Booker Independent School District District Improvement Plan
2022-2023
Accountability Rating: A
Booker Independent School District
Generated by Plan4Leaming.com
District #14890I
I of59 July 4, 2023 6:03 PM
Mission Statement
The mission of Booker ISD is to educate all students for success in a 21st century world.
Vision
The vision of Booker ISD is to be a dynamic community oflearners promoting conceptual thinking, building civic responsibility, and fostering creativity.
Plan Location/Language Availability
The Plan is located in the District Administrative office and is available in English and Spanish on website and Spanish translation is available upon request.
Table of Contents
Comprehensive Needs Assessment 4
District Processes & Programs 10
Priority Problem Statements 14
Comprehensive Needs Assessment Data Documentation 15
Goal l: Booker ISO will provide opportunities to cultivate academic success. 18
Goal 2: Booker ISO will provide opportunities for appropriate curriculum. 21
Goal 3: Booker ISO will provide opportunities for all students to meet or exceed state testing standards. (5.a.l) 25
Goal 4: Booker ISO will provide opportunities to remain current in all technological changes, advances and applications. 34
Goal 5: Booker ISO will provide opportunities to foster positive community, parent, teachers and student communication and relationships. 36
Goal 6: Booker ISO will provide opportunities for a positive, safe, and orderly school culture. 43
Goal 7: Booker ISO will provide opportunities for staff to comply with federal and state guidelines. 47
Goal 8: Booker ISO will provide a library to serve our students from PK-12 and will provide adequate reading and research information in the library. 50
Budget for District improvement Plan 52
Personnel for District Improvement Plan 52
District Shared Decision Making Committee 53
Comprehensive Needs Assessment
Revised/Approved: April 5, 2023
Needs Assessment Overview
Needs Assessment Overview Summary
During the 2021-2022 school year, BISD teachers served classrooms with a majority of Hispanic students and low ECO students. Due to the pandemic, we received federal funds, and we are using those to improve our technological needs. In addition, we are addressing learning loss in non-conventional areas: ag department and band. We purchased a plasma cutting system to enable our graduates to leave with a marketable skill that will help them build a future. Our band faced a shortage of instruments during covid, so not all of our students were able to practice at home. We purchased more instruments so students do not have to share and can further their music learning.
We have also spent time brainstorming plans for increased parent and family engagement.
Even with the uncertainties of the world during 2019-20 and 2020-21, Booker ISO students and faculty continued to thrive. Our students performed well on the STAAR and TELPAS assessments. We had a 100% graduation rate. We are making improvements in the classroom and in the community. The 2021-2022 STAAR results showed continued improvement as we were once again voted as an A district and received A ratings on both campuses. We believe that using our ESSER funds on new technology will have an even greater impact. In addition we purchased a "Character Strong" program for grades PK-12.
Demographics
Demographics Summary
Booker ISD is located in the northeast comer of the Texas Panhandle in Lipscomb County. The school district has two campuses. Kirksey Elementary, grades Pre-K through 5th, served 175 students, and Booker JH/HS served 182 students for a total of 357 students school-wide. The average daily attendance is 320, and the current attendance rate for the school year is 94.88. The attendance rate has varied between 92 and 97 percent for the last three years. We are a Title l district.
Student Demographics:
Gender: Female 180/50.42%; Male 177/49.58%
Ethnicity: Hispanic-Latino 278/77.87%; White 74/20.73%; American Indian 1/.28% and Two or More 4/1.82%
Students by Program:
ESL62/17.37%
Alternative Language Program 56/15.69% CTE 165/46.21%
Free Lunch/Reduced Meals Participation 251/70.31% Economically Disadvantaged 253/70.89%
Gifted and Talented 14/3.92% SPED 36/10.08%
Dyslexia 13/3.64% Homeless 14/3.92% At-Risk 189/52.9% Immigrant 27/7.56% Migrant 19/5.32% Foster Care 2/.56% Section 504 26/7.28%
Booker Independent School District
District #148901
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Staff Demographics:
Professional Staff: 38.4
, Ethnicity: White 25, Hispanic 12
t Average Experience: 1-5 years 12, 6-10 years 6, 11-20 years 8, Over 20 years 11.9
, Teachers by Highest Degree: No Degree O Bachelors 94.1%, Masters 5.9% Educational Aides: 8.8
Campus Leadership/School Leadership: 3.6 Central Administration:
Auxiliary Staff: 19.2
Number of Students per Teacher: I0.1 Turnover Rate for Teachers: 26.4%
Booker ISD offers a signing bonus for new teachers and ESL stipends to attract and retain teachers. A mentor program is offered with regular meetings throughout the year with a coordinator, time throughout the year for mentors/mentees to meet, provide classroom management training, and curriculum pacing training.
Equity Plan: Booker ISD reported a 20.08% equity gap with inexperienced teachers and 4.84% gap in out-of-field teachers. Strategies to address the gaps include reducing the percentage of out-of-field teachers in the district and developing a schedule to enable mentor teachers to help inexperienced teachers. Certification of all current teachers is a priority for the district.
Summary:
The primary focus for BISD will be our "high needs" students, English Learners and Special Education.
Based on data, BISD continues to have a problem recruiting and retaining certified personnel. Evaluation of salary and benefits is needed to remain competitive in our market. The mentor program for new staff members could be improved, and we need to find ways to encourage and motivate current staff.
State Compensatory Education (SCE) Summary:
2021-2022 At-Risk students: I89 or 52.9%
The number of At-Risk identified students was trending down until 2017-2018; however, in the last three years, the numbers are staying in the low 200s. 2013-2014: 232
Booker Independent School District
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District #14890I
July 4, 2023 6:03 PM
2014-2015: 254
2015-2016: 217
2016-2017: 188
2017-2018: 213
2018-2019: 207
2021-2022: 189
SCE Funds have been utilized for the following student eligibility criteria:
, Non mastery of content, Not maintaining a grade of 70
, Did not perform satisfactorily on a readiness test or assessment administered during the current year
, Students of limited English proficiency
, Students did not perform satisfactorily on state assessment
, Did not maintain an average equivalent to 70 in two or more subjects
Services offered to At-Risk students:
, Paraprofessionals to provide additional help in the classroom for more one-on-one assistance with at-risk students
, Additional practice reading with small group instruction with aides and teachers
, Additional practice reading with small group instruction with aides and interventionist
, Additional teachers for smaller class sizes
, Provide high-quality development so teachers could better meet the needs of students
, Teachers moved to critical areas
, Paraprofessionals to provide small group instruction while teachers disaggregated test scores
, Paraprofessionals to provide small group instruction in critical areas
, Provide high-quality professional development and then implement in the classroom
, Smaller class sizes due to additional teachers
, Provide high-quality professional development to assist teachers
, Paraprofessionals to help with small group instruction and further aid students in understanding
, Additional help with reading and book selection
, Provided high-quality professional development from Region 16 on instructional strategies to meet the needs of at-risk
, Monitor student tardies as student attendance is a major factor in educational success
Booker Independent School District
Generated by Plan4Learning.com
7 of59
District #14890I
July 4, 2023 6:03 PM
Demographics Strengths
Small class sizes, Teacher to Student ratio 1:12
27.4 of the 38.4 teachers have six or more years teaching experience At-Risk Identification
Mentor Program for new teachers
Signing bonuses for new teachers, ESL stipends offered
Problem Statements Identifying Demographics Needs
Problem Statement 1: Support for English Learner students Root Cause: 35.04% or 130 students are in an alternative language program
Problem Statement 2: Support for Special Education students Root Cause: 8.89% or 33 students are SPED
Problem Statement 3: Certifications of teaching staff in teaching assignments Root Cause: Location of our school and shortage of teachers
Problem Statement 4: Support of new teachers Root Cause: Lack of time in the schedule and lack of certified teachers in content areas
Booker Independent School District Generated by Plan4Leanung.com
District #148901
8 of59 July 4, 2023 6:03 PM
Student Learning
Student Learning Summary
Student Achievement Summary:
District Performance: 2020-2021- Not Rated due to COVID Graduation Data:
Graduation Rate Score:
Annual Dropout Rate- Grades 7-8 0%, Grades 9-12 1.0% 4-Year Longitudinal Rate: Graduated Class of 2021 I00%
College, Career, and Military Readiness Score: 93 out of I00 College Ready Graduates: 78.9%
, TS! Criteria Graduates: ELA 68.4%, Math 52.6%, Both Subjects 47.4%
, Completed Either 9 or more Dual Credit in Any Subjects or 3 or more hours of ELA or Math: 42.1%
, AP/IB Met Criteria: 0%
, Associate's Degree: 0% Career/Military Ready Graduates:15.8%
, CTE Coherent Sequence Coursework Aligned with Industry-Based Certifications: 21.1%
, U.S. Armed Forces Enlistment: 0%
, Approved Industry-Based Certification: 21.1% SAT/ACT Results:
, Tested: 63.2%
, At/Above Criterion: 25%
, Average SAT score: No report
, Average ACT score: All subjects 20.5%; ELA 20%; Math 20.4%; Science 20.8% Summary:
Based on data, the primary focus of our district will be to reinforce the TEKS content and use data to drive their instruction. Needs identified in Writing Across Content Areas and in
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STAAR Preparation, extension activities for high achieving and GT students, need to improve English language acquisition for EL students both oral and written skills, and to continue using data from DMAC, lXL, and STAAR testing to drive instruction in the classroom and for individual students.
Booker Independent School District Generated by Plan4Leaming.com
District #14890I
July 4, 2023 6:03 PM
Student Learning Strengths
100% Graduation Rate (based on 2020-2021 data) 1.0% Dropout Rate for Grades 9-12
Data-driven instruction
Problem Statements Identifying Student Learning Needs
Problem Statement 1: Improve writing across content areas and STAAR prep
Problem Statement 2: Professional development opportunities to enable teachers and paraprofessionals to meet student needs
District Processes & Programs
District Processes & Programs Summary
School Context and Organization:
Teacher and parent surveys, campus faculty meetings and administration meetings provide information and insight to our organization. The district has strong scheduling of core content areas and tested content areas. There is adequate planning time for teachers and teachers feel they are supported with professional development. The district has a strong connection with Region 16 Education Service Center for federal programs and instructional support.
Curriculum: TEKS Resource System Aligned Curriculum with supplemental programs used including IXL, Accelerated Reader, Edgenuity.
Campuses conduct meetings with teachers, faculty meetings, Principal evaluations/walk-throughs, and department meetings to communicate with staff and receive their feedback and input. Data-driven instruction using DMAC and STAAR testing results from guided classroom instruction and student interventions. Both campuses have a pull-out program and paraprofessionals to help EL and SPED students.
Use of Cross-Curricular Communication between staff to create assignments across content areas, share reading level information, and develop vocabulary is identified as a need.
Site-based committees at both the district and campus levels involve administration, staff, parents, and community members are in place and there is an on-going need to continue improving the programs and processes.
Technology:
The BISD technology education program provides experiences that lead to the development of technologically literate people. At the elementary school level, students are introduced to technology and begin learning to use it in the classroom. At the middle school level, student's technological abilities arc enhanced and the exploration of careers in technology is discovered in several overview courses. At the high school level, students take courses to prepare them for technical or professional programs of higher education, such as technical programs, STEM careers, or business careers.
Teacher surveys, campus faculty meetings, administration meetings, Board of Trustee meetings, teacher curriculum meetings, lesson plans, and technology plan provides the district with insight to the technology needs of the district and campuses. The district does have a Technology Director and maintains the Technology Plan. The district has increased the number of CTE teachers, has a parent portal and texting service to meet technology needs in the district. Google training for staff and professional development for the use of new technology and incorporating technology into lesson planning has been identified by administration and staff. Professional development for existing instructional programs including IXL, K-12 ELAR curriculum, Accelerated Reader and DMAC are campus needs. The staff also needs more professional development and planning with remote learning.
Summary:
Based on reviewed data, the primary focus of our district will be to reinforce the need for teachers to know and teach their content TEKS, to use data to drive their instruction, and to use research-based instructional strategies to raise the rigor and improve the success of our students. In turn, the district will provide high-level professional development in all these areas to enable the teachers to meet these student needs.
