as well as targeting College Readiness and CTE Certifications.
DISTRICT OBJECTIVE: 100% of all referrals for Special Education Services are in compliance with federal regulations and
Commissioner Rules.
Summative Evaluation: Students with disabilities will improve according to the guidelines set forth by the individual student’s
ARD. Activity/Strategy *Title 1
School-wide
Component
(#1-10)
Person(s)
Responsible
Timeline Resources Formative Evaluation
In accordance with Special Education
regulations Palestine ISD will serve students
with disabilities in many instructional
arrangements ensuring that students are served in the “Least Restrictive Environment”
(LRE).
Palestine ISD students with disabilities will:
Not be referred for a full & individual
initial evaluation for possible Special Ed. services after sufficient documentation
that the student continues to experience
difficulty in the general ed-classroom.
Be initiated by school personnel, the
student’s parents, legal guardian or another person involved in the education
or care of the student
Be eligible for services made by the student’s Admission, Review and
Dismissal (ARD) committee
Modifications for Special Education
students will be in compliance with
Special Education regulations. The Individual Education Program (IEP) is
used as a road map for faculty in
providing specific guidance to the nature of the instructional and instructional
support programs, services and
modifications that each student requires.
2,3,9 Asst.
Superintendent
of Instruction
Spec. Ed.
Director
Campus
Principals
Staff
Aug 2014– June
2015
Local Budget – Look in
campuses needs summary
Special Education funds as stated in campus plans
Special Education Services process for
Admission, Review and Dismissal
procedures.
100% of the students with disabilities will be
meeting their mastery percentages as dictated
by their IEP’s.
Page 24 of 52
DISTRICT GOAL #1: Educate, empower and communicate with all stakeholders to show an increase STAAR scores across all
subject areas with an emphasis on math and science as well as targeting College Readiness and CTE Certifications.
DISTRICT OBJECTIVE: 100% of all referrals for special education services are in compliance with federal regulations and
commissioner rules.
Summative Evaluation: Students with disabilities will improve according to the guidelines set forth by the individual student’s
ARD.
Activity/Strategy *Title 1
School-wide
Component
(#1-10)
Person(s)
Responsible
Timeline Resources Formative Evaluation
Once an ARD is considered to be necessary, myriad issues are addressed:
Supplementary aids and services
Placement decisions
General education setting and/or
curriculum for placement decisions are made
The IEP will include a statement of any individual allowable accommodation in
the administration of assessment
instruments
Any evaluation and/or reevaluation of a
student shall be conducted in accordance
with Special Ed guidelines
Evaluation instruments will be unbiased
by gender, ethnicity, country of origin, socio-economic factors, language or
hearing status
Training for student differences, restraint Participation in the Texas assessment
program and the individual student’s ARD will determine which assessment will be
appropriate.
2,3,9
Asst. Superintendent
of Instruction
Spec. Ed.
Director
Campus
Principals
Staff
Aug 2014– June 2015
Local Budget – Look in campuses needs summary
Special Education funds as stated in campus plans
Special Education Services process for Admission, Review & Dismissal procedures.
100% of the students with disabilities will be meeting their mastery percentages, as dictated
by their IEP’s.
Palestine ISD ensures that students with
disabilities receive the identified services to assist the child to benefit from Special
Education services, as well as general
education activities and classes. Palestine ISD uses Success Ed. Program to ensure that
all student information is organized and
available to ensure the correct services be provided to students.
3,9 Asst.
Superintendent
of Instruction
Spec. Ed. Director
Campus Principals
Staff
Aug 2014– June
2015
Title I Budget
$1,023,811.00 Special Education Funds
Local Budget – Look in
campuses needs summary SCE Funds
$2,608,357
Staff Time Contribution
100% of the students with disabilities in
Palestine ISD are receiving related services as dictated in their IEP’s
Page 25 of 52
DISTRICT GOAL #1: Educate, empower and communicate with all stakeholders to show an increase STAAR scores across all
subject areas with an emphasis on math and science as well as targeting College Readiness and CTE Certifications.
DISTRICT OBJECTIVE: Palestine ISD will implement and maintain special programs to support students to increase
academic performance in all student groups and a reduction in the dropout rate.
Summative Evaluation: Campus performance objectives will support needs of the district and the immediate needs of the
campus.
PROGRAM: Dyslexia Activity/Strategy *Title 1
School-wide
Component
(#1-10)
Person(s)
Responsible
Timeline Resources Formative Evaluation
Palestine ISD students identified as dyslexic are given supplemental instruction at each
campus.
MTA or Heinemann LLI Program multi-Sensory teaching approach is used along
with:
Phonemic awareness
Graphophonemic knowledge
Language structure
Linguistic patterns
Processes to meet diverse needs
Students not progressing in line with their peers may be recommended for
reevaluation
Counselors will collect assessment
annotations for each student identified Students who have exited the Dyslexia
program are monitored at 3 week intervals
by the appropriate Student Support Team
1,3,4,8,9
Asst. Superintendent
of Instruction
Spec. Ed.
Director
Campus
Principals
Staff
Counselors
Dyslexic
Coordinator
Aug 2014– June 2015
Local Budget – Look in
campuses needs summary
SCE Funds
$2,553,084.00
Assessment data acquired by administering the district adopted Dyslexia program.
State Assessments
PROGRAM: Section 504 Activity/Strategy *Title 1
School-wide
Component
(#1-10)
Person(s)
Responsible
Timeline Resources Formative Evaluation
504 students will be given the supplemental
assistance required to them to progress along
with their non-504 peers.
The 504 students’ progress is monitored to
ensure their individual needs have been diagnosed appropriately and they are
receiving timely and appropriate assistance.
1,8,9 Asst.
Superintendent of
Instruction
Campus Principals
Staff
Counselors
Aug 2014– June
2015
Title I Budget
$1,023,811.00
Local Budget – Look in campuses needs summary
SCE Funds
$2,608,357
Staff Time Contribution
State Assessments
Benchmarks
CBA’s Report Cards
Page 26 of 52
DISTRICT GOAL #1: Educate, empower and communicate with all stakeholders to show an increase STAAR scores across all
subject areas with an emphasis on math and science as well as targeting College Readiness and CTE Certifications.
DISTRICT OBJECTIVE: Palestine ISD will implement and maintain special programs to support students to increase
academic performance in all student groups and a reduction in the dropout rate.
Summative Evaluation: Campus performance objectives will support needs of the district and the immediate needs of the
campus.
PROGRAM: Gifted and Talented Activity/Strategy *Title 1
School-wide
Component
(#1-10)
Person(s)
Responsible
Timeline Resources Formative Evaluation
Gifted and Talented students are identified for eligibility in the Gifted and Talented program.
G/T process is as follows:
Orientation and parent meetings will inform students and parents of the
programs and services available
Students will go through a nomination
assessment process for G/T identification that includes a minimum of 3 appropriate
criteria that include both qualitative and
quantitative measures
Final selection of students for services is
made by a district committee
Assessment instruments include
Iowa Test of Basic Skills (ITBS)
Cognitive Abilities Test
(CogAT)
Student Portfolios
Verbal Test (Raven)
Coordinator’s records indicate all
students referred for consideration have completed the process and those
identified as G/T are being served within
their regular education class,
1,3,4,6
Asst. Superintendent of
Instruction
Campus Principals
Staff
GT Teacher
Aug 2014– June 2015
Local Budget – Look in
campuses needs summary
SCE Funds $2,608,357
Staff Time Contribution
G/T students identified on a timely basis and provided the appropriate educational program
and enrichment activities to ensure maximum
performance
Gifted and Talented students will be served by the following:
Grades 1-5 Pull out program
STEM Grant – Project Lead the Way (6th-
12th) High School Credit
Pre AP/AP courses area offered to qualifying students (6-12)
Dual Credit courses are offered to qualifying High School students
Core complete initiative/Wildcat University
STEAM Program
1,3,4,6 Asst. Superintendent of
Instruction
Campus Principals
Staff
GT Teacher
Aug 2014– June 2015
Local Budget – Look in
campuses needs summary
SCE Funds
$2,608,357
Staff Time Contribution
G/T students identified on a timely basis and provided the appropriate educational program
and enrichment activities to ensure maximum
performance
Page 27 of 52
DISTRICT GOAL #1: Educate, empower and communicate with all stakeholders to show an increase STAAR scores across all
subject areas with an emphasis on math and science as well as targeting College Readiness and CTE Certifications.
