Mexia Independent School District District Improvement Plan 2018-2019 Accountability Rating: C
Board Approval Date: October 15, 2018 Public Presentation Date: October 15, 2018
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Mission Statement MISD as a public enterprise will accomplish the Vision in such a way that the employees, students, community and taxpayers are proud.
MISD BUSINESS: Producing graduates with the skill and motivation to be successful at the post-secondary level in whatever endeavor they may choose.
Vision A public school district where students are: -motivated by success -dedicated to helping others -successful in post-secondary endeavors
Core Beliefs We believe: -Students learn best in a safe and orderly environment. -A clear, focused vision and mission guides all operations. -We must set high expectations of adult leadership and student achievement. Mexia Independent School District Generated by Plan4Learning.com
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-Strong instructional leadership is necessary to achieve positive change. -That frequent monitoring of student progress enables immediate intervention and high success -A positive home, community and school relationship fosters increased achievement. -In being financially responsible and transparent to our entire community.
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Table of Contents Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Goal 1: Assure the District provides a comprehensive Pre-K - 12 curricula and a variety of effective instructional activities that results in high student academic performance and each MISD graduate being ready and qualified to enter the college and/or career of their choice. . . . . . . . . . . . . . 9 Goal 2: Fund a budget that provides necessary resources for achieving exemplary and recognized success in academics, extra-curricular activities, facilities management, personnel management, and financial accountability. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Goal 3: Provide current and enforceable Board and District policies that assure compliance with all applicable local, state and federal laws and regulations, and provides District administration and staff with necessary direction, authority and means for operating a District that is safe and achieves the Vision and Mission set forth above. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Goal 4: Execute a comprehensive multi-year plan to secure and maintain a vigorous community support effort for all MISD programs and activities. . 27 Goal 5: Provide a District Superintendent and subordinate administrative staff who have the training, vision, leadership skills, courage and patience to succeed in the business of the MISD and accomplish the stated MISD Vision and Mission. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Goal 6: Increase and improve community and parental involvement and build positive perceptions and relationships among staff, Board, and community in support of student achievement through ongoing communication and active involvement to promote District pride and increase ownership among all stakeholders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Goal 7: Communicate and model the valued characteristics of good citizenship, respect and public service as appropriate and acceptable behaviors while building positive attitudes of high expectations and honor with both faculty and students in all grade levels. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Plan Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 District Site-Based Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 District Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Addendums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
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Comprehensive Needs Assessment Demographics Demographics Summary The district currently enrolls a total of 1805 students. The ethnic breakdown for the district is: American Indian or Alaskan Native-less than 1%; Asian-1%; Black or African American-27%; White-22%; Hispanic/Latino Ethnicity-46%; Multi Racial3%. The district currently serves the following special populations: 9.9% of the students being served by Special Education Services, this includes the Developmental Campus which provides educational services to students from the Mexia State Supported Living Center. less than 1% of the current student population are served by migrant 3.0% of the students are served by Gifted and Talented 11% of the students served by ESL 190 Hispanic 8 Asian 7% of our students are served by 504. Approximately 83% of the students in the district qualify for free or reduced meals. Staffing of the district includes approximately 150 teachers and a total of 350 employees on a full or part time basis.
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Comprehensive Needs Assessment Data Documentation The following data were used to verify the comprehensive needs assessment analysis: Improvement Planning Data District goals Current and/or prior year(s) campus and/or district improvement plans Campus and/or district planning and decision making committee(s) meeting data State and federal planning requirements Accountability Data Texas Academic Performance Report (TAPR) data Domain 1 - Student Achievement Domain 2 - Student Progress Domain 3 - Closing the Gaps System Safeguards and Texas Accountability Intervention System (TAIS) data Critical Success Factor(s) data Accountability Distinction Designations Federal Report Card Data PBMAS 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 versions STAAR End-of-Course current and longitudinal results, including all versions STAAR Released Test Questions STAAR EL Progress Measure data Texas English Language Proficiency Assessment System (TELPAS) results Texas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment results Postsecondary college, career or military-ready graduates data SAT and/or ACT assessment data Student Success Initiative (SSI) data for Grades 5 and 8 Local diagnostic reading assessment data SSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license) SSI: Think Through Math assessment data for Grades 3-8 and Algebra I (TEA approved statewide license) Local benchmark or common assessments data Student failure and/or retention rates Local diagnostic reading assessment data Mexia Independent School District Generated by Plan4Learning.com
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Local benchmark or common assessments data Observation Survey results Istation Indicators of Progress (ISIP) reading assessment data for Grades PK-2 Student Data: Student Groups Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress for each group Special Programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student group Number of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc. Economically Disadvantaged / Non-economically disadvantaged performance, progress, and participation data, Male / Female performance, progress, and participation data Special education population, including performance, discipline, progress, and participation data Migrant population, including performance, progress, discipline, attendance, and mobility At-Risk population, including performance, progress, discipline, attendance, and mobility EL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, gender, etc. Career and Technical Education (CTE) data, including academic achievement, progress, program growth, race, ethnicity, gender, etc. Section 504 data Homeless data Gifted and talented data Dyslexia Data Response to Intervention (RtI) student achievement data Student Data: Behavior and Other Indicators Completion rates and/or graduation rates data Annual dropout rate data Attendance data Discipline records Violence and/or violence prevention records Student surveys and/or other feedback Class size averages by grade and subject School safety data Class size averages by grade and subject Employee Data Staff surveys and/or other feedback State certified and high quality staff data Teacher/Student Ratio Highly qualified staff data Campus department and/or faculty meeting discussions and data Mexia Independent School District Generated by Plan4Learning.com
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Professional development needs assessment data T-TESS Parent/Community Data Parent surveys and/or other feedback Parent Involvement Rate Community surveys and/or other feedback Support Systems and Other Data Organizational structure data Processes and procedures for teaching and learning, including program implementation Budgets/entitlements and expenditures data Study of best practices
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Goals Revised/Approved: October 02, 2018
Goal 1: Assure the District provides a comprehensive Pre-K - 12 curricula and a variety of effective instructional activities that results in high student academic performance and each MISD graduate being ready and qualified to enter the college and/or career of their choice. Performance Objective 1: Reduce the number of students reading below grade level by 15% by the end of the 2018-19 school year as evidenced by STAR local assessments. Evaluation Data Source(s) 1: STAR Renaissance Data, HMH MOY and EOY data Summative Evaluation 1: TEA Priorities: 2. Build a foundation of reading and math. Strategy Description
ELEMENTS
Monitor
Assistant 15% fewer students reading below grade level as Superintendent for evidenced by the STAR Renaissance EOY test. Learning and School 1) Continuous monitoring and reporting of all Improvement benchmark tests in Reading in grades K - 8. Funding Sources: 211-Title I Part A - 0.00 Critical Success Factors 2.5 Joseph Tyus Each campus will have a way to monitor and focus on CSF 3 Kelli Fortner strategies that support district initiatives. Galen Remmers 2) Principals will provide campus focus documents by Brian Bartlett October 20, 2018 to support their plan for improvement Val Sunday Critical Success Factors CSF 1 CSF 2 CSF 7
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2.5, 2.6
Strategy's Expected Result/Impact
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Critical Success Factors CSF 1 CSF 2 CSF 3 CSF 4 CSF 7
2.4, 2.6
3) The RTI system will continue to be utilized and implemented so that 100% of students needing intervention will receive it in a timely manner. * RTI processes supported for all Tiers *Progress of each student and student group tracked (using STAR Renaissance) * Interventions and enrichment scheduled during the school day after each assessment * Problem solving in PLCs using data to inform decisions
Critical Success Factors CSF 1 CSF 2 4) Supplemental HQ blended learning approaches to Reading will be provided to all students in K-8.
Critical Success Factors CSF 1 CSF 2 CSF 4 5) Reading Interventionists will deliver instruction of targeted Reading Programs for grades K-8.
Critical Success Factors CSF 1 6) Additional vocabulary instruction provided to students for maximum engagement by using Flocabulary.
= Accomplished
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Principals and Individual student needs will become the focus of teacher teachers will review interventions. By the student by the student expectation. CBA data and hold data talks, principal monitors interventions with feedback to teachers, data talks with teachers include discussion about student progress after interventions.
Coordinator of Intervention Services Funding Sources: 199-General Fund - 0.00, 211-Title I Part A - 0.00, 255-Title II, Part A, TPTR - 0.00 2.4, 2.6 Assistant Students will improve foundational reading skills. Superintendent for Learning and School Improvement Campus Principals Teachers Reading Interventionists Funding Sources: 211-Title I Part A - 0.00 2.4, 2.6 Assistant Students who need additional support in Reading will Superintendent for receive the support needed and student achievement will Learning and School improve. Improvement Campus Principals Reading Interventionists Funding Sources: 211-Title I Part A - 0.00 2.4 Assistant Increased academic language acquisition. Superintendent for Learning and School Improvement Campus Principals Teachers Funding Sources: 211-Title I Part A - 0.00 = Continue/Modify
= Considerable
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= Some Progress
= No Progress
= Discontinue
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Goal 1: Assure the District provides a comprehensive Pre-K - 12 curricula and a variety of effective instructional activities that results in high student academic performance and each MISD graduate being ready and qualified to enter the college and/or career of their choice. Performance Objective 2: Increase STAAR passing rates for all tested areas by 5% for the 2018-19 school year as evidenced by the Texas Academic Performance Report. Evaluation Data Source(s) 2: TAPR, STAAR Test results, CBAs and Benchmark testing in DMAC Summative Evaluation 2: TEA Priorities: 2. Build a foundation of reading and math. Strategy Description
ELEMENTS
Critical Success Factors CSF 1 CSF 2 CSF 3 CSF 7
Monitor
Strategy's Expected Result/Impact
Superintendent Assistant Superintendent for Learning and School Improvement
An accurate picture of instructional practice and student engagement across the district will be provided. Targeted Professional Development will be provided as a result. Results will be compiled and tracked in DMAC.
Assistant Superintendent for Learning and School Improvement RtI Coordinator Campus Principals The campus principal facilitates data talks in PLC meetings, principal talks with individual teachers on individual student progress for mastery
Laser like focus on student results and what is needed as we move throughout the year to prepare for Spring testing.
