Laredo I.S.D. Board of Trustees B. Roll Call Meetings...The Curriculum and Instruction Committee of the Board will meet on the above ... Family Night Sign In Sheets 10. AR Reports/Weekly

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Laredo I.S.D. Board of Trustees

Curriculum and Instruction Committee Meeting

Tuesday, August 09, 2016 - 9:00 A.M.

Amber Yeary Board Room - 1620 Houston St.

Laredo, TX 78040

The Curriculum and Instruction Committee of the Board will meet on the above

date, time and location to discuss the following:

A. Meeting called to order by Curriculum and Instruction Committee Chairperson.

B. Roll Call

C. Pledge of Allegiance

1. Discussion and presentation of Assessment and Accountability, including:

2015-2016 Preliminary Performance Index Scores

Dr. Sylvia G. Rios, Chief Academic Officer

2. Discussion and presentation of the 2016-2017 Campus Instructional Initiatives and

Interventions, for the following campuses:

Antonio M. Bruni Elementary School

Demetrio D. Hachar Elementary School

Jesus A. Kawas Elementary School

Honore Ligarde Elementary School

Tomas Sanchez/Hermelinda Ochoa Elementary School


3. Discussion and presentation of the 2016-2017 Writing Initiative.


4. Discussion and presentation of the 2016-2017 Elementary and Middle School Trailblazers

Classes.


5. Discussion and presentation on the proposed 2017-2018 Early College High School

application.


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6. Discussion and presentation of the Special Education Program, including:

Graduation programs available for students up to age 26


7. Discussion and presentation of items to be procured by the Curriculum and Instruction

Department for an estimated cost of $105,000.00, including:

TASB BuyBoard Co-op #406-12 (Pitsco Education) $35,000.00

TIPS/TAPS Co-op (Science Web-Based Licenses $70,000.00


8. Discussion and presentation of policy DNA (Local) Performance Appraisal -Evaluation of

Teachers and DNB (Local)- Performance Appraisal- Evaluation of Other Professional

Employees.

Mrs. Roberta Ramirez, Chief of Staff

9. Adjournment

If during the course of the meeting, discussion of any item on the agenda should be held in a closed meeting,

the Board will conduct a closed meeting in accordance with the Texas Open Meetings Act, Texas Government

Code, Chapter 551, Subchapter D and E.

It is the policy of the Laredo Independent School District not to discriminate on the basis of race, color, national

origin, gender, religion, limited English proficiency, or handicapping condition in its programs.

DISABILITY ACCESS STATEMENT

Persons with disabilities who plan to attend this meeting and who may need auxiliary aid or services are

requested to contact Josie Z. Rodriguez at (956) 273-1401 at least two working days prior to the meeting so

that appropriate arrangements can be made. The accessible entrance and accessible parking spaces are

located at the Amber Yeary Board Room, 900 Main.

ASSESSMENT AND ACCOUNTABILITY

Ms. Connie Vela

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2016 INDEX 2 AND INDEX 3 TARGETS

2Source: 2016 Accountability Manual

2015-2016PRELIMINARY PERFORMANCE INDEX SCORES

HIGH SCHOOLS

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Index I Index 2 Index 3 Index 4*Student

AchievementStudent Progress

Closing

Performance Gap

Postsecondary

Readiness

District **MS/IR60% 60% 20% 22% 28% 28% 13% 13%

2015 2016 2015 2016 2015 2016 2015 2016

Laredo ISD MS 63% 66% 31% 37% 35% 38% 27% 36%

High Schools

Campus **MS/IR60% 60% 15% 17% 31% 30% 21% 21%

2015 2016 2015 2016 2015 2016 2015 2016

Cigarroa High TBD 57% 59% 19% 20% 34% 35% 20% 27%

Early College TBD 93% 97% 32% 45% 58% 64% 73% 84%

Martin High TBD 60% 63% 23% 28% 35% 39% 27% 44%

Nixon High TBD 66% 68% 20% 30% 38% 41% 34% 48%

*Includes STAAR performance ONLY – Must meet a 60% for the Index 4 All Components standard.


