LSE 16-17 Community and Student Engagement...Area 2: Community and Family Involvement (DIP Goal 2) Area 1: Curriculum/Instr uction/Program Delivery (DIP Goal 1)

Gifted/Talented Programs

Wellness and Physical Education

2nd Language Acquisition Programs

Community and Parent

Involvement

21st Century Workforce

Development

Digital Learning Environment

Dropout Prevention Strategies

Fine Arts History of Compliance

Gruwell Schwind Arteritano Villarreal Ferguson Jones Kaminski Vise RychelGifted and Talented Curriculum: Facilitating Depth and Complexity through Differentiation within the Foundational Curriculum

Fitness gram results Number of dual language participants in NBISD

Opportunities for parents, grandparents and others to assist students in academic progress.

Number of CTE students participating in apprenticeships, internships, job training/shadowing, earning licensures and certifications, and enrollment in work based learning or practicum courses.

Percentage of Instructional Material Allotment budget spent on technology hardware for the classroom.

Updating and utilyzing of student profile, At Risk Information Screen in Database

Succesful participation in UIL and TMEA music contests, UIL OAP contests, VASE, and DEAL contests

State assessments are administered without significant testing incidents

Student Products/ Presentations: Pull out and Elective Opportunities

Participation in required district programs: CATCH, Worth the Wait, Oral Health, CPR/AED

Students participate in dual credit opportunities through Alamo Colleges to earn college credit

Percentage of students with Google Apps accounts being used

Percentage of students by campus completing fine arts courses beyond the one credit mandate.

Fitnessgram is conducted and reported on time

Health screening (hearing, vision, height/weight, TRAT2DC, dental, spinal curvature)

Scholarships awarded to students.

Percentage of students participating in Distance Learning opportunities including V-Tel

Student participation in events that promote cultural awareness and education

Health screenings (hearing, vision, dental, spinal curvature)

Number of students in state-offered software (iStation, Think Thru Math, etc.)

Evidence of student artwork on display in all school facilities. Participation in school and district wide art show.

Student access to sufficient graphing calculators and dictionaries for state assessment purposes

Ratio of student to technology device

Gifted and Talented Parent/Community Opportunities

Number of health and wellness programs campus and/or district offers.

100% of campuses across the distirct offer these events.

Percent of Student Body with a family member represented in a parent-support organization

Secondary college, career, and elective fairs, elementary career days and career counseling is accessible for NBISD students in grades K-12.

Number of parent trainings offered for TEC21 inititative

Mentoring/tutoring offered to At Risk students in need of social/academic support

Student involvement in community based fine arts programs including public concerts, recitals, festivals, and plays ( includes school sponsored and indiividual student particapation

Participation in free vaccination clinics

Compliance with annual SHAC requirements and report to Board of Trustees

Percent of students participating in community service activities, secondary only

Parents have opportunites to complete surveys

Fine Arts student experience with or exposure to professional level visual art, music, dance, and dramatic performance

TEA prepared "school report cards" sent to parents in timely manner

Level of utilization of community resources/people to provide mentors and volunteers

Area 2: Community and

Family Involvement (DIP

Goal 2)

Area 1: Curriculum/Instruction/Program

Delivery (DIP Goal 1)

LSE 16-17 Community and Student Engagement

1

Percent of student body with a family member providing active campus support.

Level of community and business partnership support.

Equitable and Consistent Identification Practices

Availability of school nurses, counselors, and social workers.

70% or more of ELLs make progress and suprassed attainment on the TELPAS.

Grant and/or federal funds expended in a timely manner and as provided for in grant application, inclusive of any amendments

Federal reimbursement in a timely manner of erate eligible services

Student discipline records,number of times students have been referred to ISS or DAEP

Notices given regarding immunizations

Improvement Plans Number of forced administrative withdrawals due to noncompliance with immunization requirements


CTE Student Organizations (CTSOs) are active and focused on activities that are related to CTE programs. Enrollment in course vs. membership in CTSO.


Availability of school counselors/ At Risk Prevention Staff to At Risk student

Required forced administrative withdrawals due to noncompliance with immunization requirements

Campus Improvement Plan includes wellness and PE strategies.