Reviews Formative Summative Nov Jan Mar June
1) Superintendent and Assistant Superintendent and all administrators will conduct 72 classroom walk throughs per campus per semester to monitor instruction and student engagement levels. Principals will conduct 5 walkthroughs on each campus that is not their assigned Funding Sources: 255-Title II, Part A, TPTR - 0.00 campus each semester. Critical Success Factors CSF 2 CSF 3
2.6
2) Continuous monitoring and reporting of all benchmark tests in STAAR Tested areas. Critical Success Factors CSF 1 CSF 2 CSF 3 CSF 7
2.4, 2.6
As teachers learn how to use data to guide instruction for mastery, teachers will begin to take ownership in the use of data for student improvement providing intervention in a timely manner and modifying instruction when necessary.
3) *Implement CBA assessments *Training in PLCs for data disaggregation of assessments *Principal/Teacher conferences on individual student results from STAR Renaissance *PLC meetings on CBA data by TEKS/SE and spiraling Funding Sources: 211-Title I Part A - 0.00 for mastery
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Critical Success Factors CSF 1
Assistant Resources to support learning and intervention for all Superintendent for students. Learning and School 4) Utilize online supplemental instructional programs to Improvement enhance the curriculum at the campus level. RtI Coordinator Campus Principals Teachers Funding Sources: 211-Title I Part A - 0.00 Critical Success Factors 2.6 Director of District Increased academic language acquisition and improved CSF 1 Services academic performance for ELs. Campus Principal 5) Strong targeted academic instruction will be provided ESL Coordinator at to English Learners with the use of Research Based JH Curriculum beginning with 7th and 8th grades. Funding Sources: 263-Title III, LEP - 0.00 Critical Success Factors 2.4, 2.6 Assistant Identified students struggling in math will receive CSF 1 CSF 2 Superintendent for additional support. Learning and School 6) A math interventionist will be provided for students Improvement during the first years of STAAR testing to support Sims Intermediate academic achievement. Principal Math Interventionist Funding Sources: 255-Title II, Part A, TPTR - 0.00 Critical Success Factors 2.4 Assistant An aligned curriculum will strengthen teacher knowledge CSF 1 CSF 2 CSF 7 Superintendent for of the specificity within the TEKS providing HQ Learning and School instruction and improved student achievement. 7) TEKS RS will be used across the district for Improvement curriculum K-12 for specificity and updates for all core Campus Principals subject areas. Teachers Funding Sources: 211-Title I Part A - 0.00 Critical Success Factors Assistant Additional support will be provided to students to CSF 1 Superintendent for improve student achievement. Learning and School 8) Provide instructional aides to reduce student to Improvement teacher ratio and support academic achievement. Director of District Services Campus Principals Funding Sources: 211-Title I Part A - 0.00 = Accomplished
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2.4, 2.6
= Continue/Modify
= Considerable
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= Some Progress
= No Progress
= Discontinue
District #147-903 October 17, 2018 12:51 pm
Goal 1: Assure the District provides a comprehensive Pre-K - 12 curricula and a variety of effective instructional activities that results in high student academic performance and each MISD graduate being ready and qualified to enter the college and/or career of their choice. Performance Objective 3: Improve the post high school success of MISD students as evidenced by increased participation in CTE courses, increased interest in military enlistment, and reduction in remedial college classes taken by MISD graduates. Evaluation Data Source(s) 3: CTE reports, CCMR report, PK-16 report, ASVAB Results Summative Evaluation 3: TEA Priorities: 3. Connect high school to career and college. Strategy Description
ELEMENTS
Monitor
Strategy's Expected Result/Impact
Critical Success Factors CSF 1
2.5
Val Sunday Jennifer Herrell
More students will pursue pathways resulting in program certifications.
2.4, 2.5
Val Sunday Jennifer Herrell
More students will earn college credit while also enrolled in HS.
2.5
Val Sunday Jennifer Herrel
Students will have access to industry standard labs better preparing them for post secondary success.
2.5
Val Sunday Jennifer Herrell
Students will have opportunities to take more courses and gain industry certifications.
Reviews Formative Summative Nov Jan Mar June
1) Increase participation in CTE Courses by offering a certificate/certification pathway in all program areas. Critical Success Factors CSF 1 2) Continue to support Dual Credit courses in Manufacturing, Health Science, STEM, and Agriculture, Food & Natural Resources Critical Success Factors CSF 1 3) Modernize CTE labs to meet industry standards. Critical Success Factors CSF 1 CSF 4 4) Support programs through the GWAMA and GWAHCA in Waco through providing transportation and supporting senior students all day.
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Funding Sources: 244-CTE - 0.00
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Critical Success Factors CSF 1
2.5
Val Sunday HS Counselors
Students interested in pursuing a military career will have all available information and assessment provided through the coordination of school and military efforts.
2.6
Val Sunday HS Counselors
More students will graduate college and career ready.
5) Increased interest in military enlistment will be supported through provision of monthly visits from various branches of the military, military participation in the College Fair, Classroom visits with military recruiters and offering of the ASVAB to MISD Students. Critical Success Factors CSF 1 CSF 2 6) By offering College Prep Math and administering the TSI on site fewer students will require remedial college classes after graduation. = Accomplished
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= Continue/Modify
= Considerable
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= Some Progress
= No Progress
= Discontinue
District #147-903 October 17, 2018 12:51 pm
Goal 1: Assure the District provides a comprehensive Pre-K - 12 curricula and a variety of effective instructional activities that results in high student academic performance and each MISD graduate being ready and qualified to enter the college and/or career of their choice. Performance Objective 4: All campuses will meet state standards for 2018-19 school year as evidenced by the TEA Accountability Report. Evaluation Data Source(s) 4: TEA Accountability Report, PBM reports Summative Evaluation 4: TEA Priorities: 2. Build a foundation of reading and math. Strategy Description
ELEMENTS
Critical Success Factors CSF 1 CSF 2 CSF 3 CSF 4 CSF 7
2.4, 2.6
1) District benchmarks in all tested areas will be monitored and reviewed throughout the year by examining disaggregated data. Critical Success Factors CSF 1 CSF 2 CSF 3 CSF 6 2) Each campus will design and develop a way to review data and progress monitor individual student results for academics and behavior. PLCs will work together to plan next steps. Critical Success Factors CSF 1 CSF 2 CSF 6 CSF 7 3) A pilot program Rewarding Teachers for Distinction Designations at each campus and students meeting and mastering STAAR in 5th grade subjects and English II will be piloted in the 2018-19 school year.
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Monitor
Strategy's Expected Result/Impact
Assistant Student performance will be monitored and instructional Superintendent for support will be provided to teachers and additional Learning and School learning opportunities to students based on data. Improvement Campus Principals Funding Sources: 211-Title I Part A - 0.00, 255-Title II, Part A, TPTR - 0.00 2.4, 2.5, 2.6 Campus Principals Increased student master of content areas monitored as Teachers well as increased awareness and ownership of student Assistant performance results. Teachers will build capacity based Superintendent for on results of working together to plan next steps. Learning and School Improvement Funding Sources: 199-General Fund - 0.00 Superintendent Students will have increased motivation to learn and Assistant master material through out the school year and student Superintendent for scores in STAAR tested areas piloted will improve. All Learning and School teachers on a campus will support the teachers of STAAR Improvement tested areas in helping students meet and master the Campus Principals STAAR tested subject areas. Funding Sources: 199-General Fund - 0.00
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Critical Success Factors CSF 1 4) Ensure all campuses have access to instructional technology to assist in improving student achievement.
= Accomplished
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2.4
Assistant Access to student use of instructional technology will be Superintendent for consistent k-12. Learning and School Improvement Chief Information Officer Technology Department Campus Principals Funding Sources: 211-Title I Part A - 0.00 = Continue/Modify
= Considerable
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= Some Progress
= No Progress
= Discontinue
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Goal 1: Assure the District provides a comprehensive Pre-K - 12 curricula and a variety of effective instructional activities that results in high student academic performance and each MISD graduate being ready and qualified to enter the college and/or career of their choice. Performance Objective 5: MISD staff in collaboration with local day care providers and head start will work to ensure positive transition into public school through informational meetings and newsletters. Evaluation Data Source(s) 5: Summative Evaluation 5: Strategy Description
ELEMENTS
Critical Success Factors CSF 1 CSF 5
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Strategy's Expected Result/Impact
Assistant More students will be prepared to enter school. Superintendent for Learning and School Improvement Director of Student Services
1) MISD will work with local day care and head start to support school readiness.
= Accomplished
Monitor
= Continue/Modify
= Considerable
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= Some Progress
= No Progress
Reviews Formative Summative Nov Jan Mar June
= Discontinue
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Goal 2: Fund a budget that provides necessary resources for achieving exemplary and recognized success in academics, extra-curricular activities, facilities management, personnel management, and financial accountability. Performance Objective 1: Present a balanced budget to the Board for adoption by August 31, 2018. Evaluation Data Source(s) 1: Budget Report through Skyward Summative Evaluation 1: Met Performance Objective Strategy Description
ELEMENTS
1) A balanced budget was presented and adopted August 2018.
= Accomplished
Mexia Independent School District Generated by Plan4Learning.com
= Continue/Modify
Monitor
Strategy's Expected Result/Impact
Assistant Superintendent of Business and Finance = Considerable
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= Some Progress
= No Progress
Reviews Formative Summative Nov Jan Mar June
= Discontinue
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Goal 2: Fund a budget that provides necessary resources for achieving exemplary and recognized success in academics, extra-curricular activities, facilities management, personnel management, and financial accountability. Performance Objective 2: Increase district fund balance for 2018-19 by a minimum of $250,000 as shown in annual audit delivered in December 2019. Evaluation Data Source(s) 2: District Audit Report Summative Evaluation 2: Strategy Description
ELEMENTS
Dr. Lyle Dubus
1) Examine areas in which to save money for the district. = Accomplished
Mexia Independent School District Generated by Plan4Learning.com
Monitor
= Continue/Modify
Strategy's Expected Result/Impact Stronger fund balance for the district.