Based on gathered data and discussions, our primary need in Curriculum is to provide more focused professional development of the TEKS Resource System, DMAC, IXL, k-12 ELAR curriculum, and Accelerated Reader. Our teaching staff has the tools, but they need more training and monitoring in the use of these tools. With professional development, we hope to see an improvement in planning and preparation and in working across the content curriculums to help our students develop educational skills.
We must improve our campus and district site-based programs in order to obtain input and to collaborate with teachers, parents, and community members in order to improve our
school system.
District Processes & Programs Strengths
TEKS Resource System- aligned curriculum PK-12 Technology Plan in place and updated on a regular basis Technology Director
Increased number of CTE teachers Parent Portal
Texting Service
Problem Statements Identifying District Processes & Programs Needs
Problem Statement 1: Cross -Curricular Communication between staff Root Cause: Lack of time and planning
Problem Statement 2: Accountability of teaching staff to know and teach the TEKS and utilize research-based instructional strategies Root Cause: Lack of walk throughs and evaluations due to a lack of time by the administration
Problem Statement 3: Professional development opportunities to enable teachers and paraprofessionals to meet student needs Root Cause: Planning and time
Problem Statement 4: Need for improved campus connectivity Root Cause: Lack of Funds
Problem Statement 5: Professional development in the use of technology and incorporating it into lesson plans Root Cause: Planning and time
Perceptions
Perceptions Summary
School Culture and Climate:
Booker ISD uses parent and teacher surveys, campus faculty meetings, and site-based meetings to gain information on school culture and climate. The staff and parents view our district campuses as safe environments for students and teachers. They state there are high levels of cooperation between teachers and acknowledgment of student achievement. This reflects a positive learning environment at Booker ISD. Communication is an area of improvement as it continues to be an issue.
Improved communication across the district is needed including Board of Trustees to staff, superintendent to staff, principals to staff, administration to parents, teachers to parents, teachers to students, and campus to campus. Emphasizing a culture of professionalism and confidentiality is needed for staff to model this type of behavior for our students, parents, and community. Professional development for the district communication system would be beneficial.
The School Safety Plan focuses on ensuring the safety of our staff and students
Family and Community Involvement:
Booker ISD communicates in English and Spanish in texts, emails, wcbpage, and letters. The Parent Portal is available to parents to view their child(rcn)'s academic progress. The Elementary campus distributes monthly calendars to parents/guardians. The ESL newsletter is distributed to parents of ESL students in both English and Spanish. Title I meetings are conducted at both campuses. The district will evaluate offering separate English and Spanish Title I meetings. Parents are involved in the site base committees (district, Elementary, and JH.HS) to review and revise the Parent and Family Engagement written policies, and develop CNA and DIP/ClPs. Increased involvement of parents to support the school and school staff and participate in parent-involved committees is needed. The district will evaluate the need and feasibility of offering adult ESL classes to our parents and community members.
The needs identified are to increase the parent's knowledge of the importance of education, regular attendance, and goals for the future. Summary:
Based on the data, BJSD's primary concern with Family and Community Involvement is to raise awareness of the importance of our educational system. Parents need to understand
that regular, on-time attendance at school is vital for classroom success. We hope that by improving our interaction with parents through regular, multi-language communication, we can increase this awareness and help our students, parents, and community improvement.
Perceptions Strengths
Collaboration and cooperation amongst teachers
Safe and positive learning environment Acknowledgement of student achievement
Problem Statements Identifying Perceptions Needs
Problem Statement 1: Improved communication across the district Root Cause: Change in leadership
Problem Statement 2: Emphasize a culture of professionalism and confidentiality Root Cause: Social media causes problems
Problem Statement 3: Increase parent involvement in school support and parent involved committees Root Cause: In most of our families, both parents work outside the home. Finding a time or finding the funds or finding the energy to come to a school event is hard.
Priority Problem Statements
Comprehensive Needs Assessment Data Documentation
The following data were used to verify the comprehensive needs assessment analysis:
Improvement Planning Data
, District goals
, HB3 Reading and math goals for PreK-3
, HB3 CCMR goals
, Performance Objectives with summative review (prior year)
, Campus/District improvement plans (current and prior years)
, State and federal planning requirements
Accountability Data
, Texas Academic Performance Report (TAPR) data
, Student Achievement Domain
, Student Progress Domain
, Closing the Gaps Domain
, Accountability Distinction Designations
Student Data: Assessments
, State and federally required assessment information
, STAAR current and longitudinal results, including all versions
, STAAR End-of-Course current and longitudinal results, including all versions
, STAAR released test questions
, STAAR Emergent Bilingual (EB) progress measure data
, Texas English Language Proficiency Assessment System (TELPAS) and TELPAS Alternate results
, Texas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment results
, SAT and/or ACT assessment data
, Student failure and/or retention rates
, Local benchmark or common assessments data
, Prekindergarten Self-Assessment Tool
, Texas approved PreK - 2nd grade assessment data
, Grades that measure student performance based on the TEKS
Student Data: Student Groups
, Male / Female performance, progress, and participation data
, Special education/non-special education population including discipline, progress and participation data
, Migrant/non-migrant population including performance, progress, discipline, attendance and mobility data
, At-risk/non-at-risk population including performance, progress, discipline, attendance, and mobility data
, Dyslexia data
, Response to Intervention (RtI) student achievement data
, Dual-credit and/or college prep course completion data
, Pregnancy and related services data
Booker Independent School District
16 of 59 District #14890 I
Student Data: Behavior and Other indicators
, Completion rates and/or graduation rates data
, Annual dropout rate data
, Attendance data
, Mobility rate, including longitudinal data
, Discipline records
, Violence and/or violence prevention records
, Tobacco, alcohol, and other drug-use data
, Student surveys and/or other feedback
, Class size averages by grade and subject
, School safety data
, Enrollment trends
Employee Data
, Staff surveys and/or other feedback
, Teacher/Student Ratio
, State certified and high quality staff data
, Campus department and/or faculty meeting discussions and data
, Professional development needs assessment data
, Equity data
Parent/Community Data
, Parent surveys and/or other feedback
, Community surveys and/or other feedback
Support Systems and Other Data
• Organizational structure data
, Processes and procedures for teaching and learning, including program implementation
, Study of best practices
Goals
Goal 1: Booker ISD will provide opportunities to cultivate academic success.
Performance Objective 1: Booker ISD will provide opportunities for learning for all students every school year.
High Priority
Evaluation Data Sources: STAAR results, TAPR, IXL Reports, DMAC Reports
Summative Evaluation: Met Objective
Next Year's Recommendation: Continue to provide learning opportunities for our students and to challenge them with new opportunities
Strategy 3 Details
Reviews
Strategy 3: Continue to use DMAC as the instrument for teachers/staff to disaggregate student data for planning and instruction and TEKS Resource System/Performance indicators/quintile reports. (5.a.4)
Strategy's Expected Result/Impact: Instruction design based on data Tutorial groups design and makeup based on data
Reports Cards Assessment results
Staff Responsible for Monitoring: Counselor, Curriculum Director, Principals, Teachers
Title I:
2.5
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 4 Details
Reviews
Strategy 4: Provide transition activities for students entering PK, PK to K, K to Elementary, Elementary to JH, JH to HS, and HS to post secondary college, career and military. (5.j.1)
Strategy's Expected Result/Impact: Lesson plans Program plans
Staff Responsible for Monitoring: Counselor, Principals
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 5 Details
Reviews
Strategy 5: Recommend opportunities for student enrichment through video conferences, field trips, school wide programs and updated textbooks. (5.m. l)
Strategy's Expected Result/Impact: Teacher/Parent Surveys Student Products
Student Academic Success Student Participation
Staff Responsible for Monitoring: Campus Site Based Committee, Counselor, Curriculum Director, Principal, Teachers
Title I:
2.5
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
°'" No Progress '"°" Accomplished Continue/Modify X Discontinue
Booker lndepeadent School District District# I 4890 I
Goal 1: Booker ISD will provide opportunities to cultivate academic success.
Performance Objective 2: Booker ISD will provide professional development opportunities for all teachers and paraprofessionals throughout the school year and summer.
High Priority
Evaluation Data Sources: Training certificates, Sign-in sheets, STAAR/EOC results, Observations
Summative Evaluation: Met Objective
Next Year's Recommendation: Continue to provide professional development opportunities for all teachers and paraprofessionals throughout the school year and summer
Booker Independent School District District #148901
Strategy 4 Details
Reviews
Strategy 4: Facilitate staff development through workshops and conferences, including paraprofessionals as appropriate, and program coordination. (5.a.4)
Strategy's Expected Result/Impact: Certificates, Sign in sheets, student programs
Staff Responsible for Monitoring: Superintendent, Principals
Funding Sources: - 199 General Fund, Title II Contract - 21 l Title I, Part A - $1,220
Formative
Summative
Nov
Feb
Apr
Strategy S Details
Reviews
Strategy 5: Encourage teachers to attend workshops and conferences and bring in recognized experts to district as needed to improve all student achievement and specifically addressing at-risk students, 504, ESL, migrant, special education, credit recovery, GT and dyslexia students. (5.a.4) (5.m.1)
Strategy's Expected Result/Impact: Certificates, Sign in sheets, student programs
Staff Responsible for Monitoring: Superintendent, Principals
Title I:
2.6
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
o.. No Progress 100.. Accomplished Continue/Modify X Discontinue
Booker Independent School District District #14890 I
Goal 2: Booker ISD will provide opportunities for appropriate curriculum.
Performance Objective 1: Booker ISD will continue to provide an aligned curriculum for all students.
lligh Priority
Evaluation Data Sources: Lesson plans, Principal assessments, student progress
Summative Evaluation: Met Objective
Next Year's Recommendation: BISD will continue to provide an aligned curriculum for all students.
Strategy 1 Details
Reviews
Strategy 1: Continue use of TEKS Resource System aligned for PK-12. (5.a.l)
Strategy's Expected Result/Impact: Lesson plans Curriculum Assessments
Principal Observations VAD
Staff Responsible for Monitoring: Core Subject Teachers, Curriculum Director, Department Heads, Foreign Language Teacher, Principals, Special Education Teachers, Teachers
Title I:
2.5
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 2 Details
Reviews
Strategy 2: Implement the TEKS for band, music and physical education. (5.a.1) Strategy's Expected Result/Impact: Documentation of TEKS covered Staff Responsible for Monitoring: Music Teacher, Principal, Teachers
Title I:
2.5
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Booker Independent School District
District #I4890 I
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Strategy 3 Details
Reviews
Strategy 3: Require teachers to attend workshops throughout the year in content specific areas. (Instructional Support Contract) (5.a.l)
Strategy's Expected Result/Impact: Training certificates
Staff Responsible for Monitoring: Curriculum Director
Title I:
2.5
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 4 Details
Reviews
Strategy 4: Design local inservices to address specific instructional needs. (5.a.l)
Strategy's Expected Result/Impact: Workshop attendance
Staff Responsible for Monitoring: Curriculum Director, Department Heads, District Site Based Committee, Principal, Superintendent
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 5 Details
Reviews
Strategy 5: Continue research-based programs for remediation and/or tutorials. (5.a. I) (5.a.4)
Strategy's Expected Result/Impact: Student progress
Staff Responsible for Monitoring: Curriculum Director, Principal, Superintendent
Title I:
2.6
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 6 Details
Reviews
Strategy 6: Provide update for aligned fine arts, Spanish, technology, and physical education curriculum. (5.a.l)
Strategy's Expected Result/Impact: Completed curriculum
Staff Responsible for Monitoring: Curriculum Director, Principal, Teachers
Title I:
2.5
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Booker Independent School District District #148901
Strategy 7 Details
Reviews
Strategy 7: At a minimum, students will have 135 minutes of structured physical activity weekly through opportunity for physical activity during the school day through PE classes and recess. (5.a.l)
Strategy's Expected Result/Impact: School schedules, student transcript, sports rosters, and schedules
Staff Responsible for Monitoring: Principal, Teachers
Title I:
2.5
- Results Driven Accountability Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 8 Details
Reviews
Strategy 8: Provide an aligned Career and Technology Education (CTE) curriculum. (5.1.1)
Strategy's Expected Result/Impact: CTE Curriculum document
Staff Responsible for Monitoring: CTE Director, Curriculum Director
Title I:
2.5
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
°" No Progress
..".'.°"' Accomplished
Continue/Modify
X Discontinue
Goal 2: Booker ISD will provide opportunities for appropriate curriculum.