MIDDLE SCHOOLS

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Index I Index 2 Index 3 Index 4*

Student

AchievementStudent Progress

Closing

Performance Gap

Postsecondary

Readiness

District **MS/IR60% 60% 20% 22% 28% 28% 13% 13%

2015 2016 2015 2016 2015 2016 2015 2016

Laredo ISD MS 63% 66% 31% 37% 35% 38% 27% 36%

Middle Schools

Campus **MS/IR60% 60% 28% 30% 27% 26% 13% 13%

2015 2016 2015 2016 2015 2016 2015 2016

Christen Middle TBD 66% 57% 34% 27% 42% 32% 15% 22%

J. Cigarroa Middle MS 46% 61% 26% 34% 36% 35% 12% 26%

Lamar Middle MS 63% 62% 30% 33% 45% 34% 20% 26%

Memorial Middle MS 66% 68% 32% 36% 48% 41% 21% 34%


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ELEMENTARY SCHOOLSIndex I Index 2 Index 3 Index 4*

Student Achievement Student ProgressClosing Performance

GapPostsecondary Readiness

District **MS/IR60% 60% 20% 22% 28% 28% 13% 13%

2015 2016 2015 2016 2015 2016 2015 2016

Laredo ISD MS 63% 66% 31% 37% 35% 38% 27% 36%

Elementary Schools

State Targets **MS/IR60% 60% 30% 32% 28% 28% 12% 12%

2015 2016 2015 2016 2015 2016 2015 2016

Bruni El MS 71% 62% 40% 41% 41% 36% 10% 26%

DD Hachar El MS 60% 66% 32% 37% 37% 39% 25% 35%

Daiches El MS 60% 70% 38% 36% 30% 39% 15% 34%

Don Gallego El MS 69% 71% 39% 41% 37% 40% 15% 33%

Dovalina El MS 66% 65% 38% 44% 33% 38% 15% 26%

Farias El MS 61% 63% 43% 37% 34% 40% 14% 27%

H B Zachry El MS 65% 76% 42% 40% 34% 44% 19% 37%

Heights El MS 83% 82% 44% 50% 46% 46% 18% 46%

J C Martin El MS 73% 79% 46% 46% 41% 47% 12% 36%

J Kawas El MS 71% 74% 56% 41% 39% 42% 12% 26%


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2015-2016Preliminary Performance Index Scores

Elementary SchoolsIndex I Index 2 Index 3 Index 4*

Student Achievement Student ProgressClosing Performance

GapPostsecondary Readiness

District **MS/IR60% 60% 20% 22% 28% 28% 13% 13%

2015 2016 2015 2016 2015 2016 2015 2016

Laredo ISD MS 63% 66% 31% 37% 35% 38% 27% 36%

Elementary Schools

State Targets **MS/IR60% 60% 30% 5th Percentile 28% 5th Percentile 12% 12%

2015 2016 2015 2016 2015 2016 2015 2016

Leyendecker El MS 61% 71% 35% 40% 32% 43% 11% 34%

Ligarde El MS 64% 67% 44% 49% 35% 40% 18% 29%

Macdonell El MS 64% 71% 38% 43% 34% 42% 21% 31%

Milton El MS 75% 79% 44% 38% 40% 46% 22% 36%

Pierce El MS 78% 79% 47% 42% 42% 46% 28% 33%

Ryan El MS 69% 72% 33% 44% 39% 40% 27% 34%

Santa Maria El MS 50% 64% 28% 48% 25% 34% 11% 23%

Santo Nino El MS 81% 83% 40% 40% 45% 51% 27% 42%

Sanchez Ochoa El MS 67% 70% 37% 35% 34% 40% 18% 26%

Tarver El MS 74% 74% 41% 35% 40% 44% 30% 38%


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Campus Instructional Initiatives and Interventions 2016-2017

Campus: Sanchez-Ochoa Elementary Principal: Elba Contreras

STAAR DATA

2015-2016

3rd 4th 5th

Reading Math Reading Math Writing Reading Math Science

2015 2016 +/- 2015 2016 +/- 2015 2016 +/- 2015 2016 +/- 2015 2016 +/- 2015 2016 +/- 2015 2016 +/- 2015 2016 +/-

74

47

-27

79

81

2

64

77

13

62

71

9

68

67

-1

66

66

0

53

71

18

37

68

31

Area(s) of Focus:

Reading Grade Level(s):

3rd GradeCampus-wide

PROPOSED STAAR TARGET: 65%

2016-2017

Instructional Initiatives & Interventions Progress Monitoring

Students

1. 1st and 2nd grade students/classes will

follow a semi-departmentalized model.

Third-5th are already departmentalized.