= Considerable
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= Some Progress
= No Progress
Reviews Formative Summative Nov Jan Mar June
= Discontinue
District #147-903 October 17, 2018 12:51 pm
Goal 2: Fund a budget that provides necessary resources for achieving exemplary and recognized success in academics, extra-curricular activities, facilities management, personnel management, and financial accountability. Performance Objective 3: Eliminate redundant or obsolete positions as they become open as evidenced by a position control report to be delivered in July 2019. Evaluation Data Source(s) 3: Position Control Report, Student/Staff ratio report Summative Evaluation 3: Strategy Description
ELEMENTS
Critical Success Factors CSF 3
Mexia Independent School District Generated by Plan4Learning.com
Strategy's Expected Result/Impact
Dr. Lyle Dubus The district will staff positions for efficiency and Assistant effectiveness. Superintendent for Learning and School Improvement Director of District Services Campus Principals
1) Review all employee positions and job responsibilities and examine need to fill positions that become open due to employees leaving the district as evidenced by the created position control report.
= Accomplished
Monitor
= Continue/Modify
= Considerable
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= Some Progress
= No Progress
Reviews Formative Summative Nov Jan Mar June
= Discontinue
District #147-903 October 17, 2018 12:51 pm
Goal 2: Fund a budget that provides necessary resources for achieving exemplary and recognized success in academics, extra-curricular activities, facilities management, personnel management, and financial accountability. Performance Objective 4: Continue to monitor area pay plans for neighboring districts as evidenced by competitive pay, stipends, and benefits being presented during spring 2019 budget process. Evaluation Data Source(s) 4: Comparison Reports Summative Evaluation 4: TEA Priorities: 1. Recruit, support, retain teachers and principals. Strategy Description
ELEMENTS
Critical Success Factors CSF 1 CSF 3 CSF 6 CSF 7
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Strategy's Expected Result/Impact
The district will be able to attract and retain quality Superintendent faculty and staff. Assistant Superintendent for Learning and School Improvement. Assistant Superintendent for Operations and Financial Services Director of District Services
1) Review area district pay scales and stipend schedule to remain competitive and plan for the next school year.
= Accomplished
Monitor
= Continue/Modify
= Considerable
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= Some Progress
= No Progress
Reviews Formative Summative Nov Jan Mar June
= Discontinue
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Goal 2: Fund a budget that provides necessary resources for achieving exemplary and recognized success in academics, extra-curricular activities, facilities management, personnel management, and financial accountability. Performance Objective 5: The district will manage and attract personnel to best meet the needs of the district. Evaluation Data Source(s) 5: Online applications, personnel records Summative Evaluation 5: TEA Priorities: 1. Recruit, support, retain teachers and principals. Strategy Description
ELEMENTS
Critical Success Factors CSF 7
Monitor Director of District Services
Strategy's Expected Result/Impact The district will be able to articulate needs of personnel and monitor the number and quantity of applicants.
Reviews Formative Summative Nov Jan Mar June
1) The district will utilize an online management system Funding Sources: 255-Title II, Part A, TPTR - 0.00 for personnel applications. Critical Success Factors CSF 1 CSF 7
Assistant The district will be able to attract and maintain hard to Superintendent for find teachers for high need areas. Learning and School 2) Teacher in identified High Need Areas will be Improvement provided a stipend. Director of District Services Funding Sources: 211-Title I Part A - 0.00, 289-Title IV - 0.00 Critical Success Factors Assistant Teachers new to the district will have additional support CSF 7 Superintendent for to be successful in the classroom. Learning and School 3) Mentor teachers will be provided a stipend to mentor Improvement 1st and 2nd year teachers in Mexia ISD. Director of District Services Funding Sources: 289-Title IV - 0.00, 270-Title V - 0.00 = Accomplished
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= Continue/Modify
= Considerable
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= Some Progress
= No Progress
= Discontinue
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Goal 3: Provide current and enforceable Board and District policies that assure compliance with all applicable local, state and federal laws and regulations, and provides District administration and staff with necessary direction, authority and means for operating a District that is safe and achieves the Vision and Mission set forth above. Performance Objective 1: Monitor internal controls for inventory and accountability by conducting two random checks of new procedures during the 201819 school year. Results will be reported to Board after each check. Evaluation Data Source(s) 1: Results of random check of inventory and accountability controls Summative Evaluation 1: Strategy Description
ELEMENTS
1) Schedule and complete two random checks of new procedures for internal control and accountability before May 31, 2018. = Accomplished
Mexia Independent School District Generated by Plan4Learning.com
= Continue/Modify
Monitor Assistant Superintendent of Operations and Financial Services
Strategy's Expected Result/Impact The district will have procedures in place to account for inventory procured through various funding sources.
= Considerable
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= Some Progress
= No Progress
Reviews Formative Summative Nov Jan Mar June
= Discontinue
District #147-903 October 17, 2018 12:51 pm
Goal 3: Provide current and enforceable Board and District policies that assure compliance with all applicable local, state and federal laws and regulations, and provides District administration and staff with necessary direction, authority and means for operating a District that is safe and achieves the Vision and Mission set forth above. Performance Objective 2: District will receive a superior rating for the 2018-19 financial audit as evidenced by the Financial Integrity Rating System of Texas report. Evaluation Data Source(s) 2: FIRST report Summative Evaluation 2: Strategy Description
ELEMENTS
Monitor
Strategy's Expected Result/Impact
Assistant Superintendent of Operations and Financial Services Assistant 2) Reduce the amount of Region 12 assistance by 75% Superintendent of as evidence by payments during the budget year with Operations and continued assistance and support with administration of Financial Services the Title I, Part A program (ESSA). Funding Sources: 211-Title I Part A - 0.00
Reviews Formative Summative Nov Jan Mar June
1) Monitor audit status for possible red flags continuously and report any findings to the superintendent.
= Accomplished
Mexia Independent School District Generated by Plan4Learning.com
= Continue/Modify
= Considerable
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= Some Progress
= No Progress
= Discontinue
District #147-903 October 17, 2018 12:51 pm
Goal 3: Provide current and enforceable Board and District policies that assure compliance with all applicable local, state and federal laws and regulations, and provides District administration and staff with necessary direction, authority and means for operating a District that is safe and achieves the Vision and Mission set forth above. Performance Objective 3: Develop internal controls to ensure all public district postings (newspaper and website) are up to date, assigned responsibility, and monitored. Results of new controls to be delivered via report in December 2018. Evaluation Data Source(s) 3: Procedures and controls developed Summative Evaluation 3: Strategy Description
ELEMENTS
Critical Success Factors CSF 6 1) Internal controls will be developed by December 19, 2018 to ensure that all public postings for the district are current and monitored. = Accomplished
Mexia Independent School District Generated by Plan4Learning.com
= Continue/Modify
Monitor
Strategy's Expected Result/Impact
Chief Information Communities and families will be able to have current Officer and accurate information about district activities. District Web Master
= Considerable
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= Some Progress
= No Progress
Reviews Formative Summative Nov Jan Mar June
= Discontinue
District #147-903 October 17, 2018 12:51 pm
Goal 3: Provide current and enforceable Board and District policies that assure compliance with all applicable local, state and federal laws and regulations, and provides District administration and staff with necessary direction, authority and means for operating a District that is safe and achieves the Vision and Mission set forth above. Performance Objective 4: Develop comprehensive strategy and control procedures for student fundraiser activities as evidenced by published procedures delivered to the Board by November 2018. Evaluation Data Source(s) 4: Developed procedures Summative Evaluation 4: Strategy Description
ELEMENTS
Assistant Superintendent of Operations and Financial Services Campus Principals
1) Comprehensive procedures will be developed to guide and oversee fundraising activities.
= Accomplished
Mexia Independent School District Generated by Plan4Learning.com
Monitor
= Continue/Modify
Strategy's Expected Result/Impact MISD will account for various fundraising activities in the district and ensure that the community is not inundated with multiple requests at one time.
= Considerable
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= Some Progress
= No Progress
Reviews Formative Summative Nov Jan Mar June
= Discontinue
District #147-903 October 17, 2018 12:51 pm
Goal 4: Execute a comprehensive multi-year plan to secure and maintain a vigorous community support effort for all MISD programs and activities. Performance Objective 1: All academic and operational departments will produce and deliver a 5-year plan for staffing, capital expenditures, and process enhancements by October 2018. Plans will be presented to the Board in November 2018. Evaluation Data Source(s) 1: 5 year plans Summative Evaluation 1: Strategy Description
ELEMENTS
Monitor
Critical Success Factors CSF 1 CSF 2 CSF 3
2.4, 2.6
Superintendent Assistant Superintendent for Learning and School Improvement Assistant Superintendent of Operations and Financial Services Director of District Services Director of Maintenance Director of Special Education
1) Five year plans will be created and presented to the board by academic and operational departments.
= Accomplished
Mexia Independent School District Generated by Plan4Learning.com
= Continue/Modify
= Considerable
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Strategy's Expected Result/Impact
= Some Progress
= No Progress
Reviews Formative Summative Nov Jan Mar June
= Discontinue
District #147-903 October 17, 2018 12:51 pm
Goal 5: Provide a District Superintendent and subordinate administrative staff who have the training, vision, leadership skills, courage and patience to succeed in the business of the MISD and accomplish the stated MISD Vision and Mission. Performance Objective 1: Encourage and develop a culture and climate that will enhance the academic achievement of our students during the 2018-19 school year using Capturing Kids Hearts and the Flippen Group as evidenced by annual survey. Evaluation Data Source(s) 1: Survey Results Summative Evaluation 1: Strategy Description
ELEMENTS
Critical Success Factors CSF 2 CSF 3 CSF 5 CSF 6 1) An annual survey tool will be scheduled for delivery in early spring. 2) Present survey results to Board July 2019
Critical Success Factors CSF 1 CSF 3 CSF 6 3) Provide staff development in Capturing Kids Hearts at the beginning of the school year for new faculty and staff. A CKH refresher will be offered to all staff in the fall 2018. Auxiliary staff will have professional development in CKH during fall 2018.