DISTRICT OBJECTIVE: Palestine ISD will implement and maintain special programs to support students to increase
academic performance in all student groups and a reduction in the dropout rate.
Summative Evaluation: Campus performance objectives will support needs of the district and the immediate needs of the
campus.
PROGRAM: LAUNCH Activity/Strategy *Title 1
School-wide
Component
(#1-10)
Person(s)
Responsible
Timeline Resources Formative Evaluation
LAUNCH students are identified for eligibility in the LAUNCH program. The
process is as follows:
Students will go through a nomination assessment process for identification
Final selection of students for the program is made by a district committee
Assessment instruments include
Iowa Test of Basic Skills (ITBS)
Cognitive Abilities Test (CogAT)
Report Card Grades
Readiness Testing (Pre-K going
into Kindergarten)
1,3,4,6
Asst. Superintendent of
Instruction
Campus Principals
Staff
LAUNCH
Teachers
Aug 2014– June 2015
Local Budget – Look in
campuses needs summary
SCE Funds $2,608,357
Staff Time Contribution
LAUNCH students identified on a timely basis and provided the appropriate
educational program and enrichment
activities to ensure maximum performance
Report Cards
STAAR Scores (grades 3-5)
The LAUNCH program is an accelerated
instruction program that provides enrichment and STEAM based education.
This program is the foundation program
for Project Lead the Way in grades 6-12.
1,3,4,6 Asst.
Superintendent of Instruction
Campus Principals
Staff
Aug 2014– June
2015
Local Budget – Look in campuses needs summary
SCE Funds
$2,608,357
Staff Time Contribution
LAUNCH students are provided the
appropriate educational program and enrichment activities to ensure maximum
performance
Page 28 of 52
DISTRICT GOAL #1: Educate, empower and communicate with all stakeholders to show an increase STAAR scores across all
subject areas with an emphasis on math and science as well as targeting College Readiness and CTE Certifications.
DISTRICT OBJECTIVE: Palestine ISD will implement and maintain special programs to support students to increase
academic performance in all student groups and a reduction in the dropout rate.
Summative Evaluation: Campus performance objectives will support needs of the district and the immediate needs of the
campus.
PROGRAM: At-Risk Activity/Strategy *Title 1
School-wide
Component
(#1-10)
Person(s)
Responsible
Timeline Resources Formative Evaluation
Palestine ISD follows the state mandated guidelines for identifying students at risk of dropping out of school. All
students meeting the State-adopted at risk criteria identified
throughout the year. Qualifications for at risk students are as follows:
Did not maintain an average equal to 70 on a scale of 100 in two or more subjects in the foundation
curriculum during a semester
Is pregnant or is a parent
Has not achieved a passing score on appropriate
STAAR/EOC test
Has not passed one or more of the Exit level tests
Was not advanced from one grade level to the next for one or more school years
Is currently on parole, probation, deferred prosecution or other conditional release
Was previously reported through PEIMS to have dropped out of school
Is a student of limited English proficient
Has been placed in an alternative education program
Has been expelled during the preceding or current school year
Is in the custody or care of the Texas Dept. of Family and Protective Services or has been in custody during
the current school year
Is homeless
Resided or resides in a residential placement facility in
the district (ACJD)
Dropout prevention and intervention efforts begin in
pre-kindergarten in Palestine ISD. All campuses join the effort to implement activities and programs that
will, in time, help reduce the dropout rate of all
students and all student groups
Identifying students at risk of dropping out and provide
early intervention (PHS)
1,3,8,9
Asst. Superintendent of Instruction
Campus Principals
Staff
PHS Principal
Social worker
Aug 2014– June 2015
Title I Budget $1,023,811.00
Local Budget – Look in campuses needs summary
SCE Funds
$2,608,357
TTIP’s Grant
21st Century Grant
Staff Time Contribution
TEKS based benchmark tests
STAAR/EOC assessments
Istation
CIRCLE
Page 29 of 52
DISTRICT GOAL #1: Educate, empower and communicate with all stakeholders to show an increase STAAR scores across all
subject areas with an emphasis on math and science as well as targeting College Readiness and CTE Certifications.
DISTRICT OBJECTIVE: Palestine ISD will implement and maintain special programs to support students to increase
academic performance in all student groups and a reduction in the dropout rate.
Summative Evaluation: Campus performance objectives will support needs of the district and the immediate needs of the
campus.
PROGRAM: At-Risk Cont. Activity/Strategy *Title 1
School-wide
Component
(#1-10)
Person(s)
Responsible
Timeline Resources Formative Evaluation
Palestine ISD will service identified At-Risk students
through the following services:
RTI
Credit Recovery
Alternative setting for students at dropping out
including Drug, violence and substance abuse
Summer Reading program
Summer School (accelerated instruction)
TACE
1,3,8,9 Asst. Superintendent of Instruction
Campus Principals
Staff
PHS Principal
Social worker
Aug 2014– June 2015
Title I Budget $1,067,740
Local Budget – Look in campuses needs summary
SCE Funds
$2,608,357
TTIP’s Grant
21st Century Grant
Staff Time Contribution
TEKS based benchmark tests
STAAR/EOC assessments
TPRI
CIRCLE
PROGRAM: Speech Activity/Strategy *Title 1
School-wide
Component
(#1-10)
Person(s)
Responsible
Timeline Resources Formative Evaluation
Students on the Washington campus will have a Teacher
for language acquisition to give therapy for students in
need.
1,3,8,9 Asst. Superintendent
of Instruction
Campus Principal
Staff
Aug 2014– June
2015
Title I Budget
$1,023,811.00
Local Budget – Look in campuses
needs summary
SCE Funds $2,608,357
Staff Time Contribution
Criterion referenced test scores
Subjective teacher evaluation
Parental evaluation
CIRCLE
Page 30 of 52
DISTRICT GOAL #1: Educate, empower and communicate with all stakeholders to show an increase STAAR scores across all
subject areas with an emphasis on math and science as well as targeting College Readiness and CTE Certifications.
DISTRICT OBJECTIVE: Palestine ISD will implement and maintain special programs to support students to increase
academic performance in all student groups and a reduction in the dropout rate.
Summative Evaluation: Campus performance objectives will support needs of the district and the immediate needs of the
campus.
PROGRAM: Bilingual/ESL Activity/Strategy *Title 1
School-wide
Component
(#1-10)
Person(s)
Responsible
Timeline Resources Formative Evaluation
Bilingual/ESL students will have a Home Language survey
signed by their parents in the permanent record folder. An
oral language proficiency test shall be administered. To enter a Bilingual/ ESL program the following occurs:
Assessments are administered
LPAC prescribes the academic achievement test that
will be administered to each LEP student
A student may exit the ESL program if she/he is able to
participate equally in a regular all English instructional
program
LPAC will monitor the academic progress of students
who have exited from ESL within the past two years
Rosetta Stone
TACE
1,3,8,9
Asst. Superintendent of Instruction
Campus Principals
Staff
Aug 2014– June 2015
Title I Budget $1,023,811.00
Local Budget – Look in campuses needs summary
SCE Funds $2,608,357
Title III Budget $42,507.00
21st Century Grant
TELPAS/Tejas Lee
STAAR-L (Linguistically Accommodated Test)
Criterion referenced test scores
Subjective teacher evaluation
Parental evaluation
Woodcock-Munoz
Bilingual Policy changes
AAMO – ELL objectives
Based on LPAC prescription LEP students participate in a
self-paced program that is conducted by a certified Bilingual/ESL teacher. In addition these students will also
be provided with the following:
Access to Rosetta Stone
Pre-K & K-Summer Bridge
Incorporate ELL strategies such as SIOPP and content specific ELL instructional strategies. Utilize ELPS to
increase student understanding and performance.