2. Reading Intervention for K-5th Grade

3. Reading/Writing Carnivals will be

scheduled based on grade level

weaknesses

4. AR Recognitions/AR Ceremony

(Bi-weekly)

1. Collaborative Planning, Vertical Planning, PD

Sessions, T-TESS Goal Setting Progress

Monitoring, Learning Walks, Walkthroughs

2. Small group Intervention Sign Ins/Lesson

Plans/ Small Group Planning Sheet, Progress

Monitoring Results, Small group Intervention

Sign Ins/Lesson Plans/ Small Group Planning

Sheet

3. Data Analysis/Reading/Writing Carnivals,

Lesson Plans

4. AR data will be monitored weekly by

librarian/administration/teachers

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Teachers/Staff

5. Reading strategies staff development will

be offered to all reading teachers. (Guided

Reading, Forde Ferrier Strategies) and

overview of the Journeys Program and the

implementation of its components.

6. Improve RTI Process Implementation

7. Focused/Targeted Collaborative Planning

8. Monitoring of IEPs, 504 Plans and RTI

plans and trailblazing classes

Parent Involvement

9. Reading/Writing Family Nights will be

scheduled based on grade level

weaknesses every six weeks.

10. AR Monthly Ceremonies

11. Monthly Sessions to assist parents on the

use of Reading Resources offered by the

district (Digital Textbooks, AR Parental

Support, Skills Resources, 504/RTI/SPED

Accommodations, etc.)

5. Six Weeks Rigby Levels Progress,

Walkthroughs, Learning Walks, Small Group

Planning Mats, CBAs, Benchmarks, STAAR

Analysis

6. RTI Plans will be printed and followed by

teachers/ Walkthroughs by administration and

Instructional Specialist to monitor RTI Plan

Implementation in the classrooms

7. Lesson Plans, Sign In Sheets, Walkthroughs,

8. Walkthroughs, Lesson Plans, Conferences,

CBA/Benchmark Data

9. Data Analysis/Reading/Writing lesson plans,

Family Night Sign In Sheets

10. AR Reports/Weekly Progress

11. Reading Data Analysis/Strengths and

Weaknesses, Sign In

Resources Utilized:

Human Resources: Deans, Consultants, Administration, Teachers, Instructional Specialist, CEI Reading

Interventionist, Teacher Aides, Music Teacher, Librarian, Science Lab Manager

Instructional Resources: Reading Program, Mentoring Minds Workbooks, Forde Ferrier Workbooks,

Forde Ferrier RTI Workbooks, Digital Resources, Voyager and AR Platform

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Campus: Ligarde Elementary Principal: Rosalba Martinez

STAAR DATA

2015-2016

3rd 4th 5th


2015 2016 +/- 2015 2016 +/- 2015 2016 +/- 2015 2016 +/- 2015 2016 +/- 2015 2016 +/- 2015 2016 +/- 2015 2016 +/-

68 50 -18 58 68 10 57 71 14 27 63 36 69 64 -5 63 64 1 64 83 19 52 70 18

Area(s) of Focus: Reading

Grade Level(s): 2nd, 3rd, 4th


2016-2017


TEACHERS

1. Establish a PLC specifically for STAAR Reading

2. PLC identifies SE comparison by Level of

Concern (DMAC)

3. Saturday Staff Development to address SE needs

4. Plan question stems that are aligned to SE

(TEKS, KILGO)

5. Utilize LEAD4WARD Instructional Strategies

Playlist

STUDENTS

1. Create Flex groups per CBA and/or Campus

Based Assessments/ Benchmarks

2. Provide Super Saturday prescriptive intervention

PARENTS

1. Principal-Parent Conference to share student

Data/Benchmark

2. Provide Parent STAAR training sessions

1. Teachers will meet every 4th Saturday of the

Six Week starting on September 17, 2016 to

address SE level of Concerns, to work on

question stems aligned to SE.

2. Plan an Instructional Strategy from the

LEAD4WARD Playlist.

3. Conduct Learning Walks by Administration

and by Teams.

4. Campus assessments using campus resources

5. Utilize the Campus Monitoring tool to track

student performance.

6. Admin-Teacher Conferences

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Resources Utilized:

STAAR Bank, Lead4Ward, Forde Ferrier workbook, DMAC,

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Campus: Kawas Elementary Principal: Vanessa Ortegon

STAAR DATA

2015-2016

3rd 4th 5th


2015 2016 +/- 2015 2016 +/- 2015 2016 +/- 2015 2016 +/- 2015 2016 +/- 2015 2016 +/- 2015 2016 +/- 2015 2016 +/-

65

47

-18

64

58

-6

77

76

-1

75

68

-7

84

62

-22

93

85

-8

56

93

37

24

94

70

Area(s) of Focus: All subjects are areas of focus.