Performance Objective 2: Booker ISO will provide opportunities for cross-curricular activities for all students during the 2022-2023 school year.
High Priority
Evaluation Data Sources: Lesson plans, student progress, student products
Summative Evaluation: Met Objective
Next Year's Recommendation: BlSD will continue to provide opportunities for cross-curricular activities.
Strategy 1 Details
Reviews
Strategy 1: Use Cross-Curricular Communication between staff to create assignments across content areas, shared reading level information, and develop vocabulary.
Strategy's Expected Result/Impact: Lesson plans and projects Create a common vocabulary and terminology
Staff Responsible for Monitoring: Curriculum Director, Principal, Teachers
Title I:
2.5
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 2 Details
Reviews
Strategy 2: Use writing across the core.
Strategy's Expected Result/Impact: Lesson plans and projects
Staff Responsible for Monitoring: Core Subject Teachers, Curriculum Director, Principal
Title I:
2.5
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
.,. No Progress
(-
Accomplished
Continue/Modify
X Discontinue
Goal 3: Booker ISD will provide opportunities for all students to meet or exceed state testing standards. (5.a. l)
Performance Objective 1: Booker ISD will provide Math, ELA, Science, and Social Studies curriculum and instruction to ensure student success for all students during the 2022-2023 school year.
High Priority HB3 Goal
Evaluation Data Sources: STAAR results
Summative Evaluation: Met Objective
Next Year's Recommendation: BISD will continue to provide curriculum and instruction guidance.
Strategy 1 Details
Reviews
Strategy 1: Identify STAAR Math, ELA, Science, and Social Studies objectives that need improvement and design instructional strategies for each. (5.a.I)
Strategy's Expected Result/Impact: STAAR results
Staff Responsible for Monitoring: Core Subject Teachers, Curriculum Director, Principals
Title I:
2.5
- Results Driven Accountability Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 2 Details
Reviews
Strategy 2: Continue to update Science Lab materials and supplies as needed.
Strategy's Expected Result/Impact: Inventory
Staff Responsible for Monitoring: Core Subject Teachers, Curriculum Director, Principal
Title I:
2.5
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 3 Details
Reviews
Strategy 3: Provide paraprofessionals to provide additional assistance in the classroom for more one-to-one student support. (5.a.3)
Strategy's Expected Result/Impact: Master Schedule, STAAR reports
Staff Responsible for Monitoring: Principals, Superintendent, Curriculum Director
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 4 Details
Reviews
Strategy 4: Provide small group instruction in critical areas with teacher and paraprofessionals for students not performing satisfactorily on a readiness test or assessment by offering reading with small group instruction with teachers and paraprofessionals. (5.a .3)
Strategy's Expected Result/Impact: STAAR scores, Readiness tests and assessment scores
Staff Responsible for Monitoring: Curriculum Director, Principals
Title I:
2.6
Funding Sources: - 199 General Fund, Teachers and Paraprofessionals Salaries - 199-PIC 24 State Comp Ed, Accelerated Ed -
$284,575
Formative
Summative
Nov
Feb
Apr
°" No Progress (oo, Accomplished Continue/Modify X Discontinue
Booker Independent School District
District# I 4890I
Goal 3: Booker ISD will provide opportunities for all students to meet or exceed state testing standards. (5.a.1)
Performance Objective 2: Booker ISD will provide opportunities for special population students, including SpEd, ESL, At-Risk, Economically Disadvantaged, Homeless, Foster Care, GT, and Dyslexia, to meet or exceed state testing standards during the 2022-2023 school year.
High Priority
Evaluation Data Sources: Class rosters, STAAR results
Summative Evaluation: Met Objective
Next Year's Recommendation: BISD will continue to provide extensive learning opportunities for special populations.
Strategy 1 Details
Reviews
Strategy 1: Ensure class offerings are open to all genders and ethnicity of students.
Strategy's Expected Result/Impact: Class rosters
Staff Responsible for Monitoring: Counselor, Principals
Title I:
2.4
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 2 Details
Reviews
Strategy 2: Provide training for Special Education teachers on programs, strategies and activities for addressing training on positive behavior interventions and supports. (5.k)
Strategy's Expected Result/Impact: Training certificate for Texas Behavior Support Initiative, Positive Behavior Intervention and Supports, or Restorative Discipline Practices or equivalent program
Staff Responsible for Monitoring: Special Education Teachers, Special Education Coordinator, Principals
Title I:
2.4
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Booker Independent School District
District #14890 I
Strategy 3 Details
Reviews
Strategy 3: Continue services with Penyton Special Education Shared Service Arrangement.
Strategy's Expected Result/Impact: Percentage of students testing on grade level
Staff Responsible for Monitoring: Superintendent
Title I:
2.4
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 4 Details
Reviews
Strategy 4: Special Education students will be included in regular education ELAR classes with a SPED paraprofessional available to provide extra support when needed. (5.a)
Strategy's Expected Result/Impact: STAAR scores and State reports
Staff Responsible for Monitoring: Core Subject Teachers, Principals, Special Education Teachers
Title I:
2.4
Formative
Summative
Nov
Feb
Apr
Strategy 5 Details
Reviews
Strategy 5: Provide assistance for ESL students in content classroom and continue to use the ELPS in the daily lessons. (Title lIJ SSA) (5.a.1)
Strategy's Expected Result/Impact: ESL Student Progress Reports TELPAS Results
Staff Responsible for Monitoring: Principals, Teachers
Title I:
2.4
- Results Driven Accountability Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 6 Details
Reviews
Strategy 6: Enforce a tutorial program for identified At-Risk students. (5.a.I) Strategy's Expected Result/Impact: Percentage of decrease of student failures Sign in sheets for tutorials
Staff Responsible for Monitoring: Counselor, Principals, Teachers
Title I:
2.6
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 7 Details
Reviews
Strategy 7: Use cooperative learning structures and other effective practices in the classroom to address At-Risk student learning styles. (5.a.l)
Strategy's Expected Result/Impact: Walk-throughs Evidence of implementation in the classroom
Staff Responsible for Monitoring: Principal, Teachers
Title I:
2.5
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 8 Details
Reviews
Strategy 8: Address the achievement gap between the percentage of At-Risk population and the percentage of other population students passing all portions of the STAAR. (5.b)
Strategy's Expected Result/Impact: Increase in percentage of at-risk students passing of STAAR
Staff Responsible for Monitoring: Instructional Focus Group, Principals, Teachers
Title I:
2.6
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 9 Details
Reviews
Strategy 9: Provide paraprofessionals for additional assistance and one-on-one support with At-Risk students. (5.a.3)
Strategy's Expected Result/Impact: At-Risk identification process, STAAR reports
Staff Responsible for Monitoring: Principals, Curriculum Director
Title I:
2.6
Funding Sources: - 199 General Fund, - 199-PIC 24 State Comp Ed, Accelerated Ed
Formative
Summative
Nov
Feb
Apr
Strategy 10 Details
Reviews
Strategy 10: Customize research-based strategies to meet the needs of the economically disadvantaged student. (5.a.3)
Strategy's Expected Result/Impact: Lesson plans STAAR results
Staff Responsible for Monitoring: Principals, Staff, Teachers
Title I:
2.4
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 11 Details
Reviews
Strategy 11: Identify students in homeless situations upon enrollment. (5.f)
Strategy's Expected Result/Impact: Homeless Questionnaire
Staff Responsible for Monitoring: Homeless Liaison, PEIMS Clerks
Title I:
2.4
- Results Driven Accountability Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 12 Details
Reviews
Strategy 12: Provide identified homeless students assistance with enrollment, lunch program, and other resources available to other students. (5.t) (5.a.)
Strategy's Expected Result/Impact: Service logs for homeless students
Staff Responsible for Monitoring: Homeless Liaison, PEIMS Clerks, Teachers
Title I:
2.4
Funding Sources: - 199 General Fund, Homeless Reservation - 211 Title I, Part A - $1,597
Formative
Summative
Nov
Feb
Apr
Strategy 13 Details
Reviews
Strategy 13: Identify students in foster care situations upon enrollment to ensure provision of services and support.
Strategy's Expected Result/Impact: Enrollment information Department of Family Protective Services 2085 Forms
Staff Responsible for Monitoring: Counselor, Foster Care Liaison, Teachers
Title I:
2.4
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Booker Independent School District
District#14890 I
Strategy 14 Details
Reviews
Strategy 14: Disseminate information to parents, students, and faculty for student nomination, assessment and identification into the Gifted and Talented (GT) program. (5.m.l)
Strategy's Expected Result/Impact: Contact logs Returned Forms
Five appropriate assessment criteria Formal assessment on entrance criteria
Staff Responsible for Monitoring: Counselor, GT Coordinator
Title I:
2.4
- Results Driven Accountability Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 15 Details
Reviews
Strategy 15: Determine student selection for GT program using a committee of at least three local district and campus educators who have received training in the nature and needs of gifted students. (5.m.1)
Strategy's Expected Result/Impact: GT list
Staff Responsible for Monitoring: Counselor, GT Coordinator, Teachers
Title I:
2.4
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 16 Details
Reviews
Strategy 16: Provide research-based dyslexia treatment programs.
Strategy's Expected Result/Impact: Student academic success
Staff Responsible for Monitoring: Principals, Superintendent
Title I:
2.4
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
...
No Progress
100,
Accomplished
Continue/Modify
X Discontinue
Booker independent School District
32 of 59 District#14890I
Goal 3: Booker ISD will provide opportunities for all students to meet or exceed state testing standards. (5.a. l)
Performance Objective 3: Booker ISO will provide 100% potential and/or dropout students with opportunities for success during the 2022-2023 school year.
High Priority
Evaluation Data Sources: TAPR Dropout Report, PEIMS Leaves Report
Summative Evaluation: Met Objective
Next Year's Recommendation: BISD will continue to provide dropout students with opportunities for success.
Strategy 1 Details
Reviews
Strategy I: Provide research-based programs for credit accrual and recovery. (5.a.4)
Strategy's Expected Result/Impact: TAPR Drop Out Report PEIMS Leavers Report
Staff Responsible for Monitoring: Counselor, PEIMS Clerks, PEIMS Coordinator, Principal, Superintendent
Title I:
2.6
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 2 Details
Reviews
Strategy 2: Maintain a 1% or less drop out rate in each student subgroup.
Strategy's Expected Result/Impact: Credits earned and PEIMS drop out report
Staff Responsible for Monitoring: Counselor, Principal, Superintendent
Title I:
2.6
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 3 Details
Reviews
Strategy 3: Provide transition activities for students to promote the importance of staying in school. (5.j.2)
Strategy's Expected Result/Impact: Lesson plans Programs plans
Staff Responsible for Monitoring: Counselor, Principal
Title I:
2.6
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Booker Independent School District
Dastnct #148901
33 of 59
Strategy 4 Details
Reviews
Strategy 4: Adhere to the Student Code of Conduct to make all DAEP placement and monitor to prevent dropout and recidivism. (5.k)
Strategy's Expected Result/Impact: DAEP placement data
Staff Responsible for Monitoring: Principals, Superintendent
Title I:
2.6
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
°"'
No Progress
10<YloAf ccomplished
Continue/Modify
X Discontinue
Goal 4: Booker ISD will provide opportunities to remain current in all technological changes, advances and applications.
Performance Objective 1: Booker ISD will provide current technological tools to accomplish the functions of administrative and support staff throughout the school year.
High Priority
Evaluation Data Sources: Classroom inventories, Training Certificates, Master Schedules
Summative Evaluation: Met Objective
Next Year's Recommendation: BISD will continue to provide current technological tools
Strategy 1 Details
Reviews
Strategy 1: Continue providing technological equipment for classrooms to include wifi connectivity.
Strategy's Expected Result/Impact: Classroom inventories Walk-throughs
Staff Responsible for Monitoring: Superintendent, Technology Director
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 2 Details
Reviews
Strategy 2: Provide computer instruction for PK-12. (5.a.l)
Strategy's Expected Result/Impact: Master Schedules
Staff Responsible for Monitoring: Principals, Technology Director
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 3 Details
Reviews
Strategy 3: Provide professional development on the use of new technology and incorporating technology into instructional programs and lesson planning. (5.a.4)
Strategy's Expected Result/Impact: Training certificates Sign in sheets
Training:
Google Istation
Inspire Learning (Think Through Math)
Accelerated Reader DMAC
Staff Responsible for Monitoring: Principals, Curriculum Director, Technology Director
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
...