CSR-Confidential Student Report- review annually to determine appropriate intervention classes.

Compliance with USDA nutrition requirements for NSLP

100% of LPAC decisions are documented and implemented.

Review conducted for At Risk students targeted for truancy prevention due to high absence rates

Participation in F/RPM Programs, summer food programs

PBMAS 0 Dropout Rate- 1% -2% = 3 2.1% - 2.5% = 2 2.6% - 3% = 1 point 3.1% - higher = 0

Compliance with annual SHAC report to local school board

PID errors corrected

Improvement plans (campus and district) that include each component required by statuteRequired postings to web site in timely manner

Accountability notices sent home with first report cards


Staff evaluations completed by district deadlines

Area 3: Program/Service Compliance (DIP

Goal 3)


2

IEP Implemented and documented for each Special Education student

Personal Graduation Plans (PGP's) with Endorsement established for each student prior to 9th grade, entered into Career Cruising (signature by parent due before end of 9th grade year)

504 committee and plan implementation at each campus

Home language surveys completed, on file in student cumulative folder (one only)

Low levels of risk in PBMAS data validation measures related to student discipline

Training/Professional Development of Responsible Parties (teachers, counselors, administrators, committee members, board of trustees)

Staff Training Required as applicable to position: (CPR/AED/EPI/BBP/ Bullying/child abuse/Safety training)

100% of staff completed required training relevant to their jobs.

CTE staff complete required training relevant to their jobs

Percentage of 9-12 teachers who have been observed at Modification or Redefinition stage on the SAMR model on a consistent basis

100% NCLB Highly Qualified requirements are met and identified staff completed required training relevant to their jobs .

Professional Development Opportunities

Staff Training Annual as applicable to position: needed above and beyond required for job (UDCA/ CATCH/ WTW/ Medical Technology)

20% of staff had training that went above and beyond the requiremements for their job.

Implement Technology Academies for teachers.

Area 4: Training/Professi

onal Development (DIP Goal 3)


3

Gifted/Talented INDICATORExemplary 3 Recognized

2Acceptable/ Compliant

1Unacceptable/ Noncompliant

0Documentation for Indicator 2017 Score

Gifted and Talented Curriculum: Facilitating Depth and Complexity through Differentiation within the Foundational Curriculum

Depth and Complexity of curriculum is provided in intellectual, creative and/or artistic areas, leadership and specific academic fields with appropriately challenging opportunities for gifted and talented students embedded within units of study

To increase the depth and complexity of the core curriculum, curriculum ideas are provided to general education teachers and course options include PreAP, AP and Dual Credit.

An array of challenging learning experiences in each of the four curricular areas is provided to gifted and talented students through differentiation strategies.

Program offers little opportunity for students to work at challenging levels of learning within the general classroom setting

**course offerings **curriciulum resources for differentiation **Sign in sheets from differentiaton trainings 1

Student Products/ Presentations: Pull out and Elective Opportunities

The opportunity to develop sophisticated products and/or performances assessed by external evaluators who are knowledgeable in the focus field that the focus is provided as part of an articulated sequence of service options/curriculum alignment from grades K-12.

Participation in the Texas Performance Standards Project or other experience results in the development of sophisticated products and/or performances that are targeted to an audience outside the classroom is available as part of an articulated sequence of service options/curriculum alignment from graded 3-12

An articulated sequence of service options/curriculum alignment within the pull-out service model is provided for the student development of professional quality products.

Student opportunities lack the opportunity to develop advanced products and performances and/or to share their knowledge and learning

**Rosters of students in Independent Study class at NBHS/advisoriesat NGC, ORMS, NBMS/pull out at elementaries **Curriculum plan/project ideas for elementary pull-out, advisory groups and Independent Study course **Showcase calendars and sign in sheets; pictures of student products/presentations

2

Area 2: Community and Family Involvement (DIP Goal 2)

Gifted and Talented Parent/Community Opportunities

Parents and community volunteers are organized into subcommittees and are provided orientation/training about working with gifted and talented students.