Concentration on 3rd grade Reading and 4th Grade

Writing.

Grade Level(s): 3rd and 4th Grade


2016-2017


“Armadillo Time”

This is a campus-based initiative that provides

prescriptive interventions for all Kinder through 5th grade

students. The initiative has three separate 1 hour blocks

that run from 8:00 AM to 11:00 AM. Each block services

two grade levels at a time and students are routed to

various intervention and/or enrichment locations

including, but not limited to, Computer Labs,

Reading/Lexia Labs, Writing Labs, and Imagination

Stations for special projects for GT students. To ensure

the success of this innovative campus-based initiative,

prescriptive planning and in depth analysis of data are

key. It addresses the needs of all levels and styles of

learners.

“Rainbow Editing”

This is a campus-based vertical alignment initiative that

adds a splash of color to everyday classroom writing in

order to motivate students to revise and edit their work.

In the lower-grades, Rainbow Editing is modeled during

the Daily News morning activities. Kinder through 5th

grade students are expected to show evidence of their

Rainbow Editing by utilizing these strategies on their

TELPAS Tuesday Writing Samples.

***********************************************

PROGRESS MONITORING OF STUDENT PROGRESS

Student progress will be monitored through a variety of

avenues depending on the type of intervention being

provided. Programs that generate reports will be analyzed

to gauge effectiveness of interventions received. In

addition, progress monitoring instruments embedded in

adopted curriculum, as well as, district recommendations/

resources will also be utilized. Other forms of progress

monitoring include daily grades, weekly exams, progress

reports, report cards, and of course, CBA assessments.

Contingent on data collected, interventions will continue

or change based on student progress, or lack thereof.

***********************************************

PROGRESS MONITORING OF CAMPUS-BASED

INSTRUCTIONAL INITIATIVES AND

INTERVENTIONS

“Armadillo Time”

In order to monitor the effectiveness of this campus-based

initiative, data collected from programs utilized during

Armadillo Time intervention/enrichment will be analyzed

and dissected weekly during Grade-Level Planning held

every Wednesday. Weekly Friday Staff meetings will be

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“TELPAS Tuesdays”

This is a campus-based initiative that is intended to assist

with strengthening English Language Acquisition through

the avenue of writing. A calendar of various TELPAS

writing prompts is provided at the start of the year. The

TELPAS Tuesday campus initiative integrates the District

Writing Plan, as well as the campus-based vertical

alignment initiative “Rainbow Editing”.

held to group students for interventions/ enrichments for

the upcoming week.


In order to monitor the implementation of this campus-

based initiative, Rainbow Editing is integrated with the

TELPAS Tuesday initiative and samples are turned in

weekly. In addition, implementation must be evident on

student work posted in classrooms, hallways and/or on

bulletin boards outside of the classroom.


In order to monitor the implementation of this initiative,

TELPAS Tuesday writing samples are turned in weekly

during grade-level planning. The samples are then rated

and data is analyzed to identify trends and/or areas of

strength, weakness and/or focus.

Resources Utilized:

Human resources

PD 360

planning/collaboration/model-teaching

staff development

Istation

Lexia,

My Virtual Reading Coach

Accelerated Reader

Journey’s Interventions

Kurzweil

Rainbow Editing

Forde Ferrier

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Campus: DD Hachar Elementary School Principal: Cynthia M. Villarreal

STAAR DATA

2015-2016

3rd 4th 5th


2015 2016 +/- 2015 2016 +/- 2015 2016 +/- 2015 2016 +/- 2015 2016 +/- 2015 2016 +/- 2015 2016 +/- 2015 2016 +/-

64

47

-17

44

62

18

49

60

11

52

60

8

54

56

2

66

68

2

66

76

10

72

81

9

Area(s) of Focus: All subjects are areas of focus;

however, specific concentration and support will be

provided in Reading, Math and Writing.

Grade Level(s): All grade levels need improvement;

however, specific concentration and support will be

provided for 3rd and 4th grade teachers. PROPOSED STAAR TARGET: 65%

2016-2017


“Cougar Power Learning Time”

This is a campus-based initiative that provides

prescriptive interventions for all Kinder through 5th grade

students. The initiative has three separate 1 hour blocks

that run from 8:00 AM to 11:00 AM. Each block services

two grade levels at a time and students are routed to

various intervention and/or enrichment locations

including, but not limited to, Computer Labs, Reading

Labs, Writing Labs, Math Labs, Science Labs and

Imagination Stations for special projects. To ensure the

success of this innovative campus-based initiative,

prescriptive planning and in depth analysis of data are

key. It addresses the needs of all levels and styles of

learners. From 504/SPED students to those identified as

GT, Cougar Power Learning time has something for

everyone!