2.6
= Accomplished
Mexia Independent School District Generated by Plan4Learning.com
Superintendent Assistant Superintendent for Learning and School Improvement Superintendent Assistant Superintendent for Learning and School Improvement Assistant Superintendent for Learning and School Improvement Campus Principals
Strategy's Expected Result/Impact Community, parents, staff and students will have an opportunity to share about the school learning and working environment. Results will be used towards continuous improvement of facilities and services.
Reviews Formative Summative Nov Jan Mar June
Students will know they are valued through relationships established at each campus across the district.
Funding Sources: 211-Title I Part A - 0.00
Critical Success Factors CSF 2 CSF 3 CSF 6 4) Implementation of CKH will be monitored through classroom walkthroughs and monitoring of campuses.
Monitor
All administration
CKH will be implemented fidelity on each campus and support will be provided for successful implementation.
Funding Sources: 211-Title I Part A - 0.00, 255-Title II, Part A, TPTR - 0.00 = Continue/Modify
= Considerable
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= Some Progress
= No Progress
= Discontinue
District #147-903 October 17, 2018 12:51 pm
Goal 5: Provide a District Superintendent and subordinate administrative staff who have the training, vision, leadership skills, courage and patience to succeed in the business of the MISD and accomplish the stated MISD Vision and Mission. Performance Objective 2: Develop a climate of student focused instruction, dialogue, and single-mindedness throughout the organization during the 201819 school year as evidenced by an annual survey. Evaluation Data Source(s) 2: Survey Results Summative Evaluation 2: Strategy Description
ELEMENTS
Critical Success Factors CSF 2 CSF 6
Critical Success Factors CSF 6 2) Present survey results to Board July 2019.
Mexia Independent School District Generated by Plan4Learning.com
Strategy's Expected Result/Impact
Superintendent Assistant Superintendent for Learning and School Improvement Superintendent Assistant Superintendent for Learning and School Improvement
1) Select survey tool to be administered in the spring of 2019.
= Accomplished
Monitor
= Continue/Modify
= Considerable
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= Some Progress
= No Progress
Reviews Formative Summative Nov Jan Mar June
= Discontinue
District #147-903 October 17, 2018 12:51 pm
Goal 5: Provide a District Superintendent and subordinate administrative staff who have the training, vision, leadership skills, courage and patience to succeed in the business of the MISD and accomplish the stated MISD Vision and Mission. Performance Objective 3: Develop instructional operating philosophy to better match recruiting efforts with applicant pool as evidenced by instructional operating plan presented in December 2018. Evaluation Data Source(s) 3: Instructional Operating Plan Summative Evaluation 3: TEA Priorities: 1. Recruit, support, retain teachers and principals. Strategy Description
ELEMENTS
Critical Success Factors CSF 7
Mexia Independent School District Generated by Plan4Learning.com
Strategy's Expected Result/Impact
Superintendent Assistant Superintendent for Learning and School Improvement
1) Research current best instructional practice before December 2018. = Accomplished
Monitor
= Continue/Modify
= Considerable
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= Some Progress
= No Progress
Reviews Formative Summative Nov Jan Mar June
= Discontinue
District #147-903 October 17, 2018 12:51 pm
Goal 5: Provide a District Superintendent and subordinate administrative staff who have the training, vision, leadership skills, courage and patience to succeed in the business of the MISD and accomplish the stated MISD Vision and Mission. Performance Objective 4: For school year 2018-19 MISD will have active participation with 100% of staff district-wide participating in targeted professional development as evidenced by certificates and sign-in sheets. Evaluation Data Source(s) 4: Certificates and Sign-In Sheets Summative Evaluation 4: TEA Priorities: 1. Recruit, support, retain teachers and principals. Strategy Description
ELEMENTS
Critical Success Factors CSF 1 CSF 2 CSF 3 CSF 5 CSF 7
Funding Sources: 211-Title I Part A - 0.00, 199-General Fund - 0.00, 255-Title II, Part A, TPTR - 0.00, 263-Title III, LEP - 0.00
Critical Success Factors CSF 7 2) Monitor faculty and staff participation in Professional Development via sign-in sheets, requests for professional development forms and TTESS & TPESS records.
Mexia Independent School District Generated by Plan4Learning.com
Strategy's Expected Result/Impact
Assistant Faculty and staff will receive opportunities to learn and Superintendent for improve practice. Learning and School Improvement
1) Schedule and deliver relevant professional development to each job category throughout the year and as offered through ESC 12.
= Accomplished
Monitor
Reviews Formative Summative Nov Jan Mar June
= Continue/Modify
Assistant Superintendent for Learning and School Improvement Campus Principals
= Considerable
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= Some Progress
= No Progress
= Discontinue
District #147-903 October 17, 2018 12:51 pm
Goal 6: Increase and improve community and parental involvement and build positive perceptions and relationships among staff, Board, and community in support of student achievement through ongoing communication and active involvement to promote District pride and increase ownership among all stakeholders. Performance Objective 1: During school year 2018-19, MISD will increase public awareness through positive/accurate reporting in all formats of media to foster community wide relationships and support for the district as evidenced by good news picture or story in 90% of the editions of the paper and 4 social media stories a week. Evaluation Data Source(s) 1: News Publications and social media posts Summative Evaluation 1: Strategy Description
ELEMENTS
Critical Success Factors CSF 5 CSF 6
Monitor
Strategy's Expected Result/Impact
Assistant Community and families will be more aware of activities Superintendent for and student accomplishments in MISD. Learning and School Improvement Chief Information Officer
1) Facilitate increased newspaper and social media coverage of academic and co-curricular initiatives during the 2018-19 school year as measured by story submitted list with a goal of 4 stories a week being submitted. Critical Success Factors CSF 5 CSF 6
Reviews Formative Summative Nov Jan Mar June
Chief Information Officer Webmaster
2) Monitor the website with 10 pages checked every week to ensure accuracy of information online.
Webmaster
3) Ensure a daily Facebook post. Critical Success Factors CSF 5 CSF 6
Assistant Families will be more aware of activities happening in the Superintendent for district and learn about opportunities to be involved at Learning and School each campus and at the district level. 4) Utilize School Messenger (Skylert) to communicate Improvement important information to the parents and staff including Chief Information the MISD Parent and Family Engagement Policy. Officer Campus Principals Funding Sources: 211-Title I Part A - 0.00 = Accomplished
Mexia Independent School District Generated by Plan4Learning.com
3.1
= Continue/Modify
= Considerable
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= Some Progress
= No Progress
= Discontinue
District #147-903 October 17, 2018 12:51 pm
Goal 6: Increase and improve community and parental involvement and build positive perceptions and relationships among staff, Board, and community in support of student achievement through ongoing communication and active involvement to promote District pride and increase ownership among all stakeholders. Performance Objective 2: During school year 2018-19, MISD will increase parental engagement through activities and communication as evidenced by a comprehensive report to be delivered in June 2019. Evaluation Data Source(s) 2: Family and Community Engagement Presentation Summative Evaluation 2: Strategy Description
ELEMENTS
Critical Success Factors CSF 1 CSF 5 CSF 6
3.2
Critical Success Factors CSF 5 CSF 6
3.1
Monitor
Strategy's Expected Result/Impact
Assistant Families and schools will work to become partners in Superintendent for supporting student achievement. Learning and School 1) Administration and parents will have an opportunity Improvement to attend Parent and Family Engagement Professional Campus Principals Development through workshops and conferences. PTA Contacts Funding Sources: 211-Title I Part A - 0.00 Critical Success Factors 3.2 Campus Principals Parents and school will work as partners to support CSF 1 CSF 5 CSF 6 Assistant programs that support student success. Superintendent for 2) Parents will have an opportuntity to provide feedback Learning and School and create strategies to support student achievement at Improvement meetings held on campuses throughout the school year Funding Sources: 211-Title I Part A - 0.00 at various times.
3) A separate webpage for parent and family engagement will be created to provide access to Campus Title 1 Compacts, MISD Parent and Family Engagement Plan and access to Region 16 Parent Engagement Newsletter as well as ways to volunteer in the district. = Accomplished
Mexia Independent School District Generated by Plan4Learning.com
= Continue/Modify
Reviews Formative Summative Nov Jan Mar June
WebMaster Parents and families will have easy access to information Assistant about ways to be involved and interact with schools to Superintendent for support student achievement. Learning and School Improvement
= Considerable
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= Some Progress
= No Progress
= Discontinue
District #147-903 October 17, 2018 12:51 pm
Goal 6: Increase and improve community and parental involvement and build positive perceptions and relationships among staff, Board, and community in support of student achievement through ongoing communication and active involvement to promote District pride and increase ownership among all stakeholders. Performance Objective 3: Mexia ISD will provide additional support to homeless children and youth to support enrollment, attendance and success. Evaluation Data Source(s) 3: PEIMS reporting Summative Evaluation 3: Strategy Description
ELEMENTS
Critical Success Factors CSF 1
2.6
1) Campuses will notify the District Homeless Liaison when homeless students enroll in order to provide necessary resources for students to be successful. = Accomplished
Mexia Independent School District Generated by Plan4Learning.com
Monitor Director of District Services
Strategy's Expected Result/Impact Homeless students will have the additional support they need to experience success in academic achievement.