Information is shared and/or meetings are held annually to provide details about the identification and assessment of students and service offerings provided for those identified.

Parents are informed of all gifted and talented services and opportunities for both student and parent involvement including written policies regarding program procedures.

Parent and community opportunities are lacking or unavailable. Communication to the community is lacking and/or inconsistent.

**website **written policies and procedures **Parent Meeting Agendas/sign in sheets **Parent Meeting presentations

2

Equitable and Consistent Identification Practices

The identification process for gifted/ talented services ...is on-going, and occurs at any time the need arises; ... includes intellectual, creative, artistic, leadership and academic field;. ...has resulted in a gap in identified subpopulations of less than 20%.

The identification process for gifted/ talented services ...occurs at least once a year with provisions for transfer students upon enrollment; ... includes general intellectual ability and some areas of creativity; ...has resulted in a gap in identified subpopulations greater than 20% with documentation of improvement over the past year and provisions for closing the gap included in the improvement plan.

The identification process for gifted/ talented services ...occurs at least once a year; ... includes general intellectual ability and some areas of creativity; ...has resulted in a gap in identified subpopulations greater than 20% and provisions for closing the gap included in the improvement plan.

The identification process for gifted/ talented services ...are not defined or made available to students in a manner that is communicated thoroughly to the public; ...are not offered testing opportunities in alignment to the state standards; ...has resulted in a gap in identified subpopulations greater than 20% and not included in plan for improvement.

**written procedures for referring and screening of current and transfer students **calendar of referral and identification processes **list of tests used **G/T list with ethnicity over 3 year period (Compare GT% to all students: 51% White, 46% Hispanic, 2% AA, 1% Asian, 1% 2 or more races) 2

Area 1: Curriculum/Assessment/ Instruction (DIP Goal 1)

Area 3: Program/Service Compliance (DIP Goal 3)


4

Improvement Plans 3-5 year improvement plan based on program evaluation addresses each component recommended in the state plan, is revisited and is posted for community review.

3-5 year improvement plan based on program evaluation includes many components recommended in the state plan, is revisited and is posted for community review.

1-2 year improvement plan includes several components recommended in the state plan; not be posted for community review

No improvement plan communicated/posted

**copy of NBISD GT 3 year plan-posted on NBISD GT website under parent tab

2

Training/Professional Development of Responsible Parties (teachers, counselors, administrators, committee members, board of trustees)

100% of the teachers, counselors, administrators, school board members and/or committee members responsible for identifying, scheduling, teaching or providing services for gifted and talented students are fully trained above those required by state guidelines including more than 10% with advanced training in gifted and talented, Advanced Placement, or Dual Credit for teachers, administrators, and/or committee members.

100% of the teachers, counselors, administrators, and/or committee members responsible for identifying, scheduling or teaching gifted and talented students are fully trained in the 30 hours or have documented update hours (if required) and at least 5% have advanced training in gifted and talented, Advanced Placement, or Dual Credit.

100% of the teachers, counselors, administrators, and/or committee members responsible for identifying, scheduling or teaching gifted and talented students are fully trained in the 30 hours or have documented update hours (if required)

Fewer than 100% of the teachers, counselors, administrators, and/or committee members responsible for identifying, scheduling or teaching gifted and talented students are fully trained in the 30 hours or have documented update hours (if required)

**copy of certificates and/or degrees and/or college adjunct approval **Eduphoria sign in sheets of training sessions

2

Professional Development Opportunities

A written plan for professional development in the area of gifted and talented education is based on identified needs and is implemented and updated annually.

Various opportunities for professional development are provided throughout the year to teachers who serve gifted and talented students.

Professional development is offered at least once a year for teachers who serve gifted and talented students.

Teachers who serve gifted and talented students lack professional development opportunities as part of the annual district offerings.

**list of professional development opportunities offered to teachers, counselors, administrators, and/or board members

2

Area 4: Training/Professional Development (DIP Goal 3)


5

Wellness and PE INDICATOR Exemplary 3

Recognized 2

Acceptable/ Compliant 1

Unacceptable/ Noncompliant 0

Documentation for Indicator

2017 Score

Fitness gram results All grade appropriate students participate and compliance criteria submitted to TEA. Explanation provided for administrators and parents. Adjustments made to curriculum to improve data.