Teachers will receive professional development on strategies to improve comprehension for our ESL/Bilingual
and monitored students.
1,3,8,9 Asst. Superintendent
of Instruction
Campus Principals
Staff
Aug 2014– June
2015
Title I Budget
$1,023,811.00
Local Budget – Look in campuses needs summary
SCE Funds
$2,608,357 Staff Time Contribution
Title III Budget $2,507.00
TELPAS/Tejas Lee
STAAR-L (Linguistically Accommodated Test)
Criterion referenced test scores
Subjective teacher evaluation
Parental evaluation
Woodcock-Munoz
Bilingual Pre-K-2nd grade Foundations Program. Bilingual teachers for Pre-K-5. In addition these students will also
be provided with the following:
Access to Rosetta Stone
Pre-K & K-Summer Bridge
1,3,8,9 Asst. Superintendent
of Instruction
Campus Principals
Staff
Aug 2014– June
2015
Title I Budget
$1,023,811.00 Local Budget – Look in campuses
needs summary
SCE Funds $2,608,357
Title III $42,507.00
Staff Time Contribution
Woodcock-Munoz
Subjective teacher evaluation
Parental evaluation
Page 31 of 52
DISTRICT GOAL #1 Educate, empower and communicate with all stakeholders to show an increase STAAR scores across all
subject areas with an emphasis on math and science as well as targeting College Readiness and CTE Certifications.
DISTRICT OBJECTIVE: Palestine ISD will implement and maintain special programs to support students to increase
academic performance in all student groups and a reduction in the dropout rate.
Summative Evaluation: Campus performance objectives will support needs of the district and the immediate needs of the
campus.
PROGRAM: Library Services Activity/Strategy *Title 1
School-wide
Component
(#1-10)
Person(s)
Responsible
Timeline Resources Formative Evaluation
Certified librarians and library aides conduct the Library-Media Services program on all campuses
Available resources include:
Full scale library facilities available to all students
Computers with internet access
Electronic encyclopedias and references: online
resources
Interactive language arts, math, science and social studies software
Fully integrated Windows-based software program that combines catalog searching, circulation, cataloging,
inventory and other functions
Overdrive (allows students to check out books on their
iPads and provides more grade appropriate reading
materials district-wide)
Increase reading materials in Spanish (both content and
literature)
Guided – Leveled Library
2,8 Asst. Superintendent of Instruction
Campus Principals
Staff
Aug 2014– June 2015
Title I Budget $1,023,811.00
Local Budget – Look in campuses needs summary
SCE Funds
$2,608,357
21st Century Grant
Staff Time Contribution
Librarian and Teacher records indicate that
100% of the students have participate in library activities
60% involved in research projects, either independently or as a
classroom assignment.
PROGRAM: Nursing Services Activity/Strategy *Title 1
School-wide
Component
(#1-10)
Person(s)
Responsible
Timeline Resources Formative Evaluation
A campus nurse provides nursing services to Palestine ISD students at each campus. Available services are:
Immunization clinics
Vision, hearing and spinal screenings
Diabetic teaching (as needed)
Asthma monitoring care plans
Administering medications
CPR training to staff
Wellness plan
Class presentations on health, drug and alcohol abstinence, behavior and safety related issues
SHAC – School Health Advisory Council
2,10 Asst. Superintendent of Instruction
Campus Principals
Staff
Aug 2014– June 2015
Local Budget – Look in campuses needs summary
Nurse records
Screening documentation
Page 32 of 52
DISTRICT GOAL #1: Educate, empower and communicate with all stakeholders to show an increase STAAR scores across all
subject areas with an emphasis on math and science as well as targeting College Readiness and CTE Certifications.
DISTRICT OBJECTIVE: Palestine ISD will implement and maintain special programs to support students to increase
academic performance in all student groups and a reduction in the dropout rate.
Summative Evaluation: Campus performance objectives will support needs of the district and the immediate needs of the
campus.
PROGRAM: COUNSELING SERVICES Activity/Strategy *Title 1
School-wide
Component
(#1-10)
Person(s)
Responsible
Timeline Resources Formative Evaluation
The Palestine ISD Counselors 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 and career awareness and investigations of opportunities
Personal/Social – development of healthy self-concepts, development of adaptive and adjusted social
behavior
Testing
Graduation Requirements
Dual Credit
2,8,9
Asst. Superintendent of
Instruction
Campus Principals
Staff
Aug 2014– June 2014
Title I Budget $1,023,811.00
Local Budget – Look in campuses needs summary
SCE Funds $2,608,357
TTIPS Grant
Students demonstrating positive attitudes and a willingness to be accountable for
their present and future actions and
accomplishments will show an:
Reduction in referrals
Increase in academic achievement
Reduction in dropout rates
Counselors will provide program and staff support
activities and services, including:
Parent education
Teacher/administrator consultation
Strategies for serving special population students
RTI
Bridges-Student profiler
2,4,8,9 Asst.
Superintendent of
Instruction
Campus Principals
Staff
Aug 2014– June
2015
Title I Budget
$1,023,811.00
TTIPS Grant
Local Budget – Look in campuses
needs summary
SCE Funds
$2,608,357
Students demonstrating positive attitudes
and a willingness to be accountable for their present and future actions and
accomplishments will show an:
Reduction in referrals
Increase in academic achievement
Reduction in dropout rates
Page 33 of 52
DISTRICT GOAL #1: Educate, empower and communicate with all stakeholders to show an increase STAAR scores across all
subject areas with an emphasis on math and science as well as targeting College Readiness and CTE Certifications.
DISTRICT OBJECTIVE: Palestine ISD will implement and maintain special programs to support students to increase
academic performance in all student groups and a reduction in the dropout rate.
Summative Evaluation: Campus performance objectives will support needs of the district and the immediate needs of the
campus.
PROGRAM: TRANSITION SERVICES Activity/Strategy *Title 1
School-wide
Component
(#1-10)
Person(s)
Responsible
Timeline Resources Formative Evaluation
Palestine ISD will ensure smooth transitioning from Pre-K to Kindergarten campuses through:
Class visits/ Campus visits
Parent meetings
7
Asst. Superintendent of Instruction
Campus Principals
Staff
Aug 2014– June 2015
Title I Budget $1,023,811.00
Local Budget – Look in campuses needs summary
SCE Funds $2,608,357
Lesson plans
Meetings
Agendas
CIRCLE Students will show improvement in all
areas (motor, concept, and language
development)
Pre-K and Headstart teachers will introduce early
kindergarten level activities to their students to stretch their comprehension and familiarize themselves with some of
the academic elements of kindergarten.