Reviews Formative Summative Nov Jan Mar June
Funding Sources: 211-Title I Part A - 0.00
= Continue/Modify
= Considerable
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= Some Progress
= No Progress
= Discontinue
District #147-903 October 17, 2018 12:51 pm
Goal 7: Communicate and model the valued characteristics of good citizenship, respect and public service as appropriate and acceptable behaviors while building positive attitudes of high expectations and honor with both faculty and students in all grade levels. Performance Objective 1: Develop service clubs at all campuses during the 2018-19 school year as evidenced by project lists. Evaluation Data Source(s) 1: Service Project Lists Summative Evaluation 1: Strategy Description
ELEMENTS
Critical Success Factors CSF 6
2.5
1) Fall 2018, solicit and receive from principals list of current clubs with any underway or future projects. Critical Success Factors CSF 5 CSF 6
2.5
2) Have principals establish service clubs by January 2019 with a completed and proposed project list submitted to the superintendent. = Accomplished
Mexia Independent School District Generated by Plan4Learning.com
= Continue/Modify
Monitor
Strategy's Expected Result/Impact
Superintendent Assistant Superintendent for Learning and School Improvement Campus Principals Superintendent Students will have an opportunity about learning to give Assistant back and support others i the community. Superintendent for Learning and School Improvement Campus Principals = Considerable
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= Some Progress
= No Progress
Reviews Formative Summative Nov Jan Mar June
= Discontinue
District #147-903 October 17, 2018 12:51 pm
Goal 7: Communicate and model the valued characteristics of good citizenship, respect and public service as appropriate and acceptable behaviors while building positive attitudes of high expectations and honor with both faculty and students in all grade levels. Performance Objective 2: Explore and recommend a comprehensive citizenship initiative for all grade levels by May 2019 as evidenced by Board presentation. Evaluation Data Source(s) 2: Board Presentations Summative Evaluation 2: Strategy Description
ELEMENTS
Monitor
Critical Success Factors CSF 6
2.5
Superintendent Assistant Superintendent for Learning and School Improvement Campus Principals
1) Review existing good citizenship initiatives in other schools and explore which would be a best fit for MISD faculty and staff. = Accomplished
Mexia Independent School District Generated by Plan4Learning.com
= Continue/Modify
= Considerable
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Strategy's Expected Result/Impact
= Some Progress
= No Progress
Reviews Formative Summative Nov Jan Mar June
= Discontinue
District #147-903 October 17, 2018 12:51 pm
Plan Notes A district site based meeting was held on October 2, 2018 at the administration building in the training room. All information was forwarded via email to those members who were not in attendance.
On October 15, 2018, the Mexia ISD Board approved the goals and objectives as presented.
Mexia Independent School District Generated by Plan4Learning.com
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District #147-903 October 17, 2018 12:51 pm
District Site-Based Team Committee Role
Name
Position
Classroom Teacher
Amy Shaw
Teacher
District-level Professional
Shelli Killingsworth
Central Office
Paraprofessional
Justin Chambers
Paraprofessional
Classroom Teacher
Susan Adams
Classroom Teacher
Non-classroom Professional
Donna Scott
Non-Classroom Professional
Classroom Teacher
Charlotte DeVault
Classroom Teacher
Classroom Teacher
Beth Weaver
Classroom Teacher
Classroom Teacher
Brandy Kerr
Classroom Teacher
Classroom Teacher
Danny Feuge
Classroom Teacher
Classroom Teacher
Joyce Gipson
Classroom Teacher
Classroom Teacher
Joyce Hubert
Classroom Teacher
Classroom Teacher
D'Ann Klosterman
Classroom Teacher
Classroom Teacher
Evan Simpson
Classroom Teacher
Classroom Teacher
Tiffany Adair
Classroom Teacher
Classroom Teacher
Bill Forrester
Classroom Teacher
Classroom Teacher
Sabrina Jacobs
Classroom Teacher
Classroom Teacher
Jason Kerr
Classroom Teacher
Classroom Teacher
Jennifer Samford
Classroom Teacher
Parent
Joyce Johnson
Parent
Parent
Lana Ingram-Gore
Parent
Business Representative
Mitzi Eves
Business Rep/Parent
Business Representative
Linda Archibald
Business Representative
Community Representative
Nancy Contreras
Community Representative
Community Representative
Brian Hullum
Community Representative
Non Committee Member
Cherilyn Ziemer
Non Committee Member
Mexia Independent School District Generated by Plan4Learning.com
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District #147-903 October 17, 2018 12:51 pm
Non Committee Member
Brian Ziemer
Assistant Superintendent
Non Committee Member
Darcy Tyus
Non Committee Member
Non Committee Member
Joe Tyus
Principal
Non Committee Member
Kelli Fortner
Principal
Non Committee Member
Brian Bartlett
Principal
Non Committee Member
Lyle DuBus
Superintendent
District-level Professional
Celia Drews
Assistant Superintendent
Non Committee Member
Val Sunday
Principal
Mexia Independent School District Generated by Plan4Learning.com
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District #147-903 October 17, 2018 12:51 pm
District Funding Summary 199-General Fund Goal
Objective
Strategy
Resources Needed
Account Code
1
1
3
$0.00
1
4
2
$0.00
1
4
3
$0.00
5
4
1
$0.00 Sub-Total
Amount
$0.00
211-Title I Part A Goal
Objective
Strategy
1
1
1
1
1
3
$0.00
1
1
4
$0.00
1
1
5
$0.00
1
1
6
$0.00
1
2
3
$0.00
1
2
4
$0.00
1
2
7
$0.00
1
2
8
$0.00
1
4
1
$0.00
1
4
4
$0.00
2
5
2
$0.00
3
2
2
$0.00
5
1
3
$0.00
5
1
4
5
4
1
$0.00
6
1
4
$0.00
Mexia Independent School District Generated by Plan4Learning.com
Resources Needed Renaissance
Account Code
Amount $0.00
Professional Development
$0.00
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District #147-903 October 17, 2018 12:51 pm
6
2
1
$0.00
6
2
2
$0.00
6
3
1
$0.00 Sub-Total
$0.00
244-CTE Goal
Objective
Strategy
1
3
4
Resources Needed
Account Code
Amount $0.00
Sub-Total
$0.00
255-Title II, Part A, TPTR Goal
Objective
Strategy
Resources Needed
Account Code
1
1
3
$0.00
1
2
1
$0.00
1
2
6
$0.00
1
4
1
$0.00
2
5
1
$0.00
5
1
4
5
4
1
DMAC
Amount
$0.00 $0.00 Sub-Total
$0.00
263-Title III, LEP Goal
Objective
Strategy
Resources Needed
Account Code
1
2
5
$0.00
5
4
1
$0.00 Sub-Total
Amount
$0.00
270-Title V Goal
Objective
Strategy
2
5
3
Resources Needed
Account Code
Amount $0.00
Sub-Total
$0.00
289-Title IV Mexia Independent School District Generated by Plan4Learning.com
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District #147-903 October 17, 2018 12:51 pm
Goal
Objective
Strategy
2
5
2
$0.00
2
5
3
$0.00
Mexia Independent School District Generated by Plan4Learning.com
Resources Needed
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Account Code
Amount
Sub-Total
$0.00
Grand Total
$0.00
District #147-903 October 17, 2018 12:51 pm
Addendums
Mexia Independent School District Generated by Plan4Learning.com
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District #147-903 October 17, 2018 12:51 pm
Mexia ISD 147903 STUDENT WELFARE FREEDOM FROM BULLYING
DEFINITION
FFI (LEGAL)
“Bullying" means engaging in written or verbal expression, expression through electronic means, or physical conduct that occurs on school property, at a school-sponsored or school-related activity, or in a vehicle operated by the District and that: 1.
Has the effect or will have the effect of physically harming a student, damaging a student’s property, or placing a student in reasonable fear of harm to the student’s person or of damage to the student’s property; or
2.
Is sufficiently severe, persistent, and pervasive enough that the action or threat creates an intimidating, threatening, or abusive educational environment for a student.
This conduct is considered bullying if it:
POLICY
1.
Exploits an imbalance of power between the student perpetrator and the student victim through written or verbal expression or physical conduct; and
2.
Interferes with a student’s education or substantially disrupts the operation of a school.
The Board shall adopt a policy, including any necessary procedures, concerning bullying that: 1.
Prohibits the bullying of a student;
2.
Prohibits retaliation against any person, including a victim, a witness, or another person, who in good faith provides information concerning an incident of bullying;
3.
Establishes a procedure for providing notice of an incident of bullying to a parent or guardian of the victim and a parent or guardian of the bully within a reasonable amount of time after the incident;
4.
Establishes the actions a student should take to obtain assistance and intervention in response to bullying;
5.
Sets out the available counseling options for a student who is a victim of or a witness to bullying or who engages in bullying;
6.
Establishes procedures for reporting an incident of bullying, investigating a reported incident of bullying, and determining whether the reported incident of bullying occurred;
7.
Prohibits the imposition of a disciplinary measure on a student who, after an investigation, is found to be a victim of bullying, on the basis of that student’s use of reasonable self-defense in response to the bullying; and
DATE ISSUED: 2/20/2012 UPDATE 93 FFI(LEGAL)-P
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Mexia ISD 147903 STUDENT WELFARE FREEDOM FROM BULLYING
8.
FFI (LEGAL)
Requires that discipline for bullying of a student with disabilities comply with applicable requirements under federal law, including the Individuals with Disabilities Education Act (20 U.S.C. Section 1400 et seq.).
The policy and any necessary procedures must be included annually in the student and employee handbooks and in the District improvement plan under Education Code 11.252. [See BQ] INTERNET POSTING
The procedure for reporting bullying must be posted on the District’s Internet Web site to the extent practicable. Education Code 37.0832(a)–(e)
DATE ISSUED: 2/20/2012 UPDATE 93 FFI(LEGAL)-P
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Mexia ISD 147903 STUDENT WELFARE FREEDOM FROM BULLYING
FFI (LOCAL)
Note:
BULLYING PROHIBITED
DEFINITION
This policy addresses bullying of District students. For provisions regarding discrimination and harassment involving District students, see FFH. Note that FFI shall be used in conjunction with FFH for certain prohibited conduct. For reporting requirements related to child abuse and neglect, see FFG.
The District prohibits bullying as defined by this policy. Retaliation against anyone involved in the complaint process is a violation of District policy and is prohibited. Bullying occurs when a student or group of students engages in written or verbal expression, expression through electronic means, or physical conduct that occurs on school property, at a schoolsponsored or school-related activity, or in a vehicle operated by the District and that: 1.
Has the effect or will have the effect of physically harming a student, damaging a student’s property, or placing a student in reasonable fear of harm to the student’s person or of damage to the student’s property; or
2.
Is sufficiently severe, persistent, and pervasive enough that the action or threat creates an intimidating, threatening, or abusive educational environment for a student.