All grade appropriate students participate and compliance criteria submitted to TEA. Result summary provided for administrators and parents.

All grade appropriate students participate and compliance criteria submitted to TEA.

Compliance criteria not met and not submitted to TEA

TEA Database, Letter to parents, Campus Plan

2

Participation in required district programs: CATCH, Worth the Wait, Oral Health, CPR/AED

Age appropriate campus participation for each program with a completion rate of 90% - 100%.



Age appropriate campus participation for each program with a completion rate of less than 70%.

Student number participated measured by attendance roster.

3

Health screening (hearing, vision, height/weight, TRAT2DC, dental, spinal curvature)

100% Complete, Referral follow up and returned results.

Screening complete and referrals sent.

Screening complete Screening incomplete. Annual report, ITCCS data

2

Number of health and wellness programs campus and/or district offers.

5 per year 3 - 4 per year 1 - 2 per year None offered. Calendar of Events: NBISD Health Screening, Vaccine Clinics(3 annually), Mammogram (3 annually), Texas Healthy Week,

2

Compliance with annual SHAC requirements and report to Board of Trustees

Compliant with the annual report Board of Trustees, staff and parents.

Compliant with annual report to the Board of Trustees.

Compliant with SHAC meeting

Non compliant with SHAC meeting.

SHAC agenda, sign in sheets, annual board report, website 1

Availability of school nurses, counselors, and social workers.

Campus staff include full time: School Nurse (RN), Counselor and Social Worker

Campus staff include full time: Nurse (RN or LVN), Counselor and Social Worker

Campus staff include full time: Nurse (LVN) Counselor and part time Social Worker

Campus staff include Counselor Human Resource Data and TAPR report

2

Number of forced administrative withdrawals due to noncompliance with immunization requirements

None, 0% < 2% < 5% > 5% Immunization report, ITCCS data, POP data.

3

Campus Improvement Plan includes wellness and PE strategies.

Planned reviewed through out the year and posted.

Plan in place and posted. Plan in place. No campus plan. Campus Improvement Plan, website, Sign in sheets.

3

Staff Training Required as applicable to position: (CPR/AED/EPI/BBP/ Bullying/child abuse/Safety training)

100 % Staff completed and passed.

N/A N/A Unable to continue employment Eduphoria data

3

Area 4: Training/Professional


Area 2: Community and Family Involvement (DIP

Goal 2)



6

Staff Training Annual as applicable to position: needed above and beyond required for job (UDCA/ CATCH/ WTW/ Medical Technology)

100 % Staff completed and passed.

N/A N/A Unable to continue employment Eduphoria data

3



7

2nd Language Acquisition

INDICATORExemplary

3Recognized 2 Acceptable/ Compliant

1Unacceptable/ Noncompliant 0 Documentation for

Indicator2017 Score

Area 1: Curriculum/Assessmen

t/ Instruction (DIP Goal 1)

Number of dual language participants in NBISD

The number of seats at the three dual language campuses is at or above 90% capacity.

The number of seats at the three dual language campuses is at or above 80% of capacity.



Enrollment records

n/a

Area 2: Community and Family

Involvement (DIP Goal 2)

Number of campuses that offer family nights/parent community events ,to include math, reading, safety, movie, graduation planning, and cultural nights.





Email notices, Monday Mail information, campus marquee signs, campus sign in sheets

3

ELLs make progress and attainment in the TELPAS test, thus meeting AMAO 1.


60% or more of ELLs make progress and exceeded attainment on the TELPAS.

50% or more of ELLs make progress and reach attainment on the TELPAS.

Less than 50% or more of ELLs make progress and "did not met"attainment on the TELPAS.

Current year AMAOs from TEA, NBISD =74.9% 3

ELLs make progress and attainment in the TELPAS test, thus meeting AMAO 2 Part 1.





Current year AMAOs from TEA, NBISD =31.8%

3

ELLs make progress and attainment in the TELPAS test, thus meeting AMAO 2, Part 2.