This is a campus-based vertical alignment initiative that

adds a splash of color to everyday classroom writing in

order to motivate students to revise and edit their work.

In the lower-grades, Rainbow Editing is modeled during

the Daily News morning activities. Kinder through 5th

grade students are expected to show evidence of their

Rainbow Editing by utilizing these strategies on their

TELPAS Tuesday Writing Samples.

***********************************************

PROGRESS MONITORING OF STUDENT

PROGRESS

Student progress will be monitored through a variety of

avenues depending on the type of intervention being

provided. Programs that generate reports will be analyzed

to gauge effectiveness of interventions received. In

addition, progress monitoring instruments embedded in

adopted curriculum, as well as, district recommendations/

resources will also be utilized. Other forms of progress

monitoring include daily grades, weekly exams, progress

reports, report cards, and of course, CBA assessments.

Contingent on data collected, interventions will continue

or change based on student progress, or lack thereof.

***********************************************

PROGRESS MONITORING OF CAMPUS-BASED

INSTRUCTIONAL INITIATIVES AND

INTERVENTIONS

“Cougar Power Learning Time”

In order to monitor the effectiveness of this campus-based

initiative, data collected from programs utilized during

Cougar Power Learning Time intervention/enrichment

will be analyzed and dissected weekly during Grade-Level

Planning held every Wednesday. Weekly Friday Staff

meetings will be held to group students for interventions/

enrichments for the upcoming week.

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This is a campus-based initiative that is intended to assist

with strengthening English Language Acquisition through

the avenue of writing. A calendar of various TELPAS

writing prompts is provided at the start of the year. The

TELPAS Tuesday campus initiative integrates the District

Writing Plan, as well as the campus-based vertical

alignment initiative “Rainbow Editing”.

“Daily Math Frenzy”

This is a campus-based initiative that is intended to

increase fluency of basic math computation skills

including addition, subtraction, multiplication and

division. The first five minutes to every math block are

dedicated to daily, timed math drills to increase

computation speed and accuracy.

“Science Word-of-the-Day”

This is a campus-based initiative that is intended to

increase understanding of science academic vocabulary.

Each day, a science vocabulary word is read over the PA

System. Students are required to use this “Science Word-

of-the-Day” during their daily science journal writing.


In order to monitor the implementation of this campus-

based initiative, Rainbow Editing is integrated with the

TELPAS Tuesday initiative and samples are turned in

weekly. In addition, implementation must be evident on

student work posted in classrooms, hallways and/or on

bulletin boards outside of the classroom.



TELPAS Tuesday writing samples are turned in weekly

during grade-level planning. The samples are then rated

and data is analyzed to identify trends and/or areas of

strength, weakness and/or focus.

“Daily Math Frenzy”

In order to monitor the implementation this initiative,

teachers will bring evidence of daily math drills to grade-

level planning.

“Science Word-of-the-Day”


science journals will be spot-checked periodically during

grade-level planning.

Resources Utilized:

Human resources are key in the successful implementation of the aforementioned campus-based initiatives.

Resources utilized for professional development include PD 360 Edivate, planning/collaboration/model-

teaching from colleagues, and other staff development opportunities that may assist with strengthening

instruction. Programs such as Think Through Math, Sumdog, Prodigy Math, Istation, Lexia, My Virtual

Reading Coach, ABC Mouse, Accelerated Reader, Journey’s Interventions, ebooks, Tumblebooks,

BrainPop, Edmodo, Mimio Interactive Boards, Student Response System (Clickers), Todays Meet,

Learning.com, Kahoot, Kurzweil, Learn Pads, and of course, ipad educational apps will also be utilized.

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Campus: Bruni Elementary Principal: Miguel Castillo

STAAR DATA

2015-2016

3rd 4th 5th


2015 2016 +/- 2015 2016 +/- 2015 2016 +/- 2015 2016 +/- 2015 2016 +/- 2015 2016 +/- 2015 2016 +/- 2015 2016 +/-

57

34

-23

45

61

16

59

71

12

59

76

17

72

68

-4

80

63

-17

56

63

7

69

55

-14

Area(s) of Focus:

Reading and Science Grade Level(s):

3rd and 5th


2016-2017


1. New instructional schedule with additional

minutes for interventions; including trailblazing

class and interventions within schedule.