7 Asst. Superintendent
of Instruction
Campus Principals
Staff
Aug 2014– June
2015
Title I Budget
$1,023,811.00
Local Budget – Look in campuses
needs summary
SCE Funds
$2,608,357
Lesson plans
Meetings
Agendas
CIRCLE
Students will show improvement in all areas (motor, concept, and language
development)
Palestine ISD will ensure smooth transition for all students from each sending and receiving school through:
Class visits/campus tours
Parent meetings
School counselor
ARD committees
Orientation Nights
College visits
Counseling Center/Lifetrack
7
Asst. Superintendent of Instruction
Campus Principals
Staff
Aug 2014– June 2015
Title I Budget $1,023,811.00
Local Budget – Look in campuses needs summary
SCE Funds $2,608,357
TTIPS Grant
Lesson plans
Meetings
Agendas
Palestine ISD will ensure smooth transition for students
with disabilities from each sending and receiving school through:
IEP’s
ARD’s
Counseling services
Bridge Program
7 Asst. Superintendent
of Instruction
Campus Principals
Staff
Spec. Ed. staff
Aug 2014– June
2015
Title I Budget
$1,023,811.00 Special Ed Budget
Local Budget – Look in campuses
needs summary SCE Funds
$2,608,357
Lesson plans
Meetings
Agendas
Page 34 of 52
DISTRICT GOAL #2: Attract and retain a highly qualified faculty and provide all teachers with staff development that assures all
state mandates regarding faculty training requirements and all priority district needs are met.
DISTRICT OBJECTIVE: 100% of all new personnel hires are highly qualified.
Summative Evaluation: Increase student achievement as teachers and paraprofessionals gain prerequisite skills for teaching
effectively to all populations of students.
Activity/Strategy
Title 1
School-wide
Component
Person(s)
Responsible
Timeline
Resources Formative Evaluation
Palestine ISD will actively recruit and hire
qualified professional staff. Strategies used will
include:
Attending career fairs at colleges/universities
in Texas
Working with Region VII , I Teach Texas
and ECAP
Utilization of TASA net, District website, and Region VII ESC Personnel Services
Coop to advertise open positions
Job fairs at colleges/universities of minority
populations
District sites, including special education and
federal programs, will work cooperatively
with the personnel department, planning for staffing needs of all sites, ensuring
effectiveness in interviewing and selection of
staff
Utilization of State Compensatory, Title I,
and Title II to employ highly qualified teachers to supplement basic education
programs by reducing the student/teacher
ratio during the school year and for summer programs
Child care offered to employees
Wellness activities
Stipends for bilingual, math, science and Spanish Teachers
College tuition reimbursement
Mentoring program for new teachers
5
Asst.
Superintendent of Instructional
Services
Asst. Superintendent of
Personnel
Principals
Aug 2014– June 2015
Title I Budget
$1,023,811.00
Title I D Budget $41,801.00
Title II Budget
$220,607.00 Title III Budget
$42,507.00
Local Budget – Look in campuses
needs summary
SCE Funds
2,608,357
FTEs (SCE) – 28
PTEs (SCE) – 11
FTEs (Title I) – 16
FTEs (Title II) – 3
PTEs (Title I) – 10 PTEs (1II) - 1
Staff Time Contribution
TTIPS Grant
21st Century Grant
Recruiting policies are in effect to ensure Palestine ISD
will be able to fully staff all campuses with Highly
Qualified personnel.
Data 2012-2013
% Classes taught by
Highly Qualified Teachers
% Highly Qualified Teachers % Highly Qualified
Paraprofessionals
100% 100% 100%
Page 35 of 52
DISTRICT GOAL #2: Attract and retain a highly qualified faculty and provide all teachers with staff development that assures all
state mandates regarding faculty training requirements and all priority district needs are met.
DISTRICT OBJECTIVE: Provide ongoing training to insure best practices are used district-wide on a daily basis with
increased proficiency.
Summative Evaluation: A professional development program that ensures a positive impact on student performance by
ensuring that 100% of all professionals and paraprofessionals have prerequisite skills to teach all students.
Activity/Strategy *Title 1
School-wide
Component
(#1-10)
Person(s)
Responsible
Timeline Resources Formative Evaluation
Annual Needs Assessment results indicate a need for:
Discipline strategies
Accelerated education
Interpretation and use of assessment data
Technology training
Multicultural education
Strategies for improving the success of all
students
1,4,5,
Asst. Superintendent
of Instructional Services Dept.
Campus Principal
Team Leaders
Instructional Leaders
Aug 2014– June 2015
Title I Budget $1,023,811.00
Local Budget – Look in campuses needs summary
SCE Funds $2,608,357
Staff Time Contribution
A professional development program is designed to meets the needs of Palestine ISD as a whole, and
the needs of individual campuses, and coordinates
PD activities between campuses.
To ensure the district Professional Development
meets the needs of teachers in the area of
sustainability and appropriate rigor, the district will provide training in:
TEKS and STAAR/EOC
Scientifically research based strategies to
meet the learning needs of all students
Strategies that will enable all children to
meet the same challenging state content & challenging state student performance
standards.
Professional Learning Communities
Technology application in the classroom
4,5 Asst.
Superintendent
of Instructional Services Dept.
Campus Principals
Aug 2014– June
2015
Title I Budget
$1,023,811.00
Local Budget – Look in
campuses needs summary
SCE Funds
$2,608,357
Staff Time Contribution
80% of Grades 6-12 students will achieve 75%
mastery in TEKS-based benchmark tests
At the end of the 3rd 6 week period 80% of Grades 1-5 students will achieve 75% mastery
on benchmark tests
80% of Kindergarten will achieve 75% mastery
on TEKS based benchmark tests.
80% of PreK students will achieve 75% mastery
CIRCLE assessments.
Page 36 of 52
DISTRICT GOAL #2: Attract and retain a highly qualified faculty and provide all teachers with staff development that assures all
state mandates regarding faculty training requirements and all priority district needs are met.
DISTRICT OBJECTIVE: Provide ongoing training to insure best practices are used district-wide on a daily basis with
increased proficiency.
Summative Evaluation: A professional development program that ensures a positive impact on student performance by
ensuring that 100% of all professionals and paraprofessionals have prerequisite skills to teach all students.
Activity/Strategy *Title 1
School-wide
Component
(#1-10)
Person(s)
Responsible
Timeline Resources Formative Evaluation
Professional Development activities will be of
sufficient intensity and duration to ensure that teachers and support staff develop the prerequisite skills
required of their position.
4,5 Asst.
Superintendent of Instructional
Services Dept.
Campus Principals
Aug 2014– June
2015
Title I Budget
$1,023,811.00
Local Budget – Look in
campuses needs summary
SCE Funds
$2,608,357
Staff Time Contribution
A review by the principal and SBDMC of first
semester PD activities and the second semester PD calendar will indicate that a majority of PD
activities are of sufficient intensity and duration to
ensure success by participants and the students that they serve.
Unannounced walk-throughs required of the PDAS/teachscape will confirm same, as the
principals determine if the skills developed are
successfully being implemented in the classroom.
Eduphoria will be used to monitor professional
development and report teacher evaluation.
In addition to continuing vertical alignment &
curriculum training during grade level meetings,
faculty members will also receive training in
developing depth/complexity to help special population students achieve.
Training will be provided for general and Special Education staff on strategies to address:
State assessments and STAAR/EOC objectives
Increase the analysis and usage of disaggregated
data by utilizing the DMAC system
Accommodations - STAAR/EOC administration
Subject area TEKS to meet grade level STAAR/EOC
Inclusion practices will be reviewed and/or revised
for effectiveness
TEKS Resource System
Lead4ward
4,5 Asst.
Superintendent
of Instructional Services Dept.
Campus Principals
Aug 2014– June
2015
Title I Budget
$1,023,811.00
Local Budget – Look in
campuses needs summary
SCE Funds
$2,608,357
Staff Time Contribution
90% of Grades 3-12 students will meet or exceed
minimum expectations on appropriate grade-level
STAAR/EOC tests.
90% of Grade 1-2 students will achieve 75%
mastery on TEKS based benchmark tests.
90% of Kindergarten will achieve 75% mastery on
TEKS based benchmark tests.
90% of PreK students will achieve 75% mastery CIRCLE assessments.
50% will be at Advanced Performance on STAAR/EOC
Page 37 of 52
DISTRICT GOAL #3: Maintain a safe and orderly environment through implementation to create an atmosphere conducive to
learning. DISTRICT OBJECTIVE: A safe, orderly environment will be achieved through the implementation strategies evidenced by a
reduction in the number of incidents reported and by an increase in student achievement.