Current year AMAOs from TEA, NBISD= 73.1% 3

LPAC Decisions implementation documented





LEP folder annual check, periodic LEP folder checks by campus LPAC committees, monitor progress of ELL

3



8

Low levels of risk in PBMAS on measures related to ELLs

PBMAS 0 PBMAS 1 PBMAS 1 or 2 first year PBMAS 2 for second year or higher

PBMAS Report for ELL: LEP and ESL students

n/a

Identified staff completed required training relevant to their jobs (TELPAS Rater Training, SI update)





Documented hours of professional development in Eduphoria.

3

Staff Training above and beyond required for second language aqusisition job (BE/ ESL certified classroom/content teachers, forgien language teachers)





Documented hours of professional development in Eduphoria beyond required training

1


Development (DIP Goal 3)


9

Fine Arts INDICATORExemplary

3Recognized



0Documentation for

Indicator2017 Score

Succesful participation in UIL and TMEA music contests, UIL OAP contests, VASE, and DEAL contests

*HS - All fine arts organizations participating successfully in sanctioned events with one or more organization advancing to 2nd level *MS - All organizations participating successfully in sanctioned events

HS/MS -All fine arts organizations participating in sanctioned events

HS/MS - Three fine arts organizations participating in sanctioned events

HS/MS - One or two fine arts organizations participating in sanctioned events

Contest participation and achievement information

n/a

Percentage of students by campus completing fine arts courses beyond the one credit mandate.

*HS - 40% of students participate in sequential fine arts courses for 3+ years *MS - 60% of students complete four semesters of fine arts *Elem - Sequential fine arts is offered in four disciplines

*HS - 50% of students participate in sequential fine arts courses for 2-3 years *MS - 60% of students complete three semesters of fine arts *Elem - Sequential fine arts is offered in three disciplines

*HS - 100% of students complete a one credit fine arts course *MS - 100% of students complete a one semester fine arts course, 60% of students complete a 2 semester fine arts course *Elem - Sequential fine arts is offered in two disciplines

*HS - Less than 100% of students complete a one credit fine arts course *MS - Less than 100% of students complete a one semester fine arts course *Elem - Sequential fine arts is offered in only one discipline

Fine Arts course enrollment and completion records

1

Student participation in events that promote cultural awareness and education

All fine arts organizations partipating in 2 selected events per year that promote cultural awareness - District has a cohesive plan to promote cultural awareness and education through curriculum & exposure

All fine arts organizations partipating in 2 selected events per year that promote cultural awareness

Selected fine arts organizations participating in limited number of events that promote cultural awareness

No fine art student participating in events that promote cultural awareness

Fine Arts organization's information concerning student participation in events that promote cultural awareness

3

Evidence of student artwork on display in all school facilities. Participation in school and district wide art show.

Student visual artwork on display at all campuses and school administration buildings - Students at all levels participate in district-wide art show

Student visual artwork on display at all campuses and school administration buildings - School art shows at 100% campuses

Student visual artwork on display at respective school campuses - School art shows at less than 100% of campuses

No student visual artwork on display & no school or district art show

Visual Artwork displayed, participation of students in districtwide art show

1

Student involvement in community based fine arts programs including public concerts, recitals, festivals, and plays ( includes school sponsored and indiividual student particapation

Students at all levels are integrally involved in public performances and cummunity performing groups - District has plan to partner with community based orchestras, bands, theater, dance, & visual art groups

Students at all levels are involved in community based theater, dance, and instrumental performances

Students in elementary & middle school are involved in community based theater and/or dance performances

No student involvement - District has no plan to partner with community fine arts group

Information about students involved in community based fine arts programs/events

3


Area 2: Community and Family Involvement (DIP


10

Fine Arts student experience with or exposure to professional level visual art, music, dance, and dramatic performance

All fine arts students experience professional performances within their fine arts discipline - Majority of fine arts students experience professional performances across other disciplines

All fine arts students experience professional performance within their fine arts discipline

Less than 100% of fine arts students experience professional performance within their fine arts discipline

No planned exposure or attendance at professional level events

Data of student exposure to district or school planned professional level fine arts experiences

3


Goal 2)




11

Community and Parent Involvement

INDICATORExemplary

3Recognized


1Unacceptable/Noncompliant 0 Documentation for Indicator 2017 Score

Percent of student body with a family member providing active campus support.