No Progress
(:,:) Accomplished
Continue/Modify
X Discontinue
Goal 5: Booker ISD will provide opportunities to foster positive community, parent, teachers and student communication and relationships.
Performance Objective 1: Booker ISD will provide opportunities for communication and cooperation between the school, community, and parents to aid in the improved progress of students throughout the school year.
Evaluation Data Sources: Website, Site Based Committee
Summative Evaluation: Significant progress made toward meeting Objective
Next Year's Recommendation: BISD will continue to provide opportunities for communication and cooperation between school, community, and parents.
Strategy 1 Details
Reviews
Strategy 1: Provide Parent Portal for access to student academic progress. (5.g)
Strategy's Expected Result/Impact: Parent Portal use
Staff Responsible for Monitoring: Superintendent, Technology Director
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 2 Details
Reviews
Strategy 2: Provide social networking updates of school activities through Remind and Facebook for the community and parents. (5.g)
Strategy's Expected Result/Impact: Community/Parent participation
Staff Responsible for Monitoring: Principal, Technology Director
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 3 Details
Reviews
Strategy 3: Continue to update school website. (5.g) Strategy's Expected Result/Impact: Website Staff Responsible for Monitoring: Teachers
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 4 Details
Reviews
Strategy 4: Offer school sponsored activities and committees.(5.g)
Strategy's Expected Result/Impact: Sign in sheets Minutes
Attendance at activites
Staff Responsible for Monitoring: Principals
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
""'
No Progress
Accomplished
Continue/Modify
X Discontinue
Booker Independent School District
38 of 59 District #14890 I
Goal 5: Booker ISD will provide opportunities to foster positive community, parent, teachers and student communication and relationships.
Performance Objective 2: Booker ISD will provide higher education information to students and parents throughout the 2022-2023 school year.
High Priority
Evaluation Data Sources: Counselor logs, agendas, sign in sheets
Summative Evaluation: Significant progress made toward meeting Objective
Next Year's Recommendation: BISD will continue to privide higher education information to students and parents.
Strategy l Details
Reviews
Strategy l: Provide parents and students with higher education admissions and financial opportunities.
Strategy's Expected Result/Impact: Agenda, sign in sheets, and minutes
Staff Responsible for Monitoring: Counselor
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 2 Details
Reviews
Strategy 2: Provide guidance for student post-secondary curricular needs.
Strategy's Expected Result/Impact: Counselor logs
Staff Responsible for Monitoring: Counselor
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 3 Details
Reviews
Strategy 3: Provide information on high school accelerated graduation opportunities.
Strategy's Expected Result/Impact: Counselor logs
Staff Responsible for Monitoring: Counselor
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Booker Independent School District
Generated by Plan4Leaming.com 39 of 59
District #148901
July 4, 2023 6:03 PM
Strategy 4 Details
Reviews
Strategy 4: Coordinate with institutions of higher education and local employers to facilitate transition from high school to post secondary education and careers.
Strategy's Expected Result/Impact: Involvement oflocal colleges, universities and employers
Staff Responsible for Monitoring: Counselor, Principals, Superintendent
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 5 Details
Reviews
Strategy 5: Utilize career counseling to identify student interests and offer strategies for informed curriculum choices to facilitate transition to college, career or military options.
Strategy's Expected Result/Impact: Counseling services
Staff Responsible for Monitoring: Counselor, Principals
Title I:
2.5
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
°"'
No Progress
100.. Accomplished
Continue/Modify
X Discontinue
40 of59
Booker Independent School District Generated by Plan4Leaming.com
District #14890 I
July 4, 2023 6:03 PM
Goal 5: Booker ISD will provide opportunities to foster positive community, parent, teachers and student communication and relationships.
Performance Objective 3: Booker ISD will provide opportunities for active leadership for staff, students, parents and community leaders throughout the 2022-2023 school year.
Evaluation Data Sources: Sign in sheets, organization attendance and membership
Summative Evaluation: Significant progress made toward meeting Objective
Next Year's Recommendation: BISD will continue to provide opportunities for active leadership.
Strategy 1 Details
Reviews
Strategy t: Cultivate community leaders, staff leader, student leaders and parent leaders through programs such as National Honor Society, Student Council, class officers, teacher/mentor program, parent and family engagement committee, site-base committee and volunteering.
Strategy's Expected Result/Impact: Sign in sheets, meeting minutes
Staff Responsible for Monitoring: Superintendent, Principals
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 2 Details
Reviews
Strategy 2: Support and encourage parents, teachers and community members to be involved in PTO and Kiowa Club.
Strategy's Expected Result/Impact: Organization attendance/membership
Staff Responsible for Monitoring: Principals, Site Base Committee, Parent and Family Engagement Committee
Formative
Summative
Nov
Feb
Apr
""
No Progress
,oo.. Accomplished
Continue/Modify
X Discontinue
Booker Independent School District
Generated by Plan4Learning.com 41 of 59
District #14890 I
July 4, 2023 6:03 PM
Goal 5: Booker ISD will provide opportunities to foster positive community, parent, teachers and student communication and relationships.
Performance Objective 4: During each school year, Booker ISD will provide for diversity within the district.
Evaluation Data Sources: Demographic data
Summative Evaluation: Significant progress made toward meeting Objective
Strategy 1 Details
Reviews
Strategy 1: Encourage participation by special population groups.
Strategy's Expected Result/Impact: Sign in sheets Community participation group demographics
Staff Responsible for Monitoring: Superintendent, Principals, Staff
Title I:
2.4
Funding Sources: - l99 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 2 Details
Reviews
Strategy 2: Provide all district and campus information distributed to parents in English/Spanish, including the Parent and Family Engagement written policy.
Strategy's Expected Result/Impact: Documents in English/Spanish
Staff Responsible for Monitoring: Principals
Title I:
4.1
Funding Sources: - l 99 General Fund, Postage for Newslettrs - 211 Title I, Part A - $400
Formative
Summative
Nov
Feb
Apr
°"
No Progress
100
'--
Accomplished
Continue/Modify
X Discontinue
42 of 59
Booker Independent School District Generated by Plan4Leaming.com
District #14890 I
July 4, 2023 6:03 PM
Goal 5: Booker ISD will provide opportunities to foster positive community, parent, teachers and student communication and relationships.
Performance Objective 5: Booker ISD will provide training and help with the social, emotional, and mental health needs of our students and staff members.
High Priority
Evaluation Data Sources: Character Strong Program
Summative Evaluation: Significant progress made toward meeting Objective
Next Year's Recommendation: BISD will continue to provide training and help in this area.
Strategy 1 Details
Reviews
Strategy 1: Incorporate Character Strong into every grade level on a weekly basis.
Strategy's Expected Result/Impact: Improved social, emotional, and mental health behaviors
Staff Responsible for Monitoring: Campus principals and district counselor
Formative
Summative
Nov
Feb
Apr
°"
No Progress
100> Accomplished
Continue/Modify
X Discontinue
Booker Independent School District
Generated by Plan4Leaming.corn 43 of 59
District #14890 I
July 4, 2023 6:03 PM
Goal 6: Booker ISD will provide opportunities for a positive, safe, and orderly school culture.
Performance Objective 1: Booker ISD will provide safe and efficient facilities for all students and staff throughout the school year.
High Priority
Evaluation Data Sources: Emergency Management Procedures Plan, School Safety Plan
Summative Evaluation: Met Objective
Next Year's Recommendation: Continue to provide safe and efficient facilities for all stu ents and staff.
Strategy 1 Details
Reviews
Strategy 1: Maintain security camera system.
Strategy's Expected Result/Impact: Purchase Orders
Staff Responsible for Monitoring: Superintendent, Technology Director
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 2 Details
Reviews
Strategy 2: Continue to provide a full time counselor. (5.j)
Strategy's Expected Result/Impact: Payroll
Staff Responsible for Monitoring: Superintendent
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 3 Details
Reviews
Strategy 3: Maintain and update the Emergency Management Procedures Plan and School Safety Plan.
Strategy's Expected Result/Impact: Emergency Management Procedures Plan School Safety Plan
Staff Responsible for Monitoring: Counselor, Principals, Superintendent
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
44 of59
Booker Independent School District Generated by Plan4Learning.com
District #14890 I
July 4, 2023 6:03 PM
Strategy 4 Details
Reviews
Strategy 4: Provide counseling services and other resources in the following areas: Suicide prevention, conflict resolution, bullying, child abuse, violence prevention and intervention, discipline management, harassment and dating violence.
Strategy's Expected Result/lmpact: Counselor logs, discipline referrals District website resources
Staff Responsible for Monitoring: Counselor, Principals
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 5 Details
Reviews
Strategy 5: Provide pregnancy prevention curriculum and training for students and parents.
Strategy's Expected Result/Impact: Counselor logs
Staff Responsible for Monitoring: Counselor, Principal
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 6 Details
Reviews
Strategy 6: 4) Provide safe and secure environment and communication for staff and students.
Strategy's Expected Result/Impact: Improved communication with 2-way radios and improved classroom security with interior door locks
Staff Responsible for Monitoring: Principals. Superintendent, Staff
Funding Sources: - School Safety and Security Grant - $25,000
Formative
Summative
Nov
Feb
Apr
0,
No Progress
Accomplished
Continue/Modify
Discontinue
Booker independent School District
District #14890I
Goal 6: Booker ISD will provide opportunities for a positive, safe, and orderly school culture.
Performance Objective 2: Booker ISD will provide opportunities to address the health needs of all students throughout the 2022-2023 school year, including social, emotional, and mental health needs.
High Priority
Evaluation Data Sources: Screening reports, audit reports,
Summative Evaluation: Significant progress made toward meeting Objective
Next Year's Recommendation: Continue to address the health needs of all students.
Strategy 1 Details
Reviews
Strategy 1: Continue FitnessGram
Strategy's Expected Result/Impact: Submission of data
Staff Responsible for Monitoring: Music Teacher, PE Teachers, Technology Director
Title I:
2.5
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 2 Details
Reviews
Strategy 2: Maintain USDA compliant school lunch program
Strategy's Expected Result/Impact: Audit results
Staff Responsible for Monitoring: Food Services Supervisor, Superintendent
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 3 Details
Reviews
Strategy 3: Provide vision, hearing and spinal screenings Strategy's Expected Result/Impact: Screening reports Staff Responsible for Monitoring: Principals, Staff
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 4 Details
Reviews
Strategy 4: 4) Provide safety and secure classroom environments and communication.
Strategy's Expected ResulUimpact: 2-way radios to improve communication during emergency situations and interior classroom door locks for improved classroom security
Staff Responsible for Monitoring: Principals, Superintendent, Staff
Formative
Summative
Nov
Feb
Apr
Strategy 5 Details
Reviews
Strategy 5: Incorporate Character Strong Program into every grade level on a weekly basis.
Strategy's Expected Result/Impact: Improved social, emotional, and mental health behaviors
Staff Responsible for Monitoring: Campus Principals and District Counselor
Formative
Summative
Nov
Feb
Apr
°" No Progress (oo..) Accomplished Continue/Modify X Discontinue
Goal 7: Booker ISD will provide opportunities for staff to comply with federal and state guidelines.
Performance Objective 1: Provide 100% state certified teachers and highly qualified paraprofessionals in the classroom to be in compliance with federal and state expectations. (5.b)
High Priority
Evaluation Data Sources: Equity Data Survey, Teacher certificates, Employment records
Summative Evaluation: Some progress made toward meeting Objective
Next Year's Recommendation: Continue to work toward 100% state certified teachers.
Strategy 1 Details
Reviews
Strategy 1: Maintain 100% state certified teachers in core academic areas.
Strategy's Expected Result/Impact: TEA Equity Data Survey, Equity Plan
Staff Responsible for Monitoring: Principal, Superintendent
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 2 Details
Reviews
Strategy 2: Maintain I00% highly qualified and/or state certified paraprofessionals. Strategy's Expected Result/Impact: TEA Equity Data Survey, Equity Plan Staff Responsible for Monitoring: Principals, Superintendent
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 3 Details
Reviews
Strategy 3: Provide staff development opportunities for 100% administrative staff, teachers, and paraprofessionals pertaining to areas of assignment to ensure a high quality staff to meet BISD needs and objectives.
