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Presidio Independent School District

District Improvement Plan

2019-2020 Accountability Rating: B

Public Presentation Date: December 16, 2019

Presidio Independent School DistrictGenerated by Plan4Learning.com 1 of 20 December 17, 2019 9:14 am

Mission StatementThe mission of Presidio ISD in partnership with a unified community is to graduate students who are both career and college ready and

have the ability to compete on a world stage.


Table of Contents

Comprehensive Needs Assessment 4Demographics 4

Priority Problem Statements 7Comprehensive Needs Assessment Data Documentation 8Goals 11

Goal 1: All students will meet or exceed state and local standards in all content areas as measured by passing rates each 6 weeks, benchmark tests, andyearly state required assessments 11Goal 2: Create quality learning and working environments for all students, faculty, and staff as measured by surveys, weekly attendance, anddiscipline data. 13Goal 3: All limited English proficient students will become proficient in English and reach high academic standard by minimally achieving AdvancedHigh in all proficiency levels. 14Goal 4: Improve community engagement as measured by surveys and id and end -of-the-year and documented participation throughout the year. 15

RDA Strategies 16Title I Schoolwide Elements 17

ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA) 171.1: Comprehensive Needs Assessment 17ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP) 18ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE) 183.1: Develop and distribute Parent and Family Engagement Policy 193.2: Offer flexible number of parent involvement meetings 19

District Wide Educational Improvement Council 20


Comprehensive Needs Assessment

Demographics

Demographics Summary

Presidio Independent School District is a rural school district located on the Texas Mexico border in the Big Bend of Texas serving the students of thecommunities of Presidio, Ruidoso, Candelaria, and Shafter and through an agreement with Marfa Independent School District, the community of Redford.The city is on the opposite side of the U.S.-Mexico border from Ojinaga, Chihuahua. Presidio ISD has one (1) elementary school, one (1) middle school,and one (1) high school. For information about the district achievements and the student demographics, please visit the district website athttp://www.presidio- isd.net or on the TEA website at http://www.tea.state.tx.us. Presidio I.S.D. serves approximately 1174 Pre- Kindergarten through 12thgrade students. The district also provides Distance Learning college courses through UTPB and TSTC.

Using the TAPR (Texas Academic Performance Report), the district has a total of 1,188 students. It is comprised of 98.1% Hispanic, 0.8% White, and 1.1%Asian.

STUDENT INFORMATION

Economically Disadvantaged 92.9%Non-EconomicallyDisadvantaged

7.1%

Section 504 students 0.6%English Learners 53.3%At-Risk 66.3%

CLASS SIZE INFORMATION

Kindergarten 15.5Grade 1 15.3Grade 2 15.0Grade 3 15.7Grade 4 14.1


http://www.tea.state.tx.us/perfreport/aeis/

Kindergarten 15.5Grade 5 16.3Grade 6 15.2Secondary ELAR 13.3Foreign Languages 8.9Mathematics 13.2Science 14.7Social Studies 16.5

STAFF INFORMATION

PROFESSIONAL STAFF 111.3Teachers 95.9Professional Support 10.0Campus Administration 2.4Central Administration 3Educational Aides 37.7Auxiliary Staff 90.5

Demographics Strengths

Some of Presidio ISD's demographic strengths are that the district has mostly experienced teachers within the district.

Beginning Teachers 10.5

1-5 Years Experience 26.8



Over 20 Years Experience 13.6

There are approximately 12.4 Student per Teacher.


Problem Statements Identifying Demographics Needs

Problem Statement 1: The district is in a rural area bordering Mexico and many of the students are coming into the district without schooling or theEnglish Language.


Priority Problem Statements


Comprehensive Needs Assessment Data DocumentationThe following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus Performance Objectives Summative Review from previous yearCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements

Accountability Data

Texas Academic Performance Report (TAPR) dataStudent Achievement DomainStudent Progress DomainClosing the Gaps DomainEffective Schools Framework dataComprehensive, Targeted, and/or Additional Targeted Support Identification dataAccountability Distinction DesignationsFederal Report Card DataPBMAS dataAlternative Education Accountability (AEA) dataLocal Accountability Systems (LAS) data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR End-of-Course current and longitudinal results, including all versionsSTAAR Released Test QuestionsSTAAR EL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsPostsecondary college, career or military-ready graduates including enlisting in U. S. armed services, earning an industry based certification, earningan associate degree, graduating with completed IEP and workforce readinessSAT and/or ACT assessment dataStudent Success Initiative (SSI) data for Grades 5 and 8


Local diagnostic reading assessment dataSSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license)Local diagnostic math assessment dataLocal diagnostic reading assessment dataLocal diagnostic math assessment dataRunning Records resultsPrekindergarten Self-Assessment ToolTexas approved Prekindergarten and Kindergarten assessment dataGrades that measure student performance based on the TEKS