80%-100% 65%-79% 50%-64% 49%

Number of people logged in through Raptor to provide campus support at activities such as carnivals, bike rodeos, field trips, watchdogs, Destination Imagination, etc.

2


Fair number and variety of opportunities

Wide variety and numerous opportunities

1

2

Limited opportunities Parents, grandparents and others logged in through Raptor providing academic support for students during the school day or outside of school hours such as Destination Imagination and clubs.


Percent of Student Body with a family member represented in a parent-support organization

80%-100%

80%-100%

Superior Support

Level of community and business partnership support.

Superior Support Good Support

Opportunities for parents, grandparents and others to assist students in academic progress.

Extensive opportunities for all to participate and become part of the life of the campus in meaningful ways.

Number of students participating in service projects through school organizations, such as student council, NHS, or community organizations such as church, civic non-profit groups.People logged in through Raptor from variety of community organizations providing mentors and volunteers, such as CIS,

49%

Limited Support

Percent of students participating in community service activities, secondary only

Level of utilization of community resources/people to provide mentors and volunteers

49% Number of students with one or more parent belonging to one or more organization such as PTA, Booster, DEIC, CIC, Parent Advisory, etc.

Good Support

65%-79%

65%-79% 50%-64%

2

3

Limited Support

n/a

Fair Support

50%-64%

Fair Support Donations, sponsored events, incentives,work study and/or internship oportunities.



12



13

21st Century Workforce Development

INDICATORExemplary

3Recognized


1Unacceptable/ Noncompliant 0 Documentation for

Indicator2017 Score

Students participate in dual credit opportunities through Alamo Colleges to earn college credit

Greater than 60% of enrolled dual credit students earn college credit.

Between 50% and 60% of enrolled dual credit students earn college credit.

Between 25% and 50% of enrolled dual credit students earn college credit.

Less than 25% of enrolled dual credit students earn college credit.

Class rosters, 122 Juniors and Seniors enrolled in Dual credit, 100% of students who continued enrollment passed and earned college credit

n/a

Scholarships awarded to students.

NBISD seniors earn more than $200,000 in scholarship awards.

NBISD seniors earn between $100,000 and $200,000 in scholarship awards.

NBISD seniors earn less than $100,000 in scholarship awards.

NBISD seniors earn no scholarship awards.

Career Center annual scholarship report/$4.8 million in scholarship to 2014 Seniors

n/a


All deadlines and rules of federal grant are met.

More than half of the deadlines and rules of federal grant are met.

Less than half of the deadlines and rules of federal grant are met.

Deadlines and rules of federal grant are not met.

Annual Perkins grant report

3

CTE Student Organizations (CTSOs) are active and focused on activities that are related to CTE programs. Enrollment in course vs. membership in CTSO.

Greater than 20% of students enrolled in CTE courses belong to CTSOs.

Between 10% and 20% of students enrolled in CTE courses belong to CTSOs.

Between 5 and 10% of students enrolled in CTE courses belong to CTSOs.

Less than 5% of students enrolled in CTE courses belong to CTSOs.

CTSO rosters

n/a



Between 0-5% of students are participating in these workforce experiences.

College, career, elective fairs and career counseling and career days offered at all NBISD campuses.


College, career, elective fairs and career counseling and career days offered at more than half of the NBISD campuses.

Campus reports documenting college, career, and elective fairs, websites

3

Secondary college, career, and elective fairs, elementary career days and career counseling is accessible for NBISD students in grades K-12.

Number of CTE students participating in apprenticeships, internships, job training/shadowing, earning licensures and certifications, and enrollment in work based learning or practicum courses.

Between 5-8% of students are participating in these workforce experiences.

Greater than 8% of students are participating in these workforce experiences.

College, career, elective fairs and career counseling and career days offered at less than half of the NBISD campuses.

No activities provided to students.