Summative Evaluation: Palestine students have a heightened awareness of the dangers of substance use and abuse.
Activity/Strategy *Title 1
School-wide
Component
(#1-10)
Person(s)
Responsible
Timeline Resources Formative Evaluation
All campuses will coordinate with community wide efforts to achieve
drugs/violence prevention and substance
abuse as well as with other federal, state and local programs to promote a drug free
environment.
All campuses will promote a drug-free
environment and violence prevention by
coordinating with community wide efforts and federal, state and local programs.
10
Principals
Team Leaders
CAT
Parent Team
Staff
Aug 2014– June 2015
Title I Budget $1,023,811.00
Local Budget – Look in campuses needs summary
SCE Funds $2,608,357
PEIMS Incident Report
Progress noted in social/emotional development
Decrease in student referrals for
discipline
Students will be provided opportunities for
learning about positive roles, careers and decision making through:
Character Ed programs
Bullying program – Training and
strategies in classroom
BeSafe in Cybsrspace
DARE
Red Ribbon Week
Random Drug Testing
Drug dog
Drug Surveys
Safety Organization Plan
Safety Committee
SHAC – School Health Advisory
Council – Council works together to
improve the health and safety of all
students and families of PISD
DADS (Story & PJH)
SB 460–Youth Mental Health Frist Aide
10 Principals
Team Leaders
CAT
Parent Team
Staff
Aug 2014– June
2015
Title I Budget
$1,023,811.00
Local Budget – Look in
campuses needs summary
SCE Funds
$2,608,357
Discipline referrals
PEIMS Incident Report
Drug testing results
Page 38 of 52
DISTRICT GOAL #3: Maintain a safe and orderly environment through implementation to create an atmosphere conducive to
learning. DISTRICT OBJECTIVE: A safe, orderly environment will be achieved through the implementation strategies evidenced by a
reduction in the number of incidents reported and by an increase in student achievement.
Summative Evaluation: Palestine students have a heightened awareness of the dangers of substance use and abuse.
Activity/Strategy *Title 1
School-wide
Component
(#1-10)
Person(s)
Responsible
Timeline Resources Formative Evaluation
Students will participate in programs that
address the following areas:
Prevention of use, possession and distribution of tobacco, alcohol and
illegal drugs
Improve attitudes and self-esteem
Understand expectations and self-image
Sexual abstinence
Social skills
Detention
Bullying including rehab training for students who have been bullied
Dating violence awareness/prevention
Emergency Operations Plan
Sexting awareness/prevention
Cyber bullying awareness/prevention
Gang prevention and intervention
10
Campus Principals
CAT
Security personnel
SRO
Counselors/Staff
Aug 2014– June
2015
Title I Budget
$1,023,811.00
Local Budget – Look in campuses needs summary
SCE Funds $2,608,357
Discipline referrals
PEIMS Incident Report
Drug testing results
In an effort to promote “Safe Schools”
Palestine ISD will promote special
initiatives and activities that support the Safe School environment through:
Consistent discipline management program will be adhered to during the
school year
The Raptor system is used at each campus to screen visitors
School Messenger is used to contact parents and deliver messages
Penalty guidelines chart will be
presented to all students at PHS and
PJH for their understanding
Faculty members, district-wide will receive training in conflict resolution
and discipline strategies to include
classroom management, district discipline policies and the student code
of conduct (CIP)
Alternative instructional arrangements
10 Campus Principals
Aug 2014– June
2015
Title I Budget
$1,023,811.00
Local Budget – Look in
campuses needs summary
SCE Funds
$2,608,357
District and Campus Safety plans
Page 39 of 52
DISTRICT GOAL #3: Maintain a safe and orderly environment through implementation to create an atmosphere conducive to
learning. DISTRICT OBJECTIVE: Optimize the learning environment and support instructional programs of the district with the
development and implementation of a district wide safety plan.
Summative Evaluation: A safe and healthy environment in which students can learn, live and develop.
Activity/Strategy *Title 1
School-wide
Component
(#1-10)
Person(s)
Responsible
Timeline Resources Formative Evaluation
Campuses will evaluate the safety and
security of the facility by considering:
Student parking permits
Visitor check in
Cameras
ID badges for staff and secondary
students
Safety Plan
10 Campus Principals
Aug 2014– June
2015
Title I Budget
$1,023,811.00
Local Budget – Look in
campuses needs summary
SCE Funds
$2,608,357
District and Campus Safety plans
Page 40 of 52
DISTRICT GOAL #4: Increase positive attitude of School District throughout Community by fostering Community Partnerships.
DISTRICT OBJECTIVE: By increasing parent involvement, student attendance will increase by 1%
Summative Evaluation: Student attendance will reach 97% for 2013-2014
Activity/Strategy *Title 1
School-wide
Component
(#1-10)
Person(s)
Responsible
Timeline Resources Formative Evaluation
Parents will be provided (Spanish/English) attendance requirements through
Student/Parent handbook, during Open
House, and during parent meetings to
promote student attendance. Other strategies
include:
Monitoring of individual student attendance by phone calls and letters
to parents
Recognition of students with perfect
attendance
Certificates/plaques/etc. given to
perfect attendance honorees
Academic pep rallies and award assemblies
School messenger program
District wide advisory program
Opportunities to make up attendance
provided
TACE Parent Involvement Specialist
6
Campus Administrators
SRO
Attendance Officer
Aug 2014– June 2015
Title I Budget $1,023,811.00
Local Budget – Look in
campuses needs summary
SCE Funds $2,608,357
Parent Meeting Schedule
Sign- in sheets
Phone logs
Parents and stakeholders will serve on a
strategic planning committee to establish and implement a 5 year plan to help meet the
growth and changing needs of the district:
Increase community involvement
Planning for every aspect of the district involvement.
Focuses on programs and projects
Focuses on maintenance of organization
6 Superintendent
Committee Members
Aug 2014– June
2015
Local Budget
21st Century Grant
Meeting Schedule
Sign- in sheets
Minutes
Page 41 of 52
DISTRICT GOAL #4: Increase positive attitude of School District throughout Community by fostering Community Partnerships.
DISTRICT OBJECTIVE: Student achievement will increase 10% on STAAR/EOC by involving parents and community in
participating in all facets of the student’s educational process as indicated in individual campus plans.
Summative Evaluation: Student failures will decrease and student attendance will increase as a result of increased parent
participation.
Activity/Strategy *Title 1
School-wide
Component
(#1-10)
Person(s)
Responsible
Timeline Resources Formative Evaluation
Communications will be provided in both English and Spanish. Spanish translators will be
available at Parent workshops, PTO meetings
and Academic Open Houses each semester. Parent Night will be held to explain STAAR.
6
Campus Principals
Aug 2014– June 2015
Title I Budget $1,023,811.00
Local Budget – Look in campuses needs summary
SCE Funds $2,608,357
Teacher contact logs
Sign- in sheets
Minutes
Agendas
Monday Folders/Planners
Parent Centers at each campus
Parent training for STAAR
Education for non-English speaking parents (at night)
Easier access to Skyward
Rosetta Stone through Region 7
Communication Board visible to parents
English classes for Spanish parents
Parent computer classes
Homework Training for Parents
Family Educational Learning Activities
6 Campus Principals
Aug 2014– June
2015 Title I Budget
$1,023,811.00
Local Budget – Look in campuses needs summary
SCE Funds $2,608,357
21st Century Grant
Parent Meeting Schedule
Sign in sheets
Phone logs
Teacher training on how to develop
relationships with parents.