Strategy's Expected Result/Impact: Training certificates, sign in sheets
Staff Responsible for Monitoring: Curriculum Director, Principal, Superintendent
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Booker Independent School District
District #14890I
48 of 59
Strategy 4 Details
Reviews
Strategy 4: Comprehensive staff development will be provided to meet the needs of the staff and students. Staff development waivers will be used to provide intensive, effective targeted professional development Funds will be available to pay for training supplies and to bring in experts on reaching ESL and At-Risk students.
Strategy's Expected Result/Impact: Training certificates, sign in sheets
Staff Responsible for Monitoring: Curriculum Director, Principals, Superintendent
Title I:
2.4, 2.6
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 5 Details
Reviews
Strategy 5: Assign or reassign teachers and paraprofessional to areas so that programs and student needs are met.
Strategy's Expected Result/Impact: Master Schedule, Certification records
Staff Responsible for Monitoring: Principals, Superintendent
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 6 Details
Reviews
Strategy 6: Recruit potential staff via face-to-face interviews, phone interviews, or video streaming in multiple states. Focus will be on recruiting teachers in areas of need at both campuses.
Strategy's Expected Result/Impact: Employment records
Staff Responsible for Monitoring: Principals, Superintendent
Funding Sources: - 199 General Fund
Formative
Summative
Nov
Feb
Apr
Strategy 7 Details
Reviews
Strategy 7: Maintain compliance with state and federal funding requirements and mandated reports and coordinate services with other federal programs.
Strategy's Expected Result/Impact: Federal grant application requirements and state and federal compliance reports submitted
Staff Responsible for Monitoring: Superintendent, Region 16 Federal Programs services, District federal programs support
Funding Sources: Federal Programs Contract - 211 Title 1, Part A - $4,935, District Federal Program Support FTE: 0.11 - 211 Title I, Part A - $5,200
Formative
Summative
Nov
Feb
Apr
0, No Progress ( Accomplished Continue/Modify X Discontinue
Booker Independent School District
District #148901
Goal 7: Booker ISD will provide opportunities for staff to comply with federal and state guidelines.
Performance Objective 2: Booker ISD will maintain a 95% or higher attendance rate. (5.a.4)
High Priority
Evaluation Data Sources: TAPR report, TxEIS reports
Summative Evaluation: Met Objective
Next Year's Recommendation: Continue to work to improve our attendance rates.
Strategy 1 Details
Reviews
Strategy 1: Monitor attendance weekly.
Strategy's Expected Result/Impact: TxEIS reports
Staff Responsible for Monitoring: PEIMS Clerks, Principals, Superintendent
Formative
Summative
Nov
Feb
Apr
"" No Progress
I
Accomplished
Continue/Modify
X Discontinue
Goal 8: Booker ISD will provide a library to serve our students from PK-12 and will provide adequate reading and research information in the library.
Performance Objective 1: Booker ISD Library will provide students and opportunity to develop digital literacy skills and improve academic achievement.
High Priority
Evaluation Data Sources: Library Data
Summative Evaluation: Met Objective
Next Year's Recommendation: Continue to improve the library so that the library will be able to meet the needs of our students.
Strategy 1 Details
Reviews
Strategy 1: Provide an opportunity for all students to visit the library on a daily basis. (5.m.2) Strategy's Expected Result/Impact: Improved reading ability and improved digital literacy skills. Staff Responsible for Monitoring: Librarian, Principals
Formative
Summative
Nov
Feb
Apr
NIA
NIA
NIA
0,
No Progress
( Accomplished
Continue/Modify
X Discontinue
State Compensatory
Budget for District Improvement Plan
Total SCE Funds: $290,367.00
Total FTEs Funded by SCE: I
Brief Description of SCE Services and/or Programs
Personnel for District Improvement Plan
Name
Position
FTE
Vanessa Lester
Librarian
I
Title I Personnel
Name
Position
Program
FTE
Wrobyn Lovins
Computer Lab Aide
Elementary
1.0
Yesnia Sanchez
Special Education Aide/ESL Aide
Booker JH/HS
1.0
District Shared Decision Making Committee
Committee Role
Name
Position
District-level Professional
Susie Wynn
Chairperson
Administrator
Kelli Cates
Kirksey Elementary Principal
Administrator
Gary Mills
BISD Superintendent
Parent
Darren Chisum
Booker HS Parent
Classroom Teacher
Monica Custer
BJH-BHS Teacher
Classroom Teacher
Roseli Ferguson
BHS Teacher
District-level Professional
Juana Flores
District Professional
Community Representative
Pam Sanders
Community Member
Business Representative
Joni Yara
Booker News Owner
Parent
Carla Rosales
Kirksey Elementary Parent
Classroom Teacher
Erica Hennigh
Kirksey Elementary Teacher
Paraprofessional
Kanda Martinez
Kirksey Elementary Secretary
District-level Professional
Jana Compean
BISD Counselor
Student
Charley Hoover
BHS Student
Student
Jared Rosales
BHS Student
District-level Professional
Melissa Smith
BISD Special Education Director
Classroom Teacher
Mary Ann Spurlock
BJH-BHS Band Director
Community Representative
Josh Clevenger
Booker Christian Church Minister
Business Representative
Stephen Skipper
Drifter Jerky/Meat Plant Owner
Classroom Teacher
Javon Hassler
BJH Teacher
Parent
Lupe Cervantes
BJH-BHS Parent
Paraprofessional
Yulissa Ventura
BJH-BHS Campus Secretary
Parent
Lori Hearon
Kirksey Elementary Parent
Classroom Teacher
Tracy Reagan
Kirksey Elementary Teacher
District Funding Summary
199 General Fund
Goal
Objective
Strategy
Resources Needed
Account Code
Amount
1
1
I
$0.00
I
1
2
$0.00
1
1
3
$0.00
1
I
4
$0.00
I
1
5
$0.00
I
2
I
$0.00
I
2
3
$0.00
I
2
4
$0.00
I
2
5
$0.00
2
I
I
$0.00
2
1
2
$0.00
2
I
3
$0.00
2
I
4
$0.00
2
I
5
$0.00
2
1
6
$0.00
2
I
7
$0.00
2
I
8
$0.00
2
2
1
$0.00
2
2
2
$0.00
3
1
I
$0.00
3
I
2
$0.00
3
1
3
$0.00
3
I
4
$0.00
3
2
I
$0.00
3
2
2
$0.00
3
2
3
$0.00
3
2
5
$0.00
Booker Independent School District
56 of 59 District #148901
Goal
6
6
6
6
6
6
6
6
7
7
7
7
7
7
Objective
I I I I I 2
2
2
I 1 I 1
1
I
Strategy
I 2
3
4
5
I 2
3
1
2
3
4
5
6
199 General Fund Resources Needed
199-PIC 24 State Comp Ed, Accelerated Ed
Account Code
Sub-Total
Amount
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00 I
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
Goal Objective Strategy Resources Needed Account Code
3 I 4 Teachers and Paraprofessionals Salaries
3 2 9
Sub-Total
Amount
$284,575.00
$0.00
$284,575.00
211 Title I, Part A I
;
Goal
I 3
5
7
Objective
2
2
4
I
Strategy
4
12
2
7
Title II Contract Homeless Reservation Postage for Newslettrs
Federal Programs Contract
Resources Needed
Account Code
Amount
$1,220.00
$1,597.00
$400.00
$4,935.00
7 I 7
District Federal Program Support FTE: 0.11
Sub-Total
$5,200.00
$13,352.00
Booker lndependent School District
District #14890 I
School Safety and Security Grant
Goal
Objective
Strategy
Resources Needed
Account Code
Amount
6
I
6
$25,000.00
Sub-Total
$25,000.00
Booker Independent School District District #14890I
Addendums
Booker Independent School District
District #148901
Booker ISO Translation Procedure
Purpose:
Booker ISD will take realistic steps to ensure that parents, guardians, and others with Limited English Proficiency (LEP) have access and equal opportunity to important school information. Information regarding student interpretive, descriptive, and diagnostic reports, plans, policy, compact, parent meetings, and other required correspondence will be provided in an understandable and uniform format, and to the extent practical, in a language that parents/guardians can understand [Section 1112(e)(4); 1114(b)(4); 1116(e)(S); 1116(f)].
Types of Translation Available:
Language assistance will be provided through a bilingual staff interpreter, written translated materials and documents, and technology-assisted website translation capabilities.
Data Used to Determine Translation Needs:
Booker ISD reviews yearly the language access needs of our parents, guardians, and others through review of the Home Language Forms, district/campus ethnicity data, and educator/parent/student feedback and requests. The languages identified for translation are English and Spanish.
Documents/Information to be Translated:
The District/Campus(es) Improvement Plan(s) and the Parent Family Engagement written policy(ies) are available in the district and campus administration offices and are available upon request verbally via an interpreter or via website translation capability.
Written parent newsletters from the Title I, Part A Parent Family Engagement Statewide Initiative are provided to parents/guardians in the identified language(s).
School Parent Compact written information is translated into the identified language(s). Teacher-Parent Conferences (Compact) will be conducted in the presence of a staff interpreter.
Written reports will be translated into the identified language for the parent/guardian. Further explanation or detail on the report will be provided to the parent/guardian via a staff interpreter.
Monitoring:
On an ongoing basis, Booker ISD will assess changes in demographics, types of services or other needs that may require reevaluation of this procedure. In addition, Booker ISD will regularly assess the effectiveness of these procedures used for the delivery of language assistance.
Review Date
Region 16 Migrant SSA
Migrant Section for DIP 2021-2022
The LEA is responsible for incorporating all Migrant Education Program (MEP) activities/services/plans and guidelines into a migrant -specific section of the District Improvement Plan (DIP) and updating it on a yearly basis. The activities listed in this section are required for all Title I, Part C programs in Texas. You must maintain documentation of these activities for auditing and monitoring purposes.
2021-2022 Region 16 Migrant SSA Member District Migrant Education Plan
GOAL: Maximize achievement for all students Identified as Migrant, so that such students receive full and appropriate opportunities to meet the same challenging state academic content and student academic
achievement standards that all children are expec:tect to mfft.
Pfl101 Tllle PwtCUSA ----
ID&R: Conduct ID&R activities as outNned In the IO&R plan In the Texas Manual for the Identification and Recruitment of Migrant Chlfdran and In the ID&R plan, and ensure a strong system of quality control ls In place. (PS3103 Pt. 2)
Migrant Coordinator, Migrant Recn,lter
Texas Manual for ID&R
July 1 through
June 30
Family Surveys, Initial contact logs, Certlficates of ENgibillty, Recruiter logs, TX-NGS Records
Considerable Progress --
Some Progress -- No Progress -- Discontinue --
Accomplished?
Yes --
No --
NGS: Beginning July 1 lhn>ugh June 30, encoded n,qund deta Into the T- - Generation Syatem (TX-NGS) and conduct al n,qund -• aa outlned In The Texas Data Manll{1flmel1t Requ_,s ManWII for TX-NGS & MSIX. (PS3103 Pt.2)
NGS Dela Spedallst, Migrant Coordinator, Migrant Coun-r, Reauller, Admlnlo1raton,, Coun-r
Texu Manual for NGS July 1 through
June 30
TX-NGS Reporta and records
Conllderable Progrea --
Somef'Tog,_ --
Nof'Tog,_ --
Dlocontinue --
Accompllahed?
Yeo --
No --
Comprehensive Needs Assessment: Identify the unique educational and educationally-related needs of the children In the LEA through a Local Needs Assessment. (PS3103 Pt.2)
ESC MEP Coordinator, LNAC
LNA Tooldit
September 1 through August 30
LNA Surveys, Student Profile, LNA- SOP Alignment
Considerable Progress --
Some Progress -- No Progress -- Dtscontinue --
Accomplished?