Class rosters, work-based learning contracts

No students are participating in these real world experiences.

n/a


14


CTE staff complete required training relevant to their jobs

A written plan for professional development in the area of CTE is based on identified needs and is implemented and updated annually.

Various opportunities for professional development is provided throughout the year to teachers who service CTE students.

Professional development is offered at least once a year for teachers who teach CTE students.

Teachers who teach CTE students lack professional development opportunities as part of the annual offerings.

List of professional development opportunities offered to CTE teachers, completion certificates, list of teacher certifications and/or degrees

n/a


15

Digital Learning INDICATOR Exemplary 3

Recognized 2 Acceptable/ Compliant 1 Unacceptable/ Noncompliant 0 Documentation for Indicator

2017 Score

Percentage of Instructional Material Allotment budget spent on digital instructional material.

66% or greater 50 - 66% 33 - 50% <33% IMA Budget and expenditures

n/a

Percentage of students with Google Apps accounts being used

75% or greater 40 - 75% 30 - 40% <30% Log-in records at NBISD level n/a

Percentage of students participating in Distance Learning opportunities including V-Tel

10% or more 5 -9.99% 1 - 4.99% 0% DAEP, Distrance Learning class enrollment, Virtual Field trips

1

Number of students in state-offered software (iStation, Think Thru Math, etc.)

33% or greater 25 - 32.99% 10 - 24.99% <9% TEA software usage reports Grades 3-8 3

Ratio of student to technology device

1:1 1:2 1:3 <1:3 Technology inventory and enrollment records (4000 devices: 8000 students)

3

Parents have opportunites to complete surveys

3 per year 2 per year 1 per year None NBISD Surveys posted

1

IMA Budget and expenditures

<3 per year

n/a

n/a

n/a

<9%

Reimbursement Received by NBISD on time

Within 8 months of eligibilty

TEC 21 Calendar of training options

10 - 24.99%


33% or greater 25 - 32.99%

6 per year 3 per year



Percentage of Instructional Material Allotment budget spent on technology hardware for the

Federal reimbursement in a timely manner of erate eligible services



12 per yearNumber of parent trainings offered for TEC21 inititative


16





Within 8 months of eligibilty Foundation Grant expenidures & Federal erate expenditures

n/a

Implement Technology Academies for teachers.

Participation is an expectation

Introduction to teachers

Beginning discussions No Disucssions Technology Academy participation, District Technology Committee meetings conversations n/a

n/a

Walk-through documents, teacher training requests

<50%70 -89.99% 50 - 69.99%Percentage of 9-12 teachers who have been observed at Modification or Redefinition stage on the SAMR model on a consistent basis

90% or greater




17

DropOut Prevention INDICATORExemplary

3Recognized



0Documentation for

Indicator2017 Score


Updating and utilyzing of student profile, At Risk Information Screen in Database

Updating the At Risk Information Screen 3 times a year and utilyzing the information as needed.

Updating the At Risk Information Screen twice a year and utilyzing the information as needed.

Updating the At Risk Information Screen once a year and utilyzing the information as needed.

ITCCS At Risk Information Screen (editing information) 2


Mentoring/tutoring offered to At Risk students in need of social/academic support

Mentoring/tutoring offered to all students in need of social/academic support through the SST's.

Mentoring/tutoring offered to 90-80% of the students in need of social/academic support through the SST's.

Mentoring/tutoring offered to 79-60% of the students in need of social/academic support through the SST's.

Mentoring/tutoring offered to less than 60% of the students in need of social/academic support through the SST's.

SST notes and Eduphoria

3

Student discipline records,number of times students have been referred to ISS or DAEP

Less than a 5% gap exist between the percentage of special programs, students receiving discipline referrals. Including ISS or DAEP placements and regular education students.

No gap larger than 10% should exist between the percentage of special programs, students receiving discipline referals. Including ISS or DAEP placements and regular education sudents.

No gap larger than 11-19% should exist between the percentage of special programs, students receiving discipline referals. Including ISS or DAEP placements and regular education sudents.

Gaps 20% larger than demographi PBMAS reports, Discipline DART Reports

3

Availability of school counselors/ At Risk Prevention Staff to At Risk student

Counselors/At Risk Prevention Staff meeting 100% of all the students referred through the SST's.