Spanish for Teachers
Helpline for Parents
6 Campus Principals
Aug 2014– June
2015 Title I Budget
$1,023,811.00
Local Budget – Look in campuses needs summary
SCE Funds
$2,608,357
Parent Meeting Schedule
Sign in sheets
Phone logs
Inclusion of parents in the development, review, and evaluation of the campus and district
improvement plans.
6
Campus Principals
CAT Committees
Aug 2014– June 2015
Title I Budget $1,023,811.00
Local Budget – Look in campuses needs summary
SCE Funds $2,608,357
A current DIP approved by the Palestine ISD Board of Trustees
DPDMC minutes will reflect that the activity has been implemented as prescribed, with
revision being made to the DIP as needed.
Page 42 of 52
DISTRICT GOAL #4: Increase positive attitude of School District throughout Community by fostering Community Partnerships.
DISTRICT OBJECTIVE: Student achievement will increase 10% on STAAR/EOC by involving parents and community in
participating in all facets of the student’s educational process as indicated in individual campus plans.
Summative Evaluation: Student failures will decrease and student attendance will increase as a result of increased parent
participation.
Activity/Strategy *Title 1
School-wide
Component
(#1-10)
Person(s)
Responsible
Timeline Resources Formative Evaluation
Palestine DAT will meet to discuss parental and
community involvement issues, programs, strategies and activities.
6 Campus Principals
DAT Committee
Aug 2014– June
2015 Title I Budget
$1,023,811.00 Local Budget – Look in
campuses needs summary
SCE Funds $2,608,357
Teacher contact logs
Sign- in sheets
Minutes
Agendas
At least two parent-teacher conferences will be scheduled throughout the year at the parent’s
convenience. Home visits will also be scheduled
as needed to confer with parents.
6
Campus Principals
Teachers
Aug 2014– June 2015
Title I Budget $1,023,811.00
Local Budget – Look in campuses needs summary
SCE Funds
$2,608,357
21st Century Grant
Teacher contact logs
Sign- in sheets
Minutes
Agendas
Conferences will be scheduled and held for parents of any student not mastering the State
academic standards. If a student is to be retained,
is failing to accrue appropriate high school credits, is to attend summer school or is to be
assigned to the DAEP.
6
Campus Principals
Counselors
Teachers
Aug 2014– June 2015
Title I Budget $1,023,811.00
Local Budget – Look in campuses needs summary
21st Century Grant
SCE Funds
$2,608,357
Teacher contact logs
Sign- in sheets
Minutes
Agendas
Businesses and Dad’s Mentoring Programs on campuses to provide positive role models for
young students.
PHS and PJH community outreach program.
Government and Business Professionals in classrooms with teachers to develop student
awareness of community opportunities.
6 Campus Principals
Counselors
Teachers
Aug 2014– June 2015
Local Budget – Look in
campuses needs summary
21st Century Grant
SCE Funds $2,608,357
Sign- in sheets
Page 43 of 52
DISTRICT GOAL #4: Increase positive attitude of School District throughout Community by fostering Community Partnerships.
DISTRICT OBJECTIVE: Federal/State/Local programs will be coordinated to improve student achievement.
Summative Evaluation: PISD parents will become full partners with educators in the education of their student(s).
Activity/Strategy *Title 1
School-wide
Component
(#1-10)
Person(s)
Responsible
Timeline Resources Formative Evaluation
Palestine ISD will use efficient communication strategies to share all PISD
programs and service information to
encourage participation.
6
Campus Principals
Counselors
Aug 2014– June 2015
Title I Budget $1,023,811.00
Local Budget – Look in
campuses needs summary
SCE Funds $2,608,357
Sign in sheets
Website
Palestine Herald-Press
Parent Involvement Tips
AEIS Meeting
Community Service Projects
Parent/Teacher conferences
PTO Nights
Open Houses
Freshman Orientation
Social Media
Multimedia Broadcast
District wide meetings are held periodically
to ensure that parents are aware of the federal and state educational programs and
services in which Palestine ISD participates
and that are available to their students at Palestine ISD.
6 Campus Principals
Aug 2014– June
2015 Title I Budget
$1,023,811.00
Local Budget – Look in
campuses needs summary
SCE Funds
$2,608,357
Parents are notified of the federal and state
regulations governing educational programs and support services through:
Teacher contact logs
Sign in sheets
Minutes
CIP
Surveys
Parents are notified of the federal and state
regulations governing educational programs
and support services which include the following:
An annual review, adoption and
dissemination of the campus parent involvement policy and the
school/parent/ student compacts
Development of a Special Education Continuous Improvement Plan. (This
team reviewed all of the findings and
planned activities to achieve the desired
results)
6 Campus Principals
CAT Committees
Aug 2014– June
2015 Title I Budget
$1,023,811.00
Local Budget – Look in
campuses needs summary
SCE Funds
$2,608,357
A current DIP approved by the Palestine
ISD Board of Trustees
DPDMC minutes will reflect that the
activity has been implemented as
prescribed, with revision being made to the DIP as needed.
Page 44 of 52
DISTRICT GOAL #4: Increase positive attitude of School District throughout Community by fostering Community Partnerships.
DISTRICT OBJECTIVE: Federal/State/Local programs will be coordinated to improve student achievement.
Summative Evaluation: District’s Attendance Accounting records will match the District reported through PEIMS. Activity/Strategy *Title 1
School-wide
Component
(#1-10)
Person(s)
Responsible
Timeline Resources Formative Evaluation
The district has created and filled an additional PEIMS position. This position
will be responsible for the campus training
and the overseeing of campus data. District will use efficient communications strategies and trainings through Staff Development in
the area of reporting for all staff directly
involved in the attendance procedure.
A review of responsibilities in PEIMS reporting will be held periodically.
Training to specifically include
coding, addressing PK eligibility,
PRS, and EE will be mandatory.
4
10
Campus Principals
District PEIMS Clerk
Campus PEIMS Clerk
Campus Staff
Assistant
Superintendent
April 2014– June 2015
Local Budget
Sign in sheets
Data Check Lists
Entry and Withdraw Sheets
Daily Juvenile Rosters
Homebound Rosters/Schedules
The district has created a means to increase
coordination with the special education department on student services and PEIMS
personnel.
4 10
Campus Principals
District PEIMS Clerk
Campus PEIMS Clerk
Campus Staff
Assistant Superintendent
Special Ed Director
April 2014– June
2015
Local Budget
Sign in sheets
Data Check Lists
Entry and Withdraw Sheets
Daily Juvenile Rosters
Homebound Rosters/Schedules
There will be a review process for reporting
attendance, entry, and withdrawal dates
from Anderson County Juvenile Detention Services. This process will enable the
district to track these students until they
return to their home campuses. A daily attendance record will be kept of all those in
the facility.
4
10
Campus Principals
District PEIMS Clerk
Campus PEIMS Clerk
Campus Staff
Assistant
Superintendent
Juvenile Detention
Staff
April 2014– June
2015
Local Budget
Sign in sheets
Data Check Lists
Entry and Withdraw Sheets
Daily Juvenile Rosters
Homebound Rosters/Schedules
The district will implement a process for
PRS students with regard to CTE contact
hours while students are being provided Homebound Instruction.
4
10 Campus Principals
District PEIMS Clerk
Campus PEIMS Clerk
Campus Staff
Assistant Superintendent
Special Ed Director
April 2014– June
2015
Local Budget
Sign in sheets
Data Check Lists
Entry and Withdraw Sheets
Daily Juvenile Rosters
Homebound Rosters/Schedules
Page 45 of 52
DISTRICT GOAL #5: Implement HB5 in order to foster innovative learning experiences through District Wide collaborative
STEAM education, College Readiness and CTE Certification DISTRICT OBJECTIVE: Federal/State/Local programs will be coordinated to improve student achievement.