This conduct is considered bullying if it:
EXAMPLES
RETALIATION
EXAMPLES
1.
Exploits an imbalance of power between the student perpetrator and the student victim through written or verbal expression or physical conduct; and
2.
Interferes with a student’s education or substantially disrupts the operation of a school.
Bullying of a student may include hazing, threats, taunting, teasing, confinement, assault, demands for money, destruction of property, theft of valued possessions, name calling, rumor spreading, or ostracism. The District prohibits retaliation by a student or District employee against any person who in good faith makes a report of bullying, serves as a witness, or participates in an investigation. Examples of retaliation may include threats, rumor spreading, ostracism, assault, destruction of property, unjustified punishments, or unwarranted grade reductions. Unlawful retaliation does not include petty slights or annoyances.
DATE ISSUED: 2/20/2012 UPDATE 93 FFI(LOCAL)-A
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Mexia ISD 147903 STUDENT WELFARE FREEDOM FROM BULLYING
FFI (LOCAL)
FALSE CLAIM
A student who intentionally makes a false claim, offers false statements, or refuses to cooperate with a District investigation regarding bullying shall be subject to appropriate disciplinary action.
TIMELY REPORTING
Reports of bullying shall be made as soon as possible after the alleged act or knowledge of the alleged act. A failure to immediately report may impair the District’s ability to investigate and address the prohibited conduct.
REPORTING PROCEDURES
To obtain assistance and intervention, any student who believes that he or she has experienced bullying or believes that another student has experienced bullying should immediately report the alleged acts to a teacher, counselor, principal, or other District employee.
STUDENT REPORT
EMPLOYEE REPORT
Any District employee who suspects or receives notice that a student or group of students has or may have experienced bullying shall immediately notify the principal or designee.
REPORT FORMAT
A report may be made orally or in writing. The principal or designee shall reduce any oral reports to written form.
PROHIBITED CONDUCT
The principal or designee shall determine whether the allegations in the report, if proven, would constitute prohibited conduct as defined by policy FFH, including dating violence and harassment or discrimination on the basis of race, color, religion, gender, national origin, or disability. If so, the District shall proceed under policy FFH. If the allegations could constitute both prohibited conduct and bullying, the investigation under FFH shall include a determination on each type of conduct.
INVESTIGATION OF REPORT
The principal or designee shall conduct an appropriate investigation based on the allegations in the report. The principal or designee shall promptly take interim action calculated to prevent bullying during the course of an investigation, if appropriate.
CONCLUDING THE INVESTIGATION
Absent extenuating circumstances, the investigation should be completed within ten District business days from the date of the initial report alleging bullying; however, the principal or designee shall take additional time if necessary to complete a thorough investigation. The principal or designee shall prepare a final, written report of the investigation. The report shall include a determination of whether bullying occurred, and if so, whether the victim used reasonable self-defense. A copy of the report shall be sent to the Superintendent or designee.
NOTICE TO PARENTS
If an incident of bullying is confirmed, the principal or designee shall promptly notify the parents of the victim and of the student who engaged in bullying.
DATE ISSUED: 2/20/2012 UPDATE 93 FFI(LOCAL)-A
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Mexia ISD 147903 STUDENT WELFARE FREEDOM FROM BULLYING
DISTRICT ACTION BULLYING
DISCIPLINE
FFI (LOCAL)
If the results of an investigation indicate that bullying occurred, the District shall promptly respond by taking appropriate disciplinary action in accordance with the District’s Student Code of Conduct and may take corrective action reasonably calculated to address the conduct. A student who is a victim of bullying and who used reasonable selfdefense in response to the bullying shall not be subject to disciplinary action. The discipline of a student with a disability is subject to applicable state and federal law in addition to the Student Code of Conduct.
CORRECTIVE ACTION
Examples of corrective action may include a training program for the individuals involved in the complaint, a comprehensive education program for the school community, follow-up inquiries to determine if any new incidents or any instances of retaliation have occurred, involving parents and students in efforts to identify problems and improve the school climate, increasing staff monitoring of areas where bullying has occurred, and reaffirming the District’s policy against bullying.
TRANSFERS
The principal or designee shall refer to FDB for transfer provisions.
COUNSELING
The principal or designee shall notify the victim, the student who engaged in bullying, and any students who witnessed the bullying of available counseling options.
IMPROPER CONDUCT
If the investigation reveals improper conduct that did not rise to the level of prohibited conduct or bullying, the District may take action in accordance with the Student Code of Conduct or any other appropriate corrective action.
CONFIDENTIALITY
To the greatest extent possible, the District shall respect the privacy of the complainant, persons against whom a report is filed, and witnesses. Limited disclosures may be necessary in order to conduct a thorough investigation.
APPEAL
A student who is dissatisfied with the outcome of the investigation may appeal through FNG(LOCAL), beginning at the appropriate level.
RECORDS RETENTION
Retention of records shall be in accordance with CPC(LOCAL).
ACCESS TO POLICY AND PROCEDURES
This policy and any accompanying procedures shall be distributed annually in the employee and student handbooks. Copies of the policy and procedures shall be posted on the District’s Web site, to the extent practicable, and shall be readily available at each campus and the District’s administrative offices.
DATE ISSUED: 2/20/2012 UPDATE 93 FFI(LOCAL)-A
ADOPTED:
3 of 3
Priority for Service (PFS) Action Plan for Migrant Students - Spanish
te de la ley que cada estudiante tiene éxito (ESSA), el servicio plan de acción de prioridad (PFS) es un programa de para el programa de Educación Migrante. Al prestar servicios con fondos recibidos en esta parte, cada beneficiario de es dad a los niños migratorios que hayan realizado un movimiento de calificación dentro del período de un año anterior y qu o, o que estén en mayor riesgo de fracasar, para cumplir con los desafíos Normas académicas estatales; o han aban §1304 [20 U.S.C. 6394](d)].
de prioridad para el servicio de NGS debe ser usado para determinar a quién servir primero y principalmente con los estudiantes son identificados como PFS si cumplen con los siguientes criterios:
3-12,
ificado (UG) o
e escuela (OS) K-3
Criterio para recibir prioridad de servicios
Y
Y
● Que hayan realizado un movimiento de calificación dentro del período del año anterior;
● Han fallado una o más evaluaciones del estado (TAKS/STAAR), o se les concedió un aplazamien de TAKS, estuvieron ausentes, no fueron probados o no fueron matriculados en una escuela de durante el período de prueba de evaluación del estado para su nivel de grado. ● Que hayan realizado un movimiento de calificación dentro del periodo del año anterior;
● Han sido designados LEP en la sección de designación estudiantil del sistema de nueva gen (NGS) del componente de programa suplementario; o ● Para los estudiantes en los grados K-2, que han sido retenidos, o son sobrepasados para su n grado actual.
e documento es de parte de TEA para los distritos, para ayudar a documentar los esfuerzos que se están llevando a cab s del servicio de prioridad. Contiene todos los componentes requeridos como se describe en la parte 4 de la aplicación d pulaciones y garantías, pero también permite espacio para que los distritos añadan actividades adicionales. El plan de ca ular claramente los criterios para definir el éxito de los estudiantes, incluyendo plazos para alcanzar metas y objetivos dec
on Agency, Special Populations Division, 2017-2018
Escolar:
Priority for Service (PFS) Action Plan Spanish Año Escolar: 2018 - 2019
Llenado por: Fecha:
Coordinador del título I, parte C o el personal del MEP incluirá el plan de acción de PFS en el plan de mejoramiento Distrital parada apropiadamente etiquetada o identificada (por ejemplo, "sección de plan de acción de PFS migratoria"), en lugar de i del plan de acción con otras secciones de DIP que se centran en otros grupos de población estudiantil (por ejemplo, bilin mente desfavorecidos). Objetivo(s):
que los niños migrantes identificados como prioridad que El MEP de región 12 identificará a los niños y jóvenes migrantes qu n distrito escolar que forma parte de la Región 12 SSA, reciban requieren acceso prioritario a los servicios del MEP y desarrollaran ones para tener éxito en la escuela. plan para servir a esos estudiantes en los distritos de la región 12 S
on Agency, Special Populations Division, 2017-2018
Estrategias Requeridas
Línea de tiempo
rear el progreso de los estudiantes de MEP que son PFS.
Persona(s) Responsable
Documentaci
ensualmente, ejecute los informes de (PFS) en NGS ara identificar a los niños y jóvenes migrantes que quieren acceso prioritario a los servicios del MEP.
Septiembre – Mayo
Especialista de datos de NGS
Copias de correo electrónicos con informes de PFS adjuntos y envia a superintenden
ntes del primer día de clases, desarrolle un plan de cción de PFS para servir a los estudiantes de PFS. El an debe articular claramente los criterios para definir el xito del estudiante, incluyendo plazos para alcanzar etas y objetivos declarados.
Agosto
Coordinador de MEP Instructor de PFS
Plan de acción d PFS
Required Strategies
Línea de tiempo
Persona(s) Responsable
nique el progreso y determine necesidades de estudiantes migratorios PFS.
Documentaci
urante el calendario académico, el Coordinador de igrantes del título I, parte C o el personal del MEP oporcionará a los directores del campus y personal del ampus la información apropiada sobre los criterios para s servicios de prioridad y reportes de PFS en NGS ctualizadas
Mayo – Agosto
Coordinador de MEP, MSCs, Instructor de PFS, Consejero(a) de MEP, MEP Empleados, Directores, maestros, consejeros
Superintendente nda de reunione Directores, Descripción del sesión y registro agenda, folletos
urante el calendario académico, el Coordinador de igrantes del título I, parte C o el personal del MEP oporcionará a los padres de estudiantes de PFS la formación de PFS y los criterios para recibir servicios.
Mayo – Agosto
Coordinador de MEP, MSCs, Instructor de PFS
Reuniones y registros del PAC
on Agency, Special Populations Division, 2017-2018
Mayo – Agosto
Coordinador de MEP, MSCs, Instructor de PFS
Reuniones y registros del PAC
a región 12 del título I, parte C Coordinador de igrantes o el personal del MEP usarán los reportes de FS para dar prioridad a estos estudiantes en las ctividades del programa de Educación Migrante.