SST notes in Eduphoria

3

PGP's-Personal Graduation Plans established and reviewed yearly

PGP's established for 90%- 100% of the students needing academic support.



Established in Eduphoria n/a

Review conducted for At Risk students targeted for truancy prevention due to high absence rates

Review of the attendance report weekly and shared with SST/Support staff

Review of the attendance report bi weekly and shared with SST/Support staff

Review of the attendance report at least monthly

Review of the attendance report less than once a month

Attendance report SST notes

3

Dropout Rate- 1% -2% = 3 2.1% - 2.5% = 2 2.6% - 3% = 1 point 3.1% - higher = 0

Dropout rate within 1% - 2%

Dropout rate within 2.1% - 2.5%

Dropout rate within 2.6% - 3%

Accountability report--TAPR 2013 ---1.6% n/a

Area 4: Training/Professional D l t (DIP G l 3)



18



19

History of Compliance

INDICATORCompliant

YESNoncompliant

NODocumentation for

Indicator SCORE

State assessments are administered without significant testing incidents Yes

Testing Incident reprots submitted to TEA

yes

Fitnessgram is conducted and reported on time Yes

Campus and Fitness Gram Data & Submission yes

Health screenings (hearing, vision, dental, spinal curvature) Yes

Screenings held at campus/district-wide

yes

Student access to sufficient graphing calculators and dictionaries for state assessment purposes

Yes

Number of calculators & dictionaries, State Test monitoring documents yes

Participation in free vaccination clinics Yes

Vaccination Clinicsyes

TEA prepared "school report cards" sent to parents in timely manner Yes

Dates each school sent TEA CAMPUS report cards

yes

Notices given regarding immunizations Yes

Immunization noticesyes

Required forced administrative withdrawals due to noncompliance with immunization requirements

Yes

Removals of noncompliant students

yes

Area 1: Curriculum/Assessm

ent/ Instruction (DIP Goal 1)

Area 2: Community and Family

Involvement (DIP Goal 2)


20

Compliance with USDA nutrition requirements for NSLP Yes

NSLP Compliance records

yes

Participation in F/RPM Programs, summer food programs

Yes

F/RPM numbers and summer participation 2013 yes

Compliance with annual SHAC report to local school board

YesSHAC BOT Report: May 2014 yes

PID errors corrected Yes PEIMS report yesImprovement plans (campus and district) that include each component required by statute

Yes

CIP and DIP posted to campus and district web sites, updated yes

Required postings to web site in timely manner

Yes

Required items on NBISD web site to meet stagte and federal-Title I requirements yes

Accountability notices sent home with first report cards Yes

Documentation of Accountability notices sent out/posted to web site

yes


Yes

Grants/federal fund evaluation documents

yes

Staff evaluations completed by district deadlines Yes

PDAS and other evaluation records in Eduphoria yes

IEP Implemented and documented for each Special Education student

Yes

IEP records reviewed at ARDS yes

Area 3: Program/Service Compliance (DIP

Goal 3)


21

Personal Graduation Plans (PGP's) with Endorsement established for each student prior to 9th grade, entered into Career Cruising (signature by parent due before end of 9th grade year)

Yes

PGP's in Career Cruising for every enrolled 8th grade student by end of May 2014.

yes

504 committee and plan implementation at each campus

Yes504 committee records and annual review of 504 students

yes

Home language surveys completed, on file in student cumulative folder (one only)

Yes

LEP student records reviewed at LPAC meetings

yes

Low levels of risk in PBMAS data validation measures related to student discipline Yes

PEIMS report

yes

Area 4: Training/Profession

al Development (DIP Goal 3)

100% NCLB Highly Qualified requirements are met and identified staff completed required training relevant to their jobs .

Yes

HR records for teacher certification and Eduphoria Workshop records of required PD completion by staff member.

yes


22

LSE 16-17 Community and Student Engagement...Area 2: Community and Family Involvement (DIP Goal 2) Area 1: Curriculum/Instr uction/Program Delivery (DIP Goal 1)

Documents