Summative Evaluation: The district will 100% meet the requirements for HB 5. Activity/Strategy *Title 1
School-wide
Component
(#1-10)
Person(s)
Responsible
Timeline Resources Formative Evaluation
Palestine ISD will use efficient communications strategies to share all PISD
ideas, plans, and programs.
2, 9, 10 Campus Principals
Superintendent
Assistant
Superintendent
Staff
Parents
Community
Aug 2014– June 2015
Local Funds Plans
Sign in sheets
Minutes
PISD will continue to implement STEAM
(Science, Technology, Engineering, Arts,
and Math) courses and increase the number offered within the district.
LAUNCH (K-5) introduced for the 2014-
2015 school year
PLTW (6-12) continued, with new
courses added
1, 3, 9 Campus Principals
Superintendent
Assistant
Superintendent
Staff
Aug 2014– June
2015 Title I Budget
$1,023,811.00
Local Budget – Look in campuses needs summary
SCE Funds
$2,608,357 Staff Time Contribution
Perkins Grant $47,911
Course enrollment
STAAR/EOC scores
PISD will increase course offerings in CTE
to meet the criteria for HB 5. Courses will
lead to certifications and endorsements.
1, 3, 9 Campus Principals
Superintendent
Assistant
Superintendent
Staff
Aug 2014– June
2015 Title I Budget
$1,023,811.00
Local Budget – Look in campuses needs summary
SCE Funds
$2,608,357 Staff Time Contribution
Perkins Grant $47,911
Course enrollment
Certifications completed
Endorsements completed
PISD will collaborate with area Junior
Colleges to increase opportunities for students enrolled in Wildcat University to
receive dual credit and complete college
level courses.
1, 3, 9 Campus Principals
Superintendent
Assistant Superintendent
Staff
Aug 2014– June
2015 Title I Budget
$1,023,811.00 Local Budget – Look in
campuses needs summary
SCE Funds $2,608,357
Staff Time Contribution
Perkins Grant $47,911
Course enrollment
Dual Credits received
College Credits received
PISD has developed a rubric to complete the
self-evaluation required by HB 5 on the
following topics: Fine Arts, Wellness and PE, Community and Parent Involvement,
21st Century Workforce Development,
Second Language Acquisition, Digital Learning, Dropout Prevention Strategies,
Educational Programs for GT, and
Compliance
1, 3, 9 Campus Principals
Superintendent
Assistant
Superintendent
Staff
Aug 2014– June
2015 Title I Budget
$1,023,811.00
Local Budget – Look in campuses needs summary
SCE Funds
$2,608,357 Staff Time Contribution
Perkins Grant $47,911
Self-Evaluation Rubric completed and
submitted to TEA
Page 46 of 52
Region 7 Migrant Education Program
Project and SSA Identification and Recruitment (ID&R) Action Plan 2012-2013
ID&R Goal:
To actively identify and recruit eligible migrant children and youth who:
are enrolled or reside in our school District according to all applicable federal laws and regulations
qualify for appropriate educational services
meet requirements of: State Comprehensive Needs Assessment,
Statewide Service Delivery Plan and
NCLB Consolidated Federal Grant Application, Title I, Part C
ID&R Objective:
To ensure all eligible migrant children and youth residing in the District are properly identified, recruited, and effectively served
through
instructional services
supplemental services such as health, clothing, school materials and referrals for social services
Parent Advisory Council to empower parents to advocate at home and at school for their children’s academic success
Evidence of Need Activity Timeline Staff
Responsibility Materials
Method of
Evaluation
Need # 1
Meet federal
requirements for annual
ID&R training.
Ensure District
Migrant staff
receive annual
ID&R training
August -
September
2012
Region VII
Migrant
Personnel
ID&R Manual, TEA
Power Point, and
activities
Certification exam and
required TEA
certificate
Need #2
Meet with Migrant SSA
and Project school
personnel to brainstorm
recruitment activities for
the ID&R Action Plan
Develop, create
and/or revise ID&R
Action Plan
September
2012
Region VII &
District Migrant
Personnel
ID&R Plan Template,
NCLB Consolidated
Application, 2012-13
ID&R Action Plan,
Statewide Delivery
Plan
Distribution of
revised/completed
ID&R Action Plan to
be attached to District
Improvement Plans
Need #3
Based on the family
survey there is a need to
actively recruit
children/youth who
Are between the ages of birth through 21
Ensure every
family receives a
Required Family
Survey annually
Upon initial
enrollment
Campus
enrollment
personnel
Family survey
Completed survey
maintained for two
years
Screening family
surveys for
eligibility
August and
ongoing
District and
Region 7
Migrant
Personnel
Family survey Completed screening
process on each family
Page 47 of 52
Cross District lines alone or with parents
Moved due to economic necessity to obtain temporary or seasonal agricultural employment
Use NGS/MSIX to
verify previously
eligible Migrant
students
August and
ongoing
NGS Data
Specialist
Family survey and
NGS/MSIX reports NGS/MSIX reports
Tracking late
enrollment and
early withdrawal
Ongoing
throughout the
school year
Campus
Enrollment/
Withdrawal
personnel
Late Enrollment/
Early Withdrawal
Form, and/or PEIMS
reports
PEIMS reports or Late
Enrollment/Early
Withdrawal Form
Need #4
Based on federal
requirements, actively
recruit out of school
youth
Utilize Out of
School Youth
Survey
Ongoing
throughout the
school year
Region 7 and
District Migrant
personnel
Out of School Youth
Survey
Completed Out of
School Youth Survey
Need #5
Certificate of Eligibility
(COE)
Complete the
Certificate of
Eligibility (COE)
Ongoing
throughout the
school year
Region 7 and
District Migrant
personnel
COE, COE
Supplemental
Documentation Form
Eligibility Reviewer
signature on COE
Submit and enter
data into NGS
Online System
Ongoing
throughout the
school year
NGS Data
Specialist
COE, COE
Supplemental
Documentation Form,
NGS Online System
NGS Reports
Need #6
Residency Verification
(reporting period)
Verify continued
residency for
current Migrant
students in 2nd
or
3rd
year of
eligibility
Sept 1-Nov 1,
2012: For 2
year olds
turning 3 on or
after 3rd
birthday
Region 7 and
District Migrant
personnel
COE, school records NGS Residency
Verification Report
Need #7
Based on Texas state
requirements maintain
and improve a strong
system of Quality
Provide current
mapping
documentation
Ongoing
throughout the
school year
Region 7 and
District Migrant
personnel
Region 7 agricultural
MEP grid, TX
Produce Availability
chart in ID&R
Manual
Updated mapping grid
for Districts and Region
7
Page 48 of 52
Control.
Conduct re-
interview process
Jan to April
2013
Trained
eligibility
reviewers
ID&R Manual and
TEA information,
COE, COE
Supplemental
Documentation Form
Completed
documentation returned
to TEA
Follow written
procedures in
ID&R and NGS
Manuals for
Quality Control
Ongoing
throughout the
school year
Region 7 and
District Migrant
Personnel
ID&R Manual, NGS
Manual, NGS
Reports
NGS Quality Control
checklist
Need #8
Annual Evaluation of
ID&R Program
Gather and analyze
data from ID&R
Action Plan
June 30, 2013
Region &
District MEP
Staff and
Migrant PAC
ID&R Action Plan,
current district data,
NGS reports,
NGS Quality Control
list
Completed evaluation
report for Migrant
education program
Page 49 of 52
TAIS Supplement
Campus Performance Objective District-Level Professional Representative:
Carolyn Martin, Assistant Superintendent of Instructional Services
Peggy Herrington, Assistant Director of Instructional Services
Campus-Based Non-Teaching Professional Representatives:
Melissa Molandes, Elementary (Southside)*
Summer Alcauter, Secondary (Palestine High School) *
Regular Classroom Teacher Representatives:
Meridith Murray, Washington Early Child Care *
Ruth Ann Webb, Northside Primary *
Jessica Jenkins, Southside Elementary *
Ronda Hubert, Story Intermediate School +
Jacquelin Hamel, Palestine Junior High School +
Lauren Sheridan, Palestine High School *
Special Program Teacher Representatives:
Michelle Parker-Moore, Elementary (Story) *
Michelle Merrymann, Secondary (Palestine High School) *
Parent Representatives:
Elizabeth Attaway, Elementary +
Melissa Winkler, Elementary +
Brandon Sheeley, Secondary *
Rusty Stone, Secondary +
Business Representatives:
Robert Lane +
Therrell Thomas +
Community Representatives:
John Morris +
Louis Ferguson +
Page 50 of 52
SAFEGUARDS: Address Academic Mastery of Subgroup Populations in ELA/Math to meet 75% passing.