Septiembre mayo
Coordinador de MEP, MSCs, Instructor de PFS, Consejero(a) de MEP, MEP empleados, Directores, maestros, consejeros
Informes de progreso, resulta de evaluación de estado, datos de referencia, observaciones d maestro, plan de acción individualizado d estudiante
a región 12 del título I, parte C Coordinador de igrantes o el personal del MEP se asegurará de que s estudiantes de PFS reciban acceso prioritario a los ervicios educacionales, así como información sobre abajadores sociales y servicios comunitarios/agencias.
Septiembre mayo
Coordinador de MEP, MSCs, Instructor de PFS, Consejero(a) de MEP, MEP empleados, Directores, maestros, consejeros
Plan de acción individualizado d estudiante
a región 12 del título I, parte C Coordinador de igrantes o el personal del MEP determinarán qué ogramas federales, estatales o locales sirven a los studiantes de PFS.
Septiembre – Mayo
Coordinador de MEP, MSCs, Instructor de PFS, Consejero(a) de MEP, MEP empleados, Directores,
Plan de acción individualizado de estudiante migran -Nota otros progra federales: Title lll, State: State Comp OSY
urante el calendario académico, el Coordinador de igrantes del título I del distrito, parte C o el personal el MEP hará visitas individualizadas a domicilio y/o omunidad para informar a los padres sobre el progreso cadémico de sus hijos.
e services to PFS migrant students.
on Agency, Special Populations Division, 2017-2018
Mensual
Mensual
maestros, consejeros
Local: Asesoramie tutorial
______________________
_________________
_______________________________
_____________
______________________
_________________
_______________________________
_____________
Firma del LEA
Firma de PFS
Fecha de finalización
Fecha de finalización
on Agency, Special Populations Division, 2017-2018
Firma de ESC
Firma de PFS
Fecha Recib
Fecha de finaliz
Priority for Service (PFS) Action Plan for Migrant Students
the Every Student Succeeds Act (ESSA), the Priority for Service (PFS) Action Plan is a required program activity for th Program. In providing services with funds received under this part, each recipient of such funds shall give priority to migrato made a qualifying move within the previous 1-year period and who are failing, or most at risk of failing, to meet the challen standards; or have dropped out of school. [§1304 [20 U.S.C. 6394](d)].
y for Service Report on NGS must be used to determine who to serve first and foremost with MEP funds. Students are id y meet the following criteria:
3-12,
ed (UG) or
chool (OS)
K-3
Priority for Service Criteria
● Who have made a qualifying move within the previous 1-year period; AND ● Have failed one or more of the state assessments (TAKS/STAAR), or were granted a TAK Postponement, were Absent, Not Tested or were not enrolled in a Texas school during th assessment testing period for their grade level.
● Who have made a qualifying move within the previous 1-year period; AND ● Have been designated LEP in the Student Designation section of the New Generation System Supplemental Program Component; or ● For students in grades K-2, who have been retained, or are overage for their current grade level.
ing document is provided by TEA for districts to help document efforts that are being conducted on behalf of Priority f t contains all of the required components as described in Part 4 of the ESSA Application in the Provisions and Assurance m for districts to add additional activities. Each district’s plan must clearly articulate criteria for defining student success or achieving stated goals and objectives.
on Agency, Special Populations Division, 2017-2018
istrict: Mexia ISD
Priority for Service (PFS) Action Plan
12
School Year: 2018 - 2019
Filled Out By: Polo Vielma / Tony Ramos Date: 8 -18 -18
I, Part C Coordinator or MEP staff will include the PFS Action Plan in the district improvement plan as a separate section app identified (e.g., “Migrant PFS Action Plan Section”), rather than integrating the action plan elements with other DIP sections th nt population groups (e.g., Bilingual, ESL, economically disadvantaged). Objective(s):
that identified Priority for Services migrant children in Region Region 12 MEP will identify migrant children and youth who require t SSA districts receive interventions in order to succeed in priority access to MEP services and develop a plan for serving such students in Region 12 SSA districts.
on Agency, Special Populations Division, 2017-2018
Required Strategies
r the progress of MEP students who are on PFS.
Person(s) Responsible
Timeline
Documentati
onthly, run NGS Priority for Service (PFS) reports to entify migrant children and youth who require priority ccess to MEP services.
September - May NGS Data Specialist
Copies of e-mail with PFS Report attached and se Superintendents
efore the first day of school, develop a PFS Action Plan r serving PFS students. The plan must clearly ticulate criteria for defining student success, including melines for achieving stated goals and objectives.
August
PFS Action Plan
Required Strategies
Timeline
MEP Coordinator, PFS Instructor
unicate the progress and determine needs of PFS migrant students.
Person(s) Responsible
Documentati
uring the academic calendar, the Title I, Part C Migrant oordinator or MEP staff will provide campus principals nd appropriate campus staff information on the Priority r Service criteria and updated NGS Priority for Service ports.
May – August
MEP Coordinator, MSCs, PFS Instructor, MEP Counselor, MEP Staff, principals, teachers, counselors
Superintendent / Principal Meetin Agendas, MEP Overview Sessio sign-in, agenda, handouts
uring the academic calendar, the Title I, Part C Migrant oordinator or MEP staff will provide parents of PFS formation on the Priority for Service criteria.
May – August
MEP Coordinator, MSCs, PFS Instructor
PAC Meetings a logs
uring the academic calendar, the district’s Title I, Part C May – August igrant Coordinator or MEP staff will make dividualized home and /or community visits to update arents on the academic progress of their children.
MEP Coordinator, MSCs, PFS Instructor
PAC Meetings a logs
e services to PFS migrant students.
on Agency, Special Populations Division, 2017-2018
egion 12 Title I, Part C migrant coordinator or MEP September - May aff will use the PFS reports to give priority placement to ese students in migrant education program activities. Monthly
MEP Coordinator, MSCs, PFS Instructor, MEP Counselor, MEP Staff, principals, teachers, counselors
Progress Report State Assessme Results, Benchm Data, teacher observations, Individualized Student Action P
egion 12 Title I, Part C migrant coordinator or MEP aff will ensure that PFS students receive priority ccess to instructional services as well as social workers nd community social services/agencies.
Individualized September - May MEP Coordinator, MSCs, PFS Student Action P Instructor, MEP Monthly Counselor, MEP Staff, principals, teachers, counselors
egion 12 Title I, Part C migrant coordinator or MEP aff will determine what federal, state, or local programs erve PFS students.
September –May
MEP Coordinator, MEP Counselor, PFS Instructor, Campus principal, counselor, teachers
Migrant Individual Education Plan -Note other Fed. Programs: Title lll, State: State Comp OSY Local: Mentoring, Tutorials
______________________
_________________
_______________________________
_____________
______________________
_________________
_______________________________
_____________
LEA Signature
PFS Signature
Date Completed
Date Completed
on Agency, Special Populations Division, 2017-2018
ESC Signature
PFS Signature
Date Receive
Date Comple
ESC Region 12 ID&R PLAN 2018-2019 ACTIVIDADES REQUERIDAS PARA EL RECLUTAMIENTO EQUILIBRADO I. ENTRENAMIENTO PARA RECLUTADORES Y REVISORES DESIGNADOS DEL SEA A. Atender entrenamientos de ID&R ofrecido por el ESC – Reclutadores. Atender entrenamientos de ID&R y NGS ofrecidos por el ESC – Revisores designados del SEA COEs para el nuevo año escolar no pueden ser completados hasta que el entrenamiento ha ocurrido.
B. Otros requisitos II. IDENTIFICACION Y RECLUTAMIENTO A. Reunirse con todo personal de ID&R. Reunirse con los Revisores designados del SEA, Reclutadores y empleados para generar ideas y planear estrategias de reclutamiento para incluirlos en el Plan de ID&R. B. Finalizar todas las formas, documentos y registros. Disemine y ser entrenado en todas las formas y registros, etc., que serán utilizados por el personal del ID&R y MEP. C. Hacer asignaciones para el reclutador. Asignar a los reclutadores, asegurándose de explicar las cuentas de los esfuerzos de reclutamiento durante todo el año, en relación con el reclutamiento en la escuela/ campus, la comunidad, cultivadores, jóvenes que no estén en la escuela, incluyendo los niños de edad preescolar y otras agencias estatales y federales que sirven a las familias migrantes. D. Dirigir ID&R. Niños Migrantes Potencialmente Elegibles: Comuníquese con las familias migrantes potencialmente elegibles utilizando los esfuerzos de reclutamiento de casa en casa, utilizando encuestas de familia, durante el registro escolar, etc. Dirigiendo la atención tanto en estudiantes inscritos como a no inscritos (edades 0 – 21). Completando COEs según sea necesario. Niños migrantes actualmente elegibles: Comuníquese con las familias migrantes actualmente elegibles para determinar si ha ocurrido nuevas fechas de elegibilidad. Completando nuevos COEs según sea necesario. Nota: Compartir copias de COEs con las entidades apropiadas según la lista en el COE.
INDIVIDUOS AFECTADOS
LA LINEA DE TIEMPO
El Personal: Todos los reclutadores y Revisores designados del SEA para el Programa de Educación Migrante (MEP).
Para el 1 de Septiembre o antes de que los esfuerzos de reclutamiento comiencen para el nuevo año escolar. Antes del 1 de Octubre para el entrenamiento de NGS.
El Personal: Todos los reclutadores y Revisores designados del SEA para el Programa de Educación Migrante (MEP). El Personal: Los administradores del MEP, reclutadores y Revisores designados del SEA para el Programa de Educación Migrante (MEP). El Personal: Todos los reclutadores y Revisores designados del SEA para el Programa de Educación Migrante (MEP).
Para el 31 de Agosto
El Personal: Reclutadores del MEP
Para el 31 de agosto – niños actualmente elegibles; continuar los esfuerzos de reclutamiento durante el año, los niños potencialmente elegibles hacer esfuerzos iniciales de comunicación para el 30 de septiembre.