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsSpecial programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student groupEconomically disadvantaged / Non-economically disadvantaged performance and participation dataSpecial education/non-special education population including discipline, progress and participation dataMigrant/non-migrant population including performance, progress, discipline, attendance and mobility dataAt-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility dataEL/non-EL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, and gender dataCareer and Technical Education (CTE), including coherent sequence coursework aligned with the industry-based certifications, program growth andstudent achievement by race, ethnicity, and gender dataSection 504 dataGifted and talented dataResponse to Intervention (RtI) student achievement dataDual-credit and/or college prep course completion data

Student Data: Behavior and Other Indicators

Completion rates and/or graduation rates dataAnnual dropout rate dataAttendance dataDiscipline recordsStudent surveys and/or other feedbackSchool safety dataEnrollment trends

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedback


Teacher/Student RatioState certified and high quality staff dataCampus leadership dataCampus department and/or faculty meeting discussions and dataProfessional development needs assessment dataEvaluation(s) of professional development implementation and impactTTESS dataT-PESS dataEquity data

Parent/Community Data

Parent surveys and/or other feedbackParent engagement rateCommunity surveys and/or other feedback

Support Systems and Other Data

Organizational structure dataProcesses and procedures for teaching and learning, including program implementationCommunications dataCapacity and resources dataBudgets/entitlements and expenditures dataStudy of best practicesAction research resultsOther additional data


Goals

Goal 1: All students will meet or exceed state and local standards in all content areas as measured bypassing rates each 6 weeks, benchmark tests, and yearly state required assessments

Performance Objective 1: Improve in student performance in all areas and narrow the achievement gap as measured by local and state assessments,measurable growth, and decrease in academic gap in student populations.

Evaluation Data Source(s) 1: 6 weeks unit testsbenchmarksState Assessment scores

Summative Evaluation 1: No progress made toward meeting Performance Objective

TEA Priorities: 2. Build a foundation of reading and math.

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeNov Jan Mar June

TEA PrioritiesBuild a foundation of reading and math

1) Campuses will continue to implement RTI in allgrade levels using weekly formal and informalassessments

2.4, 2.5, 2.6, 3.1,3.2

Campus Principals Students will gain in performance as teachers closelymonitor performance.

RDATEA Priorities

Build a foundation of reading and math2) Strengthen literacy in all classes

2.4, 2.5, 2.6 Campus Principal Student will gain meaning and ample time dailyduring DEAR.

= Accomplished = Continue/Modify = No Progress = Discontinue


Goal 1: All students will meet or exceed state and local standards in all content areas as measured by passing rates each 6 weeks, benchmark tests, andyearly state required assessments

Performance Objective 2: Establish a process for supporting all learners in academics through appropriate interventions at the campus, classroom andindividual student levels.

Evaluation Data Source(s) 2: Improve in daily grades, test grades, and state exams.

Summative Evaluation 2: Some progress made toward meeting Performance Objective




RDATEA Priorities

Build a foundation of reading and math1) Staff will utilize formative assessments to checkfor understandings. Staff will utilize disaggregateddata to ensure quality instruction.

2.4, 2.5, 2.6, 3.1,3.2

Campus Principals Staff will identify students who need RTI using data.

2) Reinforce teacher/student engagement in LessonPlanning and TTESS

2.4, 2.5, 2.6 Campus Principal Teacher Meetings to discuss goals and assess in atimely manner



Goal 2: Create quality learning and working environments for all students, faculty, and staff as measuredby surveys, weekly attendance, and discipline data.

Performance Objective 1: Presidio ISD will provide a safe and healthy environment conducive to student learning.

Evaluation Data Source(s) 1: Improvement of attendance rates in both faculty, staff, and students.





RDAEquity Plan Strategy


1) PISD will provide a curriculum across allsubjects and grade levels. Training and support willbe provided to all teachers

2.4, 2.5, 2.6 DistrictAdministration

District Admin will coordinate with campusprincipals



Goal 3: All limited English proficient students will become proficient in English and reach high academicstandard by minimally achieving Advanced High in all proficiency levels.

Performance Objective 1: Provide high quality training in Sheltered Instruction to ensure appropriate instructional strategies are provided in theclassroom.

Evaluation Data Source(s) 1: State and Federal Assessment scores will improve at the end of the school year.





RDAEquity Plan Strategy


1) Differentiated instruction and intervention will beprovided by teachers in all classrooms

2.4, 2.5, 2.6 Campus Principals Campus Principals will do walkthroughs and monitor

2) Implement learning strategies to improveperformance if ELs.

2.4, 2.5, 2.6 Mentors, CampusPrincipals

Through walkthroughs and monitoring lesson plans,teachers will use strategies to help EL's



Goal 4: Improve community engagement as measured by surveys and id and end -of-the-year anddocumented participation throughout the year.

Performance Objective 1: All campuses will meet during a parent meeting and jointly discuss a family engagement policy.

Evaluation Data Source(s) 1: Policy





Connect high school to career and college1) Utilize parents, community organizations,businesses, and programs to increase studentlearning.

3.1, 3.2 District Admin,Campus Admin

Increase attendance at campus activities to helpstudents with students' families


Connect high school to career and college2) Enhance customer service, particularly throughwelcoming environments, effective communicationwith the public, ongoing staff training and resultsmonitoring, and more multi-language information.