DISTRICT GOAL #1: Educate, empower and communicate with all stakeholders to show an increase STAAR scores across all
subject areas with an emphasis on math and science as well as targeting College Readiness and CTE Certifications.
DISTRICT OBJECTIVE: Students will be involved in an educational process that ensures that they will have the same
opportunity to meet challenging state content and performance standards regardless of their demographics.
Summative Evaluation: 100% of students achieve 75% mastery on informal and formal assessments. Activity/Strategy *Title 1
School-wide
Component
(#1-10)
Person(s)
Responsible
Timeline Resources Formative Evaluation
Pre-K students will do phonemic awareness
checklist to be sent with students to be used in K. 1,2,9 Principal
Teacher
Asst.
Superintendent
Instructional Services
January 2014-
August 2014
Local Budget
Staff Time Contribution
Checklist
Provide Language for Learning Program for
students struggling in language acquisition ELL at
Washington and Northside.
2,3,8,9,10 Principal
RtI/LPAC
Speech Teacher
Aug 2013– June
2014 Title Budget
Local Budget
Weekly Checklist
Smart technology training to maximize student engagement.
1,2,3 Campus Principals
Team Leaders
CAT
Technology
Director
Aug 2013– June 2014
Title I Budget $1,067,740
Local Budget – Look in
campuses needs summary SCE Funds
$2,608,357
Staff Time Contribution
Teacher lesson plans will indicate that 100% of the classroom teachers use technology to support the
instructional process at least once each week.
Utilize TACE program for tutoring in all sub population areas for ELA/Math.
1,3,9 Principal Classroom Teacher
Curriculum Office
TACE
Aug 2013– June 2014
TACE Local Funds
Increased student achievement in reading, writing, math on benchmarks, CBA, state testing.
Continue to provide differentiated instruction,
multiple learning opportunities, and research based
strategies to meet the indicators reflected in the 2013 federal campus safeguards
2, 9, 10 Principal
Classroom Teacher
Curriculum Office
January 2014-
August 2014
Title 1
Local Budget
SCE Funds TTIPS
Increased student achievement in reading, writing,
math on benchmarks, CBA, state testing.
Set performance goals for all students with emphasis on Hispanic students. Extended learning
opportunities prior to assessments to insure student
success with focus on closing the gap of Hispanic students. Incorporate ELL strategies such as SIOPP
and content specific ELL instructional strategies.
Utilize ELPS to increase student understanding and performance.
Teachers will receive professional development on
strategies to improve comprehension for our ESL/Bilingual and monitored students.
2, 9, 10 Principal Classroom Teacher
Curriculum Office
January 2014-August 2014
Title I Budget $1,067,740
Local Budget
SCE Funds $2,608,357
Title III $41,665
Staff Time Contribution TTIPS
Increased student achievement in reading, and writing on benchmarks, and CBAs.
Woodcock-Munoz
Subjective teacher evaluation
Parental evaluation
Standardized tests (STAAR,TELPAS)
Page 51 of 52
SAFEGUARDS: Address Academic Mastery of Subgroup Populations in ELA/Math to meet 75% passing.
DISTRICT GOAL #1: Educate, empower and communicate with all stakeholders to show an increase STAAR scores across all
subject areas with an emphasis on math and science as well as targeting College Readiness and CTE Certifications.
DISTRICT OBJECTIVE: Students will be involved in an educational process that ensures that they will have the same
opportunity to meet challenging state content and performance standards regardless of their demographics.
Summative Evaluation: 100% of students achieve 75% mastery on informal and formal assessments. Activity/Strategy *Title 1
School-wide
Component
(#1-10)
Person(s)
Responsible
Timeline Resources Formative Evaluation
ENGLISH LANGUAGE:
English Language Arts will be appropriately grouped, with flexible grouping used as a strategy
for accelerating the instruction of all students; the
low achiever to the GT to sustain their reading level. All students will be on grade level in
Reading by the end of their 3rd grade year.
STAAR tutoring
Intervention grouping – labs (K-12)
Literacy/Phonics Initiative/Guided Reading (K-3)
Handwriting (K-3)
Class Size Reduction
Continue 8 period days for PHS and PJH
Istation (k-8)
DRA
Study Island
Accelerated Reader
Summer Reading
Provide extending learning opportunities for all students
outside of the regular school day
Conduct data analysis once per six weeks to track
class/student progress on, Benchmarks and CBA data and
include demographic/student population information.
Set performance goals for all students with emphasis on
AA and Hispanic students. Extended learning opportunities
prior to assessments to insure student success with focus on
closing the gap of AA and Hispanic students.
Utilize STAAR formatted, research based materials to
prepare for standardized testing.
Incorporate vertically aligned ELA vocabulary lists
Require Writing across disciplines, utilizing writing
strategies to develop strong teaching practices in all cores.
1,3,9 Asst.
Superintendent of Instruction
Spec. Ed. Director
Campus Principals
Campus level
interventionists
Aug 2013– June
2014
Title I Budget
$1,067,740
Local Budget – Look in
campuses needs summary
SCE Funds
$2,608,357
Staff Time Contribution
21st Century Grant
State Assessments
Istation
Brigance
CIRCLE
Benchmarks
CBA’s
Phonics Red Inventory
DRA
Page 52 of 52
SAFEGUARDS: Address Academic Mastery of Subgroup Populations in ELA/Math to meet 75% passing.
DISTRICT GOAL #1: Educate, empower and communicate with all stakeholders to show an increase STAAR scores across all
subject areas with an emphasis on math and science as well as targeting College Readiness and CTE Certifications.
DISTRICT OBJECTIVE: Students will be involved in an educational process that ensures that they will have the same
opportunity to meet challenging state content and performance standards regardless of their demographics.
Summative Evaluation: 100% of students achieve 75% mastery on informal and formal assessments. Activity/Strategy *Title 1
School-wide
Component
(#1-10)
Person(s)
Responsible
Timeline Resources Formative Evaluation
MATH:
Math courses available at Palestine ISD will meet
the needs of all students & all student groups, from
the low achiever to the GT student. The priority of
each course is to teach at a level that encourages all students to meet their potential. Math will be taught
at a greater depth at each grade level. All students
will be on grade level in Math by the end of their 3rd grade year.
STAAR tutoring
Intervention grouping – labs (6-12) Class Size Reduction
Continue 8 period days for PHS and PJH
Ignite/Study Island
Provide extending learning opportunities for all
students outside of the regular school day. TACE Math intervention Program (Progress Monitoring
(Screener)
Incorporate vertically aligned Math vocabulary lists. Conduct data analysis sessions each six weeks to
track progress.
Utilize STAAR formatted, research based materials to prepare for standardized testing.
Think Through Math
1,3,9 Asst.
Superintendent
of Instruction
Spec. Ed. Director
Campus Principals
Staff
Aug 2013– June
2014
Title I Budget
$1,067,740
Local Budget – Look in
campuses needs summary
SCE Funds
$2,608,357
Staff Time Contribution
21st Century Grant
State Assessments
Brigance
CIRCLE
Benchmarks
CBA’s