2. Focus in AR reading initiative to make reading a

priority throughout campus.

3. 3rd thru 5th grade departmentalized in areas of

reading, math, science and writing.

4. Provide early interventions to students in Tier 2

and 3 beginning in September for 3rd graders.

5. Provide tutor assistance in 3rd and 5th grade

reading and 5th grade science.

1. Every six weeks.

2. Weekly by librarian and every 3 weeks by principal.

3. Every six weeks.

4. Every three weeks by counselor, instructional specialist

and principal.

5. Every three weeks by principal and instructional

specialist.

Resources Utilized:

LEAD documents, Region 1 (training), Forde-Ferrier staff development and booklets, LISD deans of

instruction, library services, allocate funding and prioritize instruction and staff development for teachers in

need.

C

Adapted from a presentation by: Cristina Vasquez, Manager, Language Accessibility and Proficiency Measurement and Dr. Justin Porter, Director,

Assessment for Special Populations - Student Assessment Division, Texas Education Agency

Laredo Independent School District

Bilingual/ESL Department

Cynthia S. Cruz, Bilingual/ESL Director

Writing in the Content

Areas and TELPAS

Advancing ELL Students

Telling a story through data: LISD’s ELL Students

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2015-2016

24,199 LISD

Student Population

59.6%

6 out of every 10 LISD students are ELL.

7 out of every 10 LISD elementary students are ELL.

Another View

3 out of every 10 LISD secondary students are ELL.

What is TELPAS?

• Texas English Language Proficiency Assessment System

• Assesses the progress limited English proficient (LEP/ELL) students,

including LEP denials, make in learning the English language (attaining

the advanced high level)

• Assesses students in Kindergarten through 12th grade in four language

domains: Listening, Speaking, Reading and Writing

• Assesses students in alignment with the Texas English Language

Proficiency Standards (ELPS)

TELPAS Domain Weights

Listening : 10%

Speaking: 10%

Reading: 50%

Writing: 30%______________________________________________________________________

Composite Score

Students receive a composite proficiency rating that provides a single overall level of English

language proficiency (derived from the proficiency ratings in the four language domains).

TELPAS RatingsListening, Speaking, Reading, Writing

Beginning (B)

Intermediate (I)

Advanced (A)

Advanced High (AH)

Students receive individual proficiency level ratings (Beginning, Intermediate, Advanced and

Advanced High) in each of the four language domains assessed.

TELPAS Writing Requirements• Grades 2-12 Writing Assessment Approach

Raters assemble a collection of each student’s writing from a variety of

content areas

Raters base the English writing proficiency ratings on the contents of the

collection

Additional classroom observations are not used

• Assembly Criteria

Each writing collection must contain:

• 5 total samples

At least 1 narrative about a past event

At least 2 writing samples from mathematics, science, or social studies

Writing assigned on or after the specified date (mid-February) may be

considered for the collection and samples may continue to be gathered until the date designated by the district. This district deadline for

completing writing collections must allow for collections to be verified and

rated in order for ratings to be submitted by the state established deadlines.

Review TELPAS results from the previous year

Teach the English Language Proficiency Standards

(ELPS – SEs)

Use the ELPS-TELPAS Proficiency Level Descriptors

(PLDs) throughout the year

Have students write, write and write some more!!

How do we ensure ELLs make yearly

progress in English Proficiency?TELPAS Writing 2016

English proficiency in writing is defined for TELPAS as the ability to produce written text with content and format to fulfill grade-appropriate classroom assignments.

Writing in the Content Areas

Writing in the content areas is not only required as part of the ELPS

but an integral part of well-rounded classroom

instruction.

District-Wide

TELPAS Tuesday

Writing Plan

Campus and District Monitoring

• Campus Writing Review Teams will

be created for 2016-2017

• ELAR Deans will be meeting every

three weeks with CWRTs in order

to review writing samples for

students at all grade levels.

• Samples will determine strengths

and weaknesses to spiral and

scaffold lessons for upcoming

week.

2016-2017 TrailBlazers Classes

Grades 3-8Mrs. Myrtala Ramirez

Mr. Oscar Perez

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TrailBlazers Courses

High achieving students were selected by campus administrators to

enroll in the 2016-2017 Trailblazers Class.

Trailblazer student characteristics/traits:

Scholars - Criteria was determined by campus committees.