3.1, 3.2 Campus Principal Parental involvement for every event on campus.



RDA Strategies

Goal Objective Strategy Description1 1 2 Strengthen literacy in all classes

1 2 1 Staff will utilize formative assessments to check for understandings. Staff will utilize disaggregated data to ensure qualityinstruction.

2 1 1 PISD will provide a curriculum across all subjects and grade levels. Training and support will be provided to all teachers3 1 1 Differentiated instruction and intervention will be provided by teachers in all classrooms


Title I Schoolwide Elements

ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA)

1.1: Comprehensive Needs AssessmentIntent and Purpose

Title I, Part A, provides supplemental resources to local education agencies (LEAs) to help schools with high concentrations of students from low-incomefamilies provide high-quality education that will enable all children to meet the state student performance standards. Title I, Part A, supports campuses inimplementing either a schoolwide program or a targeted assistance program. All campuses in Presidio ISD are Title I Schoolwide campuses.

It is recommended that all Title I, Part A, campuses have a school support team consisting of two to three members as appropriate to monitor programcompliance and effectiveness. The campus site-based decision-making committee provides the school support team function.

The school support team verifies the effectiveness of the General Program Requirements and Schoolwide Requirements stated below.

Intended Program Beneficiaries

The intended program beneficiaries are students who experience difficulties mastering the state academic achievement standards.

General Program Requirements

All Campuses

All Title I, Part A, campuses must do the following:

1. Implement Parents Right-to-Know in accordance with P.L. 107–110, Section 1111(h)(6)

2. Develop school-parent compacts jointly with parents

3. Provide information to parents in the language parents understand


4. Develop an LEA and campus Parent Involvement Policies

5. Implement Section 1304.21 of the Head Start Standards if implementing pre-school programs

6. Integrate and coordinate Title I, Part A, professional development and services with other educational services and programs

7. Provide additional assistance to students identified as needing help in meeting the state’s challenging student academic achievement standards

8. Ensure that all new teachers hired on the campus to teach core academic subjects are highly qualified when hired

9. Include in the Campus Improvement Plan (CIP) strategies and activities to ensure that all core academic subject area teachers teaching within the schoolare highly qualified not later than the end of 2017-18 school year

Schoolwide Campuses

The CIP of a Schoolwide Campus must do the following:

10. Incorporate the requirements of a Schoolwide Plan as cited in P.L. 107–110, Section 1114(b)

11. Clearly incorporate the Ten Components of a Schoolwide Program

12. Describe how the school will use Title I, Part A, resources and other sources to implement the ten components

13. Include a list of state and federal programs whose funds will be combined to implement a schoolwide program

14. Describe how the intent and purposes of the Federal programs whose funds are combined on a schoolwide campus are met

15. Include sufficient activities to address the needs of the intended beneficiaries of the Federal programs whose funds are combined on a schoolwide

campus for upgrading the entire education program.

In consultation with the local auditor, business office, administrators, and other campus professional staff, the decision was made to use the followingaccounting method:

ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP)

ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE)Presidio Independent School DistrictGenerated by Plan4Learning.com 18 of 20 December 17, 2019 9:14 am

3.1: Develop and distribute Parent and Family Engagement PolicyAll campuses will hold a Title I meeting and will review the district parent and famiy engagement policy. Each campus will request parent input in order toencourage families to participate with school/campus decision making.

3.2: Offer flexible number of parent involvement meetingsEach campus will hold monthly PTO meetings in order to invite parents to participate in different workshops and encourage them to commit to campusrelated initiatives. Each campus will invite different entities from the community in order to embrace other areas dealing with parenting and/or issuesregarding issues dealing with today's youth.


District Wide Educational Improvement Council

Committee Role Name PositionDistrict-level Professional Ray Vasquez SuperintendentDistrict-level Professional Dr. Laura Portillo Federal Programs/Curriculum DirectorAdministrator Hevila Ramos Presidio High School PrincipalAdministrator Yvette DeAnda Lucy Rede Franco Middle School PrincipalAdministrator Ernesto Monte Presidio Elementary 3-5 PrincipalAdministrator Dr. Edgar Tibayan Presidio Elementary PK-2 PrincipalAdministrator Glenn Omar Presidio High School Assistant PrincipalNon-classroom Professional Alonzo Hernandez Presidio High School CounselorNon-classroom Professional Cruz Tovar Lucy Rede Franco Middle School CounselorDistrict-level Professional Rosa Vasquez Curriculum SpecialistNon-classroom Professional Larry Quintana Technology DirectorClassroom Teacher Taro Gutierrez TeacherClassroom Teacher Jay Tibayan TeacherClassroom Teacher Perla Natividad TeacherParent Karmina Proano ParentClassroom Teacher Ariana Bailon TeacherClassroom Teacher Marivel Santillan TeacherClassroom Teacher Alexa Monte TeacherClassroom Teacher Samuel Aguilar TeacherClassroom Teacher Caroline Tapac Teacher


Documents

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