Yes --
No --
SOP: lrnploment the n,qund slrategiea outlned In the T....Service Pion and be accountable for achleYtng ESC MEP Coordinator, Migrant Coordinator,
Texas SOP
July 1 through
updated MEP DI', documentation
Conaldereble P!Ogf9N --
Accompliahed?
the Meuu..- Program Outcomes. (PS3103 Pt. 2)
Adminlalrator,
June 30
of alrateglea lmplementad-Sludent Performance Log, TX-NGS Supplemental Program Services report
SomePTogrws -- No Progreaa -- Dtaconltnue --
Yes --
No --
Interstate Coordination: Utifize the Migrant Student Information Exchange System (MSIX) to promote Interstate coordination and timely records exchange. Coordinate with the Texas Migrant Interstate Program (TMIP) during the summer months In order to serve students from Texas who may attend out.oQf-6tate summer migrant programs. (PS3103 Pt.2)
Program Evaluation: By June 30, conduct an 8Y11klatlon of your r.tgrant Education Program. (PS3103 Pt.2)
HM
Migrant Services Coordination: Within the first grading period of the school year that the child who is eNgible for migrant services is In the district, (1) determine Individual needs for lns!Nctlonal and support services, (2) Identify available rvsources and make referrals to address said needs, such as tutoring, Wtc, HEP, dropout prevention program, (3) coordinate with entities to ensure that the child has access to the appropriate services, and (4) follow up to monitor and document progress. (ESSA P&A 3a)
5-ldary Studenbl: (1) Coordinate with available programa offering option■for aedtt accrual and recov.y to ensure that migrant aecondaty -bl are acceulng -rtun- available to eam needed a-edit■ end make up cou-1< which II lacking due to late arrival and/or early withdrawal. (2) Ensure conaoldation of partial secondary credlll, proper course placement, and aedk accrual for on-time graduation, lnclldlng accesslng and reviewing academic records from TX-NGS.(ESSA P&A Jg)
Migrant Services Coordination: Coordinate with school staff and the Texas Migrant Interstate Program (TMIP) to ensure that migrant students who have failed any subject area of the statewide student assessment are accessing local, Intrastate, and interstate opportunities available for summer statewide student assessment remediation. (ESSA P&A Jgl)
Provide supportive services for out of school youth. (ESSA P&A JgN)
Preschool Children: Within the first 60 days of the school year that eligible preschool migratory chNdren, ages 3-5, are In the school district, determine Individual educational needs, and to the extent possible, coordinate with or
Migrant Coordinator, Migrant Counselor
Migrant Coordinator, Migrant Reauttar,
Migrant eoun-.-, Administrator
Migrant Coordinator, Migrant Recn,lter, Migrant Counsek>r, Administrator, Counselor
Migrant Coordinator, Migrant Counselor, Administrator, Counselor
Migrant Coordinator, Migrant Counselor, Administrator, Counselor
Migrant Coordinator, Migrant Youth Speclalat
Migrant Coordinator, Administrator
Reg 16 SSA MEP
funds
Reg 16 SSA MEP
funds
July 1 through
June 30; May 1 through September 1
April 1 through
June 30
Within first grading period child enrolls
July 1 through
June 30
Initial avallablllty of statewide student assessment resutts through beginning of next school year
July 1 through
June 30
Within first 60 days of school
Student Performance Log, MSIX Move nol lcatlons, TMIP referral documentation, tter/emaiV phone call log to receiving states' summer migrant program staff
Program Evaluation findings, sign-
ln-Lminuteo
Student Performance Log, copies of referral letters, TX-NGS Supplemental Program Services report
TX-NGS: Pa,tial Credtt Report, Not- on-time for G<aduation Report, Student Graduation Pion, Recommended Coureea, Supplemental Program Services report; Student Performance Log; course aedtt conaolldellon and proper course placement
Student Performance Log, TMIP referral documentation, Summer statewide student assessment remediation enrolment
OSY Performance Log, copleo of refom,I letlenl, TX GS Supplemental Program Services report, leptop/celculator check-cul form
Student Performance Log, Stepping Stones assessment
Considerable Progress --
Some Progress -- No Progress -- Discontinue --
Conalderable Progreaa -- Somef'Togrwa -- No Progn,u -- Dtacontlnue --
Considerable Progress --
Some Progress -- No Progress -- Discontinue --
Conaldereble Prog,eas --
Some Progreea -- No Progreaa -- Dtacontlnue --
Considerable Progress -- Some Progress -- No Progress -- Discontinue --
Considerable Prog,ea -- Some Progreaa -- NoProg,_ -- Dtacontinue --
Considerable Progress --
Some Progress --
Accomplished?
Yes --
No --
Accomplished?
Yes --
No --
i
i
Accomplished?
Yes --
No --
Accomplished?
Yea --
No --
Accomplished?
Yes --
No --
Accomptiahed?
Yes --
No --
Accomplished?
Yes --
provide services to meet the Identified needs. (For example ,A Brtghl Beginning, Head Start, or other earty childhood
year after entering Inventories, enrolknent in service,
No Progress --
No --
programs.) (ESSA P&A 8)
PEIMS Migrant Indicator Code: The Tille I Mlgtant Coordinator wtl provide a ht of mlgnlnt 1tudenla or copleo of
Certillcatee of Ellglbllly (COEo) to be encoded Into PEIMS with the Migrant Indicator Code. (ESSA P&A 9A)
Migrant Parent Advisory Council: Establish a SSA-wide Migrant Parent Advisory Council (PAC), composed of a majority of migrant parents from the respective districts in the SSA, which provides meaningful consultation In the planning, Implementation, and evaluation of local MEP activities and services. The members should follow PAC by- laws estabNshed by the dlatrlct. (ESSA P&A 1-2)
Migrant Coordinator, NGS Data Speclalat,
PEIMS Coordinator
Migrant Coordinator, Migrant School/Home Community Liaison, Migrant Counselor,
R16 Education Specialist
'
Reg 16 SSA MEP
funds
school
July 1 through
June 30
July 1 through
June 30
TX-NGS record
copy of Nela provided to PEIMS, PEIMS report
Meeting notice, sign-fn sheet, agenda, by-laws, minutes
Discontinue --
Conalderable Prog,... --
Some Prograu -- No f'TogAIM -- Dtaconltnua --
Considerable Progress --
Some Progress -- No Progress -- DlsconUnue --
Accompllehed?
Yes --
No --
Accomplished?
Yes --
No --
2021-2022 Region 16 Migrant SSA Member District Migrant Education Plan
Coordinate/provide needs-bued supplemental reading and/or mathematics lnstructloo to migratory 1tudents In K-12 uolng rwoub of d ted forma foonal uaeoaments dur1ng the regular and 1ummer terms.
•Supplemental lnslnx:llon..- student asses.,,,.,,llconh,nl tutorials during the regular school day. Exhlnded- Dey sla'9wlde student assessmenVcontent tutorials (bel'ot9 school, aner school, or on Saturdays) (e.g. STMR
Bunt) (SOP 1-1, PS3103 Pt. 4)
Migrant lnte<ventionlst, Migrant Coordinator, Admlnlotrator, Counselor, Teacher, Educational Aide
Reg 16 SSA MEP
funds
September 1
through July 30
Student Pelformanoe Log, TX-NGS Supplemental Program Services report. tutorial slgn-ln aheet
Cooslderable Progreoa
Some Progreoa No Progreoa Discontinue
--
--
--
--
Accomptlahed?
Yas No
--
--
Coordinate/provide training/support to migratory students on the use of academk: tools and resources to Increase success In rwading and mathematics. (SOP 1-2, PS3103 Pt. 4)
Migrant Interventionist, Migrant Coordinator, Administrator, Couns or, Teacher, Educational Aide
July 1 through
June 30
Student Performance Log, tutorial sign.in sheet
Considerable Progress
Some Progress No Progress Discontinue
--
--
--
--
Accomplished?
Yes No
--
--
Utllze Project SMART when p,oYidlng summer supplemental mathematica Instruction to migratory students in grades K-1. (SOP 1-3, PS3103 Pt. 4)
Migrant Coordinator, Migrant Summer School Teacher, Migrant Summer School Aide, Administrator
Reg. 16 SSA MEP
!undo-Project SMART curriculum. MEP funds
During summer term-<nust begin after end of regular term and complete befora beginning of n- regular term.
TX-NGS sumn.- en-t/wd record and Supplemental Program Servicea report, Attendance records, Parent/Student Surveys, Student Pre-Mld.f>oet Assessment scores
Considerable Prog,na
Some Progreoa No Progreoa Discontinue
--
----
--
Accompllahed?
Yeo
No
--
--
Coordinate with LEA and/or communrty sed school readiness programs to provide migratory children ages 3-5 (w'ho are not in kindergarten) with access to sch readiness services. (SOP 2-1)
Migrant Coordinator, SchooVHome Community Liaison, Head Start/PreK Teacher
District Pre-K, HeadStart
July 1 through
June 30
TX-NGS enrottment records
Considerable Progress
Some Progress No Progress Discontinue
--
--
--
--
Accomplished?
Yes
No
--
--
PnMde the TEA approved eetty literacy program (A Bright Beginning) for migratory children ages 3-S who a,e not
..-..cl by - programs (dur1ng the regular ac:hool year, mer, virtue( fllC<HO-face, home-baoed, center-based).
(SOP 2-2, PS3103 Pt.◄)
Migrant Coordinator, School/Home Conwnunity Llalson, Bright BeginningsTeacher
Bright Beginnings Curriculum
July 1 through
Juno 30
A Bright Beglnnnlngs Inventories, TX-NGS enrolment records, TX- NGS Supplemental Program Services report
Cooliderable Prog,na
Some Progress No Progreoa Dlseontinue
--
--
--
--
Accompllahed?
Yeo
No
--
--
Coordinate/provide opportunities to confer with migratory students and OSY to increase awareness and access to c,edlt acaual options. (SOP J. 1)
Migrant Coordinator, Migrant Counselor, Administrator. Counselor
MEPfunds,
Reg 16 SSA MEP
funds (CBE tests)
July 1 through
June 30
Migrant Counselor Grade Level Newsletter, Student Performance Log, Student transoript, TX-NGS Supplemental Program Servk:es
report and Credit Reports
Considerable Progress
Some Progress No Progress Discontinue
--
--
--
--
Accomplished?
Yes
No
--
--
Coordinate/provide appropriate and targeted supplemental lnatructlon to mlgrato,y atudents In grades 9-12 and OSY Including lote enrolment■and e8!1y-l students. (SOP 3-2, PS3103 Pt.◄)
•s,,,,,,i.m.,,tal lnslnJcllon-Slatewide student assessment Tulor/els during lhe n,gu/ar school day. Exhlnded-Day
-- student assesament Tulorla/$ (bel'ot9 IIChool, aner school, or on Saturdays) (e.g. STAAR Bursi)
Migrant Interventionist, Migrant Coordinator, Admlnlatrator, Counselor, Teacher, Educational Aide
Reg 16 SSA MEP
funds
August 1 through
May 30,
November 2021,
June 2022
Student Peffonnanc. Log, TX-NGS Supplemental Program Services report, tutorial aig,Hn aheet
Coolido<able Prog,na
Soma Progreoa No Progreoa Dlacontinue
--
--
--
--
Accompllahed?
Yas
No
--
--
Coordinate/provide posH;econdary and high school equlvalency program information to secondary-aged migratory students and parents. (SOP 3-3)
Migrant Coordinator, Migrant Counselor, Administrator, Counselor, WTAMU CAMP, WTAMU Admissions, AC Admlssk>ns
MEP funds
July 1 through
June 30
Migrant Counselor Grado Level NeWS,etter, Student Performance Log, PSPG document, handouts, sign n
Considerable Progress
Some Progress No Progress Discontinue
--
--
--
--
Accomplished?
Yes
No
--
--
Coordinate/provide services to OSY based on Identified needs. (SOP 3-4)
Migrant Coordinator
MEP funds
July 1 through
June 30
Student Pelformanoe Log, OSY
Needs-I
Coolide<able Prog,na
Some Progreoa No Progreoa Discontinue
--
----
--
Accompllahed?
Vas
No
--
--
Coordinate/provide support services during the regular term and summer that address the ldentfied needs of migratory students. (PS3103 Pt. 4,SDP 4-1) •identified
Needs for Academic and Nonacademic Support Services-School Supplies, Olhor Heafth Support Services: Medical, dental, prescriptions, optometry, eye glasses, Immunizations.
Migrant Coordinator, Migrant SchooVHome Community Liaison, Administrator, Migrant Counselor, R16 Educational Specialist
MEP funds, Reg 16 SSA MEP funds
July 1 through
June 30
TX-NGS Supplemental Program Services report, laptop/calculator check-out form, medical requests
Considerable Progress
Some Progress No Progress OlsconHnue
--
--
--
--
Accomplished?