Innovators – Students will set the pace for other students in the school by

displaying their work and acting as trendsetters in the academic realm.

Creators – Learning through imagination and creativity consisting of hands-on activities, assignments, and group projects.

Entrepreneurs - Exploring learning through projects specific to current

businesses in the community; Students will also be visited by entrepreneurs to

learn of their exciting professions.

Leaders – Working on developing leadership skills by participating in school

organizations/clubs.

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TrailBlazers Teachers

Selection:

Has history of students scoring 60% or higher on local and state

assessments

Has noted potential to increase student achievement

Professional Development specific to course goals

Setting the pace for Level III or potential Level III students

Identifying projects or activities specifically for student groups

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Elementary

TrailBlazers

Classes

4Campus

Number of

3rd Grade Classes (number of students)

Number of

4th Grade Classes (number of students)

Number of

5th Grade Classes (number of students)

Bruni 1 (22) 1 (22) 1 (22)

Daiches 1 (25) 1 (25) 1 (25)

Dovalina 1 (18) 1 (24) 1 (19)

Farias 1 (21) 1 (22) 1 (26)

Gallego 1 (22) 1 (24) 1 (25)

D. D. Hachar 1 (25) 1 (23) 1 (24)

Heights 1 (22) 1 (23) 1 (24)

Kawas 1 (25) 1 (20) 1 (25)

Leyendecker 1 (20) 1 (20) 1 (20)

Ligarde 1 (22) 1 (20) 1 (23)

Macdonell 1 (20) 1 (22) 1 (22)

J. C. Martin 1 (21) 1 (20) 1 (21)

Milton 1 (25) 1 (25) 1 (23)

Alma Pierce 1 (25) 1 (25) 1 (25)

Ryan 1 (25) 1 (25) 1 (24)

Sanchez/Ochoa 1 (19) 1 (15) 1 (25)

Santa Maria 1 (21) 1 (22) 1 (22)

Santo Niño 1 (19) 1 (18) 1 (22)

K. Tarver 1 (25) 1 (25) 1 (25)

Zachry 1 (25) 1 (25) 1 (25)

Early College

High School

Design Elements

Timeline

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• August Attending the ECHS Summit in Austin Texas on August 4-5, 2016

(Will continue to gather information and provide revisions to application)

• September Committee will meet with campus and central office designees for revisions as needed.

• October Online application is made available by TEA

• November Tentative Webinar open for discussion on Technical Assistance

Draft for Board Review

• December Application Submission

• Spring 2017 Notification of Designation

House Bill 505A rule may not limit:

• (1) the number of dual credit courses or hours in which a student may enroll while in high school;

• (2) the number of dual credit courses or hours in which a student may enroll each semester or academic year; or

• (3) the grade levels at which a high school student may be eligible to enroll in a dual credit course.

Required Elements for

Early College High School Design

1. Target Population

2. P-16 Partnership

3. Curriculum and Academic Rigor

4. School Design

5. Support Structures

6. Staffing

Early College Elements

Population:

• Grades 9 to 12

• Enroll a majority of students who are at risk of dropping out

(as defined by PEIMS)

• ECHS must be small, serving no more than 100-125 students per

grade level.

Early College Elements

Partnership

• MOU (Location, Tuition, Fees, Textbooks, Transportation)

Curriculum/Academic Rigor

• Course of study that leads to high school diploma and either an associate’s

degree or 60 semester hours towards baccalaureate degree.

• TSI must be offered to all incoming 9th grade students.

Early College Design Elements

School Design Model must be autonomous:

• Is located on a college or university campus

• Is stand-alone high school campus near a college or university campus

• Is a small learning community within a larger high school near a college or

university campus. (ECHS students must be a separate cohort and be physically

separated from larger high school with its own teachers, leader, schedule,

professional development, budget, and curriculum plan.)

Early College Design

• ECHS must be full-day program

• Students may not travel between two high school campuses in order to

receive instruction or support services.

• Location of new ECHS:

1. Martin High School Health Science Magnet

2. Separate Building

3. Apply for all three magnets for Early College Designations:

Dennis Cantu Health Science (Health Science certificates: NURA, EMT)

Sabas Perez Engineering Magnet (Advanced Math/Science)

Vidal M. Trevino Fine Arts (Fine Arts electives)


Support Structures

• Create a distinct college-going culture for college success (registration, FAFSA,

college extra curricular activities).

• Provide a learning environment, and academic support services (tutoring,

mentoring).