Para el 31 de Agosto
Para el 31 de Agosto
5-18/FP
E. Completar COEs. El reclutador completa el COE junto con el formulario de documentación suplementaria del COE para todas las familias con nuevos QADs. Envié el COE y el SDF completos al revisor designado del SEA para que lo revisen. F. Revisión del COE. Revisor Designado del SEA revise el COE junto con el formulario de documentación suplementaria del COE para todas las familias con nuevos QADs. Devuelva el COE y el formulario de documentación suplementaria del COE al reclutador si información adicional sea necesario. Somete la información al sitio de NGS después de que se completa la revisión de elegibilidad. G. Verificación de residencia. Verifique la residencia continua para todos los niños migrantes actualmente elegibles que no han hecho un nuevo (QAD) durante el periodo actual.
H. Otros requisitos
El Personal: Reclutadores del MEP
Dentro de los 3 días de la firma de los padres
El Personal: Revisores designados del SEA
Dentro de los 5 días de la firma de los padres
El Personal: Reclutadores del MEP
Entre el 1 de septiembre y el 1 de noviembre. Para los niños de 2 años de edad que pronto tendrán 3 años – en o después de cumplir 3 años de edad.
5-18/FP
III. MAPAS Y REDES INTRAREGIONALES A. Comuníquese con los cultivadores potenciales. Hacer asignaciones de reclutador para contactar a los cultivadores dentro de los límites del distrito con respecto a las prácticas de contratación, cultivos y estaciones de cultivo. B. Desarrollar calendarios y mapas. Desarrollar perfiles/calendarios que reflejen los cultivos principales, estaciones, prácticas de contratación de los cultivadores, etc. Desarrolle mapas para reclutadores que resalten todas las áreas/vecindarios donde residen las familias migrantes. C. Otros requisitos IV. COORDINACION INTERINSTITUCIONAL A. Trabajar juntos con agencias que atienden a familias migrantes. Coordinar/trabajar juntos con organizaciones locales/regionales que proporcionen servicios a los trabajadores migrantes y sus familias, reuniéndose con el personal y compartiendo información de las entidades que estén en la parte posterior del COE B. Otros requisitos V. CONTROL DE CALIDAD A. PROCEDIMIENTOS DE CONTROL DE CALIDAD ESCRITOS. Desarrollar procedimientos escritos que describen el control de calidad de ID&R dentro el LEA/ESC. B. Revisión de elegibilidad. Reenviar COES con más de un comentario a ESC para revisión. Siga el protocolo para COES que justifique una revisión adicional por el ESC y/o el MEP del estado como se describe en el manual de ID&R. C. Monitorear y abordar las necesidades de entrenamiento continuo de ID&R. Trabajar junto con el ESC regional para proveer apoyo de entrenamiento para los reclutadores del MEP, revisores designados del SEA y otros miembros del personal del MEP mientras se ve necesidades específicas durante el año. D. Mantenga registros actualizados en el archivo. Mantenga actualizados los registros activos e inactivos. Archivar los COEs en orden alfabético por el apellido de la madre actual [sección del encabezamiento del COE, número (5)] y retenga los registros durante siete (7) años a partir de la fecha en que finalice la elegibilidad. E. Coordinar con ESC para la validación anual de elegibilidad. Validar la elegibilidad a través del proceso de re-entrevista según las instrucciones establecidas por TEA. F. Otros requisitos VI. EVALUACION
El Personal: Todos los reclutadores y Revisores designados del SEA para el Programa de Educación Migrante (MEP). El Personal: Los administradores del MEP y reclutadores.
Contactar a los cultivadores dentro de los límites del distrito pare el 1 de noviembre.
El Personal: Los administradores del MEP y reclutadores.
Realizar esfuerzos iniciales para el 30 de septiembre y esfuerzos continua durante todo el ano.
El Personal: Los administradores del MEP y reclutadores, Revisores designados del SEA y otros empleados del MEP. El Personal: Revisores designados del SEA, Administradores del MEP y el personal del ESC MEP cuando sea apropiado. El Personal: Todo el personal del MEP
Para el 31 de agosto
El Personal: Todo el personal del MEP
Continuo a lo largo del ano
El Personal: El personal de ESC, MEP Niños: Ninos antes identificados seleccionados por el Estado MEP
Enero – Junio
Para el 1 de diciembre y actualización continua durante todo el ano.
Continuo a lo largo del ano
Según sea necesario durante todo el ano
5-18/FP
A. Evaluar los esfuerzos de ID&R para la planificación subsecuente. Juntar y analizar los datos e información de varios interesados del MEP para incorporar los cambios apropiados en el plan ID&R subsecuente para continuar mejorando. B. Otros requisitos.
El Personal: Todo el personal del MEP Otros: Junta de PAC, etc.
Antes del 30 de junio
5-18/FP
ESC Region 12 ID&R PLAN 2018-2019 REQUIRED ACTIVITIES FOR BALANCED RECRUITMENT I. TRAINING FOR RECRUITERS AND DESIGNATED SEA REVIEWERS A. Attend Identification & Recruitment (ID&R) training offered by ESC – Recruiters. Attend ID&R and NGS training offered by ESC – Designated SEA Reviewers. COEs for new school year cannot be completed until training has occurred. B. Other II. IDENTIFICATION & RECRUITMENT A. Meet with all ID&R Staff. Meet with Designated SEA Reviewers, recruiters and clerks to brainstorm and plan recruitment strategies to include in ID&R Plan. B. Finalize all forms, documents, logs. Disseminate and train on all forms, logs, etc. that will be used by MEP ID&R staff. C. Make recruiter assignments. Assign recruiters, making sure to account for year-round, ongoing recruitment efforts regarding recruiting in school/campus, community, growers, out of school youth including pre-school-aged children and other state and federal agencies that serve migrant families. D. Conduct ID&R. Potentially Eligible Migrant Children: Contact potentially eligible migrant families using door-to-door recruitment efforts, by conducting family surveys, during school registration, etc. targeting both enrollees and non-enrollees (ages 0-21). Complete COEs as needed. Currently Eligible Migrant Children: Contact families of currently eligible migrant students to determine if new qualifying moves have occurred. Complete new COEs as needed. Note: Share copies of COEs with appropriate entities as listed on COE. E. Complete COEs. Recruiter completes COE and accompanying COE Supplemental Documentation Form for all families with new QADs. Submit completed COE and COE SDF to Designated SEA Reviewer for review. F. Review of COEs. Designated SEA Reviewer reviews COE and accompanying COE Supplemental Documentation Form for all families with new QADs. Return COE and COE Supplemental Documentation Form to recruiter if additional information is needed. Submit to NGS Terminal Site after eligibility review is completed. G. Conduct residency verification. Verify continued residency for all currently eligible migrant children who have not made a new qualifying move (QAD) during the current reporting period. H. Other
AFFECTED INDIVIDUALS
TIMELINE
Staff: All recruiters and Designated SEA Reviewers for the Migrant Education Program (MEP)
By September 1 or before recruitment efforts begin for new school year. Before October 1 for NGS training.
Staff: All recruiters and Designated SEA Reviewers for the MEP
By August 31
Staff: MEP administrators, recruiters and Designated SEA Reviewers for the MEP Staff: All recruiters and Designated SEA Reviewers for the MEP
By August 31
Staff: MEP recruiters
By August 31 – currently eligible children; continue recruitment efforts throughout year – potentially eligible children Make initial outreach efforts by September 30. Within 3 days of parent signature
Staff: MEP recruiters
By August 31
Staff: Designated SEA Reviewers
Within 5 days of parent signature.
Staff: MEP recruiters
Between Sept. 1 and Nov. 1. For 2 yrs old turning 3 – on or after 3rd birthday. 5-18/FP
III. MAPS AND INTRAREGIONAL NETWORKING A. Make contact with potential growers. Make recruiter assignments for contacting growers within district’s boundaries regarding hiring practices, crops and growing seasons. B. Develop calendar and maps. Develop profiles/calendar reflecting major crops, seasons, hiring practices by growers, etc. Develop maps for recruiters highlighting all areas/neighborhoods where migrant families reside. C. Other IV. INTERAGENCY COORDINATION A. Network with agencies that serve migrant families. Coordinate/network with local/regional organizations that provide services to migrant workers and their families by meeting with staff and sharing information with entities listed on the back of the COE. B. Other V. QUALITY CONTROL A. Written quality control procedures. Develop written procedures that outline ID&R quality control within the LEA/ESC. B. Eligibility review. Forward COEs with more than one comment to ESC for review. Follow protocol for COEs that warrant further review by the ESC and/or State MEP as outlined in the ID&R Manual. C. Monitor and address ongoing training needs for ID&R. Work with regional ESC to provide training support to MEP recruiters, Designated SEA Reviewers and other MEP staff as specific needs are observed throughout the year. D. Maintain up-to-date records on file. Maintain updated active and inactive records. File COEs in alphabetical order by current mother’s last name [Heading Section of COE, number (5)] and retain records for seven (7) years from the date eligibility ends. E. Coordinate with ESC for annual eligibility validation. Validate eligibility through re-interview process according to instructions set forth by TEA. F. Other VI. EVALUATION A. Evaluate ID&R efforts for subsequent planning. Gather and analyze data and input from various MEP stakeholders to incorporate appropriate changes into subsequent ID&R plan for continuous improvement. B. Other
Staff: All recruiters and Designated SEA Reviewers for the MEP Staff: MEP administrators and recruiters
Contact all growers within the district boundaries by November 1. By December 1 and update on on-going basis throughout the year
Staff: MEP administrators and recruiters
Make initial outreach efforts by September 30 and continue on-going efforts throughout the year
Staff: MEP administrators, recruiters, Designated SEA Reviewers and other MEP staff. Staff: Designated SEA Reviewers; MEP administrators; and ESC MEP contact, when appropriate Staff: All MEP staff
By August 31
Staff: All MEP staff
Ongoing throughout the year
Staff: ESC, MEP staff Children: Previously-identified children selected by State MEP
January – June
Staff: All MEP staff Others: Local Migrant Parent Advisory Council (PAC), etc.
By June 30
Ongoing throughout the year As needed throughout the year
5-18/FP