Yes No
--
--
Coordinate/provide training for parents to empower them to IICC8I& and use rnourcea/ oervicea to address the Identified needs of their chUd. (SOP ◄-2)
•- NHds for Suppott Services lo encourage partJcipalJon •nd allondanc&-Chld Ca,., Trsnapo,1allon to and from pa19nl . Ught snadrltnHI (dependent upoo meemg length and time).
ESC MEP Coordinator, Migrant ln..,,_,tionlat, Migrant Coordinator, Migrant School/Home Community Liaison, Adminlatrator, Counselor
MEP funds, Reg 16 SSA MEP funds
July 1 through
June 30
TX-NGS Supplemental Program Servioea raport, notlcee/_,cla/handouta/slgn-in sheeta/minutee for trainings
Coosiderable Progiess
Some Progress NoProg""" Discontinue
--
--
--
--
Accompllahed?
Yeo
No
--
--
Educate MEP/LEA staff on the unique needs of migratory students to ensure student success. (SOP 4-3)
Migrant Coordinator, Administrator
July 1 through
June 30
handouts, emails, sign-ln
Considerable Progress
Some Progress No Progress Discontinue
--
--
--
--
Accomplished?
Yes No
--
--
Collaborate to educate MEP/LEA stall about Instructional and support servtcea p,ovlded by other funding sources to
enaure migratory students receive services to which they arw entitled. (SOP 4-4)
Migrant Coordinator, Administrator, Federal
Programs OilltCtor
July 1 through
Juno 30
handouts, emallo, PSPG provided to MSC, slgn-ln
Cooliderable Progiess
Some Progreoa NoProg""" Discontinue
--
----
--
Accomplished?
Yes No
--
--
Coordinate/provide needs-based PD for MEP/LEA staff who provide supplemental reading and math Instruction to migratory students. (SOP 4-5)
Migrant Coordinator, Administrator, Counselor, Migrant Interventionists, Teacher, Educational Aide
Reg 16 SSA MEP
funds
July 1 through
June 30
handouts, emalls, sign-in, training certfficate
Considerable Progress
Some Progress No Progress Discontinue
--
--
--
--
Accomplished?
Yes
No
--
--
Other. Snacks and Meals for rrvgrant students participating In otr campus rrvgranl actMtes- When students participate In SSA sponsored activltes that are conducted off campus, lunch Olld/or snecka wtl be provided as the students wtl not have IICC8I& lo their regular cafeteria meals. (e.g. STAAR Burst, etc.)
Migrant Coordinator
Reg 16 SSA MEP
funds
July 1 through
June 30
Agenda, presentation handouts, aig<Hn sheet, TX-NGS Supplemental Program Services report
Considerable Progress
Some Progreoa No Progreoa Dlseontlnue
--
--
--
--
Accomplished?
Yes No
--
--
Region 16 Migrant SSA Priority for Services Action Plan
2021-2022
The Title I Migrant Coordinator will include the PFS Action Plan in the District's Improvement Plan as a separate section appropriately labeled or identified (e.g., "Migrant PFS Action Plan" section), rather than integrating the action plan elements with other DIP sections that focus on other student population groups (e.g., Bilingual, ESL, low income).
Priority for Service (PFS) Action Plan for Migrant Students
As part of the Every Student Succeeds Act (ESSA), the Priority for Service (PFS) Action Plan is a required program activity for the Migrant Education Program In providing services with funds received under this part, each recipient of such funds shall give priority to migratory children who have made a qualifying move within the previous 1-year period and who are failing, or most at risk of failing, to meet the challenging State academic standards; or have dropped out of school. [§1304 [20 U S.C. 6394](d)j.
The Priority for Service Report on NGS must be used to determine who to serve first and foremost with MEP funds. Students are identified as PFS 1f they meet the following criteria
Priority for Service Criteria
Grades 3-12,
Ungraded (UG) or Out of School (OS)
• Who have made a qualifying move within the previous 1-year period; AND
• Have a received grade level of "approaches or not meet" on the state assessments (STAAR), were Absent, Not Tested* or were not enrolled in a Texas school during the state assessment testing period for their grade level
Grades K-3
• 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 (NGS} Supplemental Program Component, Qf
• For students in grades K-2, who have been retained, or are overage for their current grade level
The following document is provided by TEA for districts to help document efforts that are being conducted on behalf of Priority for Service students. It contains all of the required components as described in Part 4 of the ESSA Application in the Provisions and Assurances, but also allows room for districts to add additional activities. Each district's plan must clearly articulate criteria for defining student success,including timelines for achieving stated goals and objectives.
'Many may know terminology is changing from LEP to Emergent Bilingual per S82066 but PE/MS revisions are still in progress
Texas Educatron Agency. Federal Program Compliance D1v1sion. 2020-2021
Filled OutBy: K. Seymour
Date: 09/01/2021
Priority for Service (PFS) Action Plan
School Year: 2021 • 2022
Note: Title I. Part C Coordinator or MEP staff will include the PFS Action Plan in the district improvement plan as a separate section appropriately labeled or identified (e.g., "Migrant PFS Action Plan Section'), rather than integrating the action plan elements with other DIP sections that focus on other student population groups (e.g., Bilingual, ESL. economically disadvantage).
Required Strategies
Timeline
Person(sl Responsible
Documentation
Mo.nitor the progress of MEP students who are on PFS.
Monthly,run NGS Priority for Service (PFS) repcrts to identify migrant children and youth who require priority access to MEPservices.
During the first week of each month during the program year
Region 16 Education Service Center NGS Data Specialists, District Administrator
Monthly migrant PFS student repcrts on file in program coordinator's office.
• Before the first day of school, develop a PFS ActionPlan for serving PFS students. The plan must clearly articulate criteria for defining student success, including timelines for achieving stated goals and
objectives.
July of each beginning of the programmatic year
Region 16 ESC Ed. Specialist, Region16 ESC NGS DES, district MSC
Updated PFS Action Plan on file with MSC and in the LEA's DIP
Additional Activities
Texas Education Agency.Federal Program Compliance Division. 2020-2021 2
grade reporting period. Developed a plan for each PFS student not meeting or at risk of not meeting all academic standards.
Every six weeks immediately following the posting of grades
Migrant coordinator, migrant counselor, campus principal, campus counselor,
teachers
six-week report cards, progress reports with date of consultation and signatures of participants
Required Strategies
Timeline
Person(s) Responsible
Documentation
Communicate the prooress and determineneeds of PFS migrant students.
• During the academic calendar, the Title I, Part C Migrant Coordinator or MEP staff will provide campus principals and appropriate campus staff information on the Priority for Service criteria and updated NGS
Priority for Service reports
.
During the first week of each month during the program year
NGS Data Specialist. Migrant Service Coordinator
Monthly migrant PFS student reports on file in program coordinator's office, log of dissemination, copies of PFS report at campuses
During the academic calendar, the Title I, Part C Migrant Coordinator or MEP staff will provide parents of PFS students information on the Priority for Service criteria.
.
At first PAC meeting of the year and at initial designation of student identified as PFS.
Migrant service coordinator, Migrant School Home community liaison,recruiter
PAC meeting agendas and sign-ins, phone and travel logs, copies of documents shared on home visit (PFScriteria, student academic 1nformat1on, etc.)
During the academic calendar, the district's Title I, Part C Migrant Coordinator or MEP staff will make individualized home and /or community visits to update parents on the academic progress of their children.
Ongoing throughout the year; at a minimum of one per semester
Migrant service coordinator. Migrant School Home community liaison, recruiter
phone and travel logs, copies of documents shared on home visit
Provide services to PFS miarant students.
• The district's Title I,Part C migrant coordinator or MEP staff will use the PFS reports to give priority placement to these students in migrant educationprogram activities.
Ongoing throughout the year as services or activities are conducted.
Migrant coordinator. migrant counselor, migrant interventionist
Service logs, request forms document PFS eligibility of student
. Review the academic status of each PFS student after each six-week
Texas Education Agency.Federal Program Compliance DIv1s1on.2020-2021 3
• The district'sTitle I,Part C migrant coordinator or MEP staff will ensure that PFS students receive priority access toinstructional services as well as social workers and community social services/agencies.
• The district'sTitle I,Part C migrant coordinator or MEP staff will determine what federal, state,or localprograms serve PFS students.
Migrant Interventionists will review PFS list on amonthly basis to determine migrant students for targeted instructional support focusing on PFS students
:ableto_:n9et Statewide Student Assessment criteria.
Once each month; ongoing throughout the year as
Migrant Interventionist
Migrant Interventionists' trackingform
necessa
Additional Activities
Ongoing throughout the year as services or activities are conducted.
l
Throughout the year and after review of PFS student's progress
l
Migrant coordinator, migrant counselor, migrant interventionist
Migrant coordinator, migrant counselor, campus principal, campuscounselor, teachers
Service logs, request forms document PFS eligibility of student
I
documentation of services provided by any federal,state or local programs (i.e. TIA, TIii, Homeless. B/ESL. Free & Reduced Lunch, SCE), student schedules
l
Susie Wynn
Digitally signed by Susie Wynn
Bate: 2021.09.24 12:20:49 -05'00'
LEA Signature Date Completed
qI{lfdl/J.,I
Date Received
Tel!as Erucation !>JJeocy,Federal Program Compliance Division, 2020-2021 4
Region 16 Migrant SSA
Identification and Recruitment of Migrant Students
2021-2022
OBJECTNEI
Region 16 SSA Action Plan - Identification and Recruitment of Migrant Students
16 MEP SSA districts will In tralnl for recrultars and el bl reviewers.
A. District Identified Recruiters and All recruitersand
Ellglblty Revlewerl wtUcompleta on- ellglblllty ,_ for
line ldentlfcaUon and Recruitment the Migrant Education
As available or Texas Manual for
by deadline sat ID&R of Migrant
Considerable Prog.
Sign-In Sheet, Cartlflcate of Some Progress
Attendance, State ID&R Test No Progress
Accomplished Yes
: ) training offered by the state Program (MEP).
by TEA.
Chlldran
Discontinue No
B. Dtstrtct Identified Recruiters and NA recruiters and Ellglbllty wtUpartk;lpata In allglbllty ,. for
follow.up ldentltlcatlonand the Migrant Education Racrultmant (ID&R) training ol'fenld Program(MEP)
by ESC 16 MEP. •
After completion of the state MEP's CKHlne ID&R training.
T- Manual for ID&R of Migrant Children
SlgrHn Sheet, Cartlflcate of Attendance, Regional D&R Test
Considerable Prog. Some Progress
No Progress Discontinue
Accomplished Yes
No
Aalan
A. Meat wl1h all districtID&R staff (allglbllty nwtewers, recruiters and clerks) to brainstorm and plan recruitment atrataglM to IncludeIn ID&R Plan.
All district recruiters and eligibility reviewers for theMEP.
Tlmallne
By August 31
RNouroea
T- Manual for ID&R of Migrant Children, Migrant Calendar
-a.fl
agenda, staff assignments, calendar
Considerable Prog. Some Progress
No Progress Discontinue
Nov - June
Accomplished Yes
No
B. Finalize a8 forms, documents and MEP admlnlsbato.a,
T- Manual for
Considerable Prog.
Accomplished
logs. Dlsa.ninallt and train on al forms, logs, ate. that will be used by MEP ID&R staff.
recruiters and alglbllty F1tY'-rs forthe MEP.
By August 31
ID&R of Migrant Children, Migrant Calendar
agenda.handouts
Some Progress No Progress Discontinue
Yes No
C. Maka racruttar assignments, making sure to account for year• round, ongoing recrulbnant efforts regarding recruiting In
All district recruiters and
Texas Manual for ID&R of Migrant
staff assignments, contact
log, Hst of local
Considerable Prog. Some Progress
Accomplished
schooUcampus, community, gl'lM9rs, allgibllty for
By August 31
Children, Migrant
farmers/agribusiness
No Progress
Yes
out.of«:hool youth Including pre- school-egad chlldran and olhar stale and federal agencies that S8fV8 migrant famllas.
the MEP.