• Build social and emotional support services (individual graduation plans, guidance

and counseling, advisory structures)

• Provide students opportunities to have regular access to facilities, resources and

services available to all college or university students.

• Commitment to substantial parent and community involvement.


Staffing

• ECHS teachers must be highly qualified to provide accelerated instruction.

• Common planning time for ECHS teachers to meet with school leaders and

higher education faculty.

• ECHS must provide support, guidance, and professional development for

teachers.

• ECHS must be led by principal who is 100% dedicated to ECHS.

• IHE partner must identify a liaison to the ECHS with the authority to make

decisions.


Staffing

Internal vs. External Staff

Qualified Adjunct Teachers (LISD)*

Or

LCC Instructors

Implications

Population/School Design

Students accountability for performance reporting will belong to

campus where ECHS will be located. This may impact existing

campuses.

Recruitment implications between existing ECHS and new ECHS.

Large percent of VMT students are band, ROTC, and athletics

members. This could impact programs at other two high schools.

Implications

Curriculum/Rigor

• Students who do not pass TSI, cannot continue to take dual enrollment

courses.

• 60 credit hour requirement may not allow students to complete certain

existing Magnet certifications.

Staffing

• Number of qualified adjunct teachers existing currently in the district.

• Tuition is free when using adjunct teachers.

Student at Least Age 21 but under Age 26

OSCAR PEREZDIRECTOR OF SECONDARY EDUCATION AUGUST 2016

DRAFT

Age Eligibility

• Age requirements students must meet to be eligible to attend Texas public schoolsfor FSP benefits.

• Eligible for free attendance for either full-day attendance for the entire school year in thedistrict in which they are entitled to attend for FSP benefits.

• *A student who is at least 21 years of age but less than 26 years of age on September 1 ofthe current school year and who has been admitted by your school district to completethe requirements of a high school diploma. *TEC, §42.003

• **A student who is at least 19 years of age but less than 26 years of age on September 1 ofthe current school year and is enrolled in an adult high school diploma and industrycertification charter school pilot program. **TEC, §29.259; TEC, §42.003

Source: TEA 2015-2016 Student Attendance Accounting Handbook Sec. 3.2.3.2, May 2016

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Districts’ Discretionary Authority

Section §25.001 (b-1) grants districts discretionary authority to admit students who are at least 21 years of age and under 26 years of age on September 1 of the school year and are admitted to complete the requirements for a high school diploma.

Slide 3 of 7

DAEP or JJAEP

These older students are not eligible for placement in a DAEP or a JJAEP. If a student admitted under this discretionary authority engages in conduct that would require such placement for a student under age 21, the district shall revoke the student’s admission into the public schools of the district.

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Students 21-26 Years of Age

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Under §25.001 (b-2), if a student admitted under Subsection (b-1) has not

attended school in three preceding school years, the student may not be

placed with a student who is 18 years of age or younger in a classroom

setting, a cafeteria, or another district-sanctioned school activity. However,

the student may attend a school-sponsored event that is open to the public as

a member of the public.

Foundation School Program

An older student admitted under §25.001 (b-1) is entitled to Foundation School Program funding under §42.003 (a)(1).

However, a student with a disability is not eligible for either federal or state special education programs or funding unless that student was under the age of 22 on September 1 of the applicable school year.

A student with a disability who no longer qualifies for special education due to the student’s age and who has not graduated must meet the regular state graduation requirements regardless of whether the student previously could have graduated under an IEP with different requirements. Generally, students with disabilities will qualify for §504, [63] but that law does not allow modification of graduation requirements or provide any additional funding. A public school may not deny admission based on the presence of a disability, prior special education status, or §504 status.

Source: TEA To The Administrator Addressed dated August 11, 2015

Slide 6 of 7

Questions, Thoughts or Comments

Slide 7 of 7

Procurement Items

• TASB BuyBoard Co-op #406-12 $35,000.00

• Pitsco Education

• Instructional materials and supplies for the current engineering (Robotics) and health/science

magnet schools

• Funding: 244 (Title I)

• TIPS/TAPS Co-op $70,000.00

• Science web-based program, Edusmart Science

• TEKS-aligned and is a teacher-guided instructional tool that is designed to enhance instruction

and maximize learning through the use of proven research-based strategies.

• Funding: IMA Funds1

Documents

Laredo I.S.D. Board of Trustees B. Roll Call Meetings...The Curriculum and Instruction Committee of the Board will meet on the above ... Family Night Sign In Sheets 10. AR Reports/Weekly