Calendar, TEA
Agrlc:ultural Map
contacts, utllty contacts,
social a«Vloas contacts
Discontinue No
D. Conduct IO&R forPotantlally
Ellglbla Migrant Children: Contact polllntlaly alglble migrant familaa using door-«>door recruitment efforts, by conducllng family surveys
duringIChool reglatratlon, etc. Targeting bolh anro11aas and non- anrollaN (ages 0-21). Complete COEs as naadad. Share copies of COEs wl1h appropriate entitles as listed on COE.
MEP racruttars
Throughout the T- Manual for year. Make ID&R of Migrant
Initial outreach
......_ by.,_. Children, Migrant
:,"""'.............. ,.. Calendar
Contact Logs, COEs, Supplemental Documentation Form, completed famHysurveys
Considerable Prog. Some Progress
No Progress Discontinue
Accomplished Yes
No
OBJECTIVE II Realon 16 MEP SSA dlstrlcta wlll I • ,,. and recruit all ellalble mlarant children ,..ldlnn Intheir dlstrtcta' boundaries.
continued
FonnlllM Ewlualon R..w.i,.w
................ Rwi.w
Action
Slaff-
Tlmellne
RNOUrCN
Documentallon
Nov
June
Alla
E. Conduct Annual lnltlal Contact for Cum,ntty EHglble Migrant Children: Contact families of cumintty eligible migrant students to detennine If new qualfylng moves have occurred. Complete new COEs as l'INded. Shani copies of COEs with appropriate entitles as Hated on COE.
MEP recruiters
By August 31
Texas Manual for ID&R of Migrant Children, Migrant Calendar
Contact Logs, Family COE Report, COEs, Supplemental Documentation Fenn
Considerable Prog. Some Progress
No Progress
Discontinue
--
--
--
--
--
--
--
--
--
--
--
--
Accomplished Yes
No
--
--
F. Reaulter completes COE and accompanying COE Supplemental Documentation Fonn for al families with new QADs. Submit compleled COE and Coe Supplemental Documentation Fonn to ellglbilty revleMr for review.
MEP recruiters
Within 3 days of parent signature.
Texas Manual for ID&R of Migrant Children, Migrant Calendar
COE, Supplemental Documentation Fenn
Considerable Prog. Some Progress
No Progress Discontinue
--
--
--
--
--
--
--
--
--
--
--
--
Accomplished Yes
No
--
--
G. EllglblNty revt-r reviews COE and accompanying COE Supplemental Documentation Fonn for aufamllles with new QADs. Return COE and COE Supplemental Documentation Fenn to recruiter If additional Information is needed. Submit to NGS Terminal Site after ellglblHty review Is completed.
MEP ellglblHty reviewers
Within 5 days of parent signature.
Texas Manual for IO&R of Migrant Children, Migrant Calendar
Coples of COEs, Supplemental Documentation Form, EllgibiNty RevteMr signature
Considerable Prog. Some Progress
No Progress Discontinue
--
--
--
--
--
--
--
--
--
--
--
--
Accomplished Yes
No
--
--
H. Conduct residency verlllcatlon. Verify continued residency for all
currently eligible migrant children who ha1111not made a new qualifying move (QAD) during the current
repoltlng period.
MEP recrultera
Sept 1-Nov 1
Texas Manual for D&R of Migrant Children, Migrant Calendar
Residency Vertllcatlon entry made on all COEs, contact log, Residency Verification entry on NGS
Considerable Prog. Some Progress
No Progress Discontinue
--
--
--
--
--
--
--
--
--
--
--
--
Accomplished Yes
No
--
--
Also for 2-yr• olda turning 3, after 3rd
Ihhttvc.....
I.Coordinate with 16 Out of School Youth Recruiter to Identify OSY within the LEA's boundaries.
MEP recruiters
Throughout the year.
Texas Manual for D&R of Migrant Children, Migrant
Calendar
#
COE, Supplemental Documentation Form
Considerable Prog. Some Progress
No Progress
Discontinue
--
--
--
--
--
--
--
--
--
Accomplished Yes
No
--
--
Region 16 SSA Action Plan - Identification and Recruitment of Migrant Students
Region 16 SSA Action Plan - Identification and Recruitment of Migrant Students
continued
FOl'fflllllve l!valuatlon Rwi.w
B. F01W8rd COEs with ITlOOI than
Staff Ible
Documentation
Nov
Mar
June
one required comment to ESC for Eligibility revi-rs, revi-. Follow protocol for COEs that MEP administrators, warrant further review by the ESC and ESC MEP contact and/or State MEP as outlined In the when appropriate ID&RManual.
Ongoing throughout the year
Texas Manual for ID&R of Migrant Children
COEs, Supplemental Documentation forms, contact logs
Considerable Prog. Some Progress
No Progress Discontinue
Accomplished Yes
No
C. Monitor and address ongoing training needs for ID&R. Work with regional ESC to provide tralnlng
support to MEP recruiters, etlgllbllity All MEP staff revl-,s and other MEP staff as
specific needs are observed throughout the year.
As needed throughout the year
Texas Manual for ID&R of Migrant Children, ESC staff
email/phone contact log of communication be'-811 ESC and district contacts
Considerable Prog. Some Progress
No Progress Discontinue
Accomplished Yes
No
D. Maintain up-to-date records on file. Maintain updated active and inactive records. File COEs in
alphabetical order by current AllMEP staff
mother's last name and retain records for seven (7) years from the date eligibility ands.
E. Coordinate with ESC for annual
ellgibiNty vaHdation. Validate
Ongoing throughout the year
Texas Manual for ID&R of Migrant Children, COEs
Texas Manual for
COEs, Supplemental Documentation forms
COEs, Supplemental Documentation forms,
Considerable Prog. Some Progress
No Progress Discontinue
Considerable Prog. Some Progress
Accomplished Yes
No
Accomplished
eligibility through re-lntervl
process according to Instruction set forth by TEA.
ESC,MEPstaff
January-June
ID&R of Migrant
Children, COEs
ENgibllity Validation forms, contact log of re-interviews
No Progress Discontinue
Yes
No
Nov
Considerable Prog. Some Progress
No Progress Discontinue
Evaluation results from MEP staff, PAC Minutes, reduction in misidentified children, findings and action steps
Texas Manual for ID&R of Migrant Children
Documel.tMlon
RNourcN
Tlmellne
staff
Action
Forllllllllwl!vahllllcnrtwi.w .,_
By June 30
A. Evaluate ID&R efforts for
subsequent planning. Gather and AllMEP staff
analyze data and Input from various Others: local Migrant MEP stakeholders to Incorporate P t Advl C ell appropriate changes into subsequent (: sory oun ID&R plan for continuous
improvement.
Accomplished Yes
No
Region 16 Migrant SSA
1D&R Quality Control Written Procedures
1. SSA member districts will send at least one district designated Migrant recruiter to the annual Identification and Recruitment training conducted by Region 16 each year in August.
2. SSA member districts will receive and follow the Region 16 Migrant SSA ID&R Action Plan.
3. District Migrant Recruiters will actively identify and recruit migrant students according to the most current copy of the Texas Manual for the Identification and Recruitment of Migrant Children.
4. District Recruiters will forward all completed and signed COEs to Region 16 for review.
5. Upon receipt of district COEs, Region 16 Education Specialist or NGS Data Specialist will review and either:
a. Identify corrections and send back to district with citations from ID&R manual for corrections, or
b. Send forward for entry into NGS by NGS Data Specialist, or
c. Send forward to ESC Reviewer for approval due to two or more required comments. Then ESC Reviewer will sign and forward for entry into NGS by NGS Data Specialist.
6. NGS Data Specialist will file and return appropriate copies of COE to district.
7. District Recruiter will send parent copy of COE upon receipt from Region 16 to parents.
8. District Recruiter will notify District PEIMS of migrant student's status for PEIMS data entry.
9. District Recruiter will file LEA copy of COE according to their record retention policy.
BOOKER ISD PARENT AND FAMILY ENGAGEMENT POLICY
2021-2022
Statement of Purpose
Booker ISO is committed to providing a quality education for every child enrolled in the school. To achieve this goal, Booker ISD wants to work with parents and with the community. Everyone will gain if staff and parents work together to promote high achievement for all children. The expectations will be to have neither the parent nor the staff doing the job alone. Parents play an extremely important role as the children's first teachers. Their support for their children and for the school is critical to their children's success.
Booker ISO recognizes that some students may require extra assistance that is available through the Title I Program and various other educational services offered throughout the district. Booker ISD intends to include parents in all aspects of the district's Title I Program. The goal is a school-home partnership that will help all students in the school to succeed.
Parent Involvement in Developing Program
An advisory committee consisting of parents, members of the community, school staff, and administration will meet to develop Booker ISO Parental Involvement Program. This committee will be chosen from volunteers at campus level, representative of the school's demographics.
Also, Booker ISO understands that the parental involvement policy is part of the larger district and campus improvement plans. The committee will help develop and revise the campus improvement plan.
Building Capacity
Booker ISO values the partnership of the parents in their children's education. There are many ways parents can make significant contributions to student success both at home and by volunteering at the school. Student achievement is the result of effective home-school-community partnerships.
Booker ISD:
(1) shall provide assistance to parents in understanding such topics as the State's academic content standards and State student academic achievement standards, State and local academic assessments, and how
to monitor a child 's progress and work with teachers to improve the achievement of their children;
• Parent Portal
• STAAR Confidential Student Report (CSR)
• Fall Parent Meetings about TEKS and testing
• Invitations to attend child's class at any time
• After school assistance for parents
• Journals/Notebooks -information to complete assignments, examples, vocabulary, notes
• Instructions attached to homework
• Forms of communication ( e-mail, phone calls, texting, face-to- face, web pages, Facebook)
(2) Shall provide materials and training to help parents to work with their children to improve their children's achievement, such as literacy training and using technology, as appropriate, to foster parental involvement;
• Parent meetings at the beginning of the year
• Athletic parent meetings at the beginning of the season
• Web pages - contact information and conference time
• Classroom syllabus and policies
• Kiowa Pride Band parents meeting (fall)
• Parent Portal (kept-up-to-date)
• Progress Reports
• Face to face contact
• Phone calls
• Texting
• Before school and after school help (parents may come ask questions)
• Invitations to attend child's class at any time
• After school assistance for parents
• Journals/Notebooks -information to complete assignments, examples, vocabulary, notes
• Instructions attached to homework
• Assignments and graded papers used for reference
(3) Shall educate teachers, principals, and other staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school;
• Parent Survey
• Site-Base Committee
• Parent Involvement
• Workshops
• Region 16 Training Videos
(4) Shall ensure that information related to school and parent programs, meetings, and other activities is sent to parents in various forms of communication. Communication with parents will be provided through the following sources:
• Booker ISD website
• Booker Facebook page
• My Call Now
• Remind.com
• E-mails
• Written notices
• Phone calls
• Conferences
• Home visits as needed throughout the school year.
Parents are encouraged to take the initiative to call their child's teacher with concerns. They may also request translation services. All correspondence will be in English and Spanish;
(5) Shall involve parents and community in the development of training for teachers, principals, and staff to improve the effectiveness of such training:
• Curriculum Meetings
• Site-Base Committee
o List of site-base members posted on district website and around the school
o Agenda posted in advance for people to contact committee members with concerns and ideas
• Parent Involvement Committee
o List of members posted on district website
o Agenda posted in advance for people to attend or contact members with concerns and ideas
• Parent Survey
(6) Shall arrange school meetings at a variety of times, or conduct in-home conferences between teachers or other educators, who work directly with participating children, with parents who are unable to attend such conferences at school, in order to maximize parental involvement and participation;
• Parent-Teacher Night
• Parent-Student Conferences
• Graduation Plan
(7) Shall establish a campus parent involvement committee to provide advice on all matters related to parental involvement in programs supported under this section
(8) Shall provide other reasonable support for parental involvement activities
under this section as parents may request;
• Establishing more purposeful meetings for parent to share their concerns and ideas
• Group activities involving parent concerns
(9) Shall provide parents with information about Title I, Part A programs that includes a description and explanation of the school's curriculum, how they can access the on-line help, the forms of academic assessment used to measure children's progress, and the proficiency levels students are expected to meet;
• There are two meetings per year; fall Title 1 Part A meeting and spring Title 1 Part A meeting.
(10) Shall provide each parent timely notice when their child has been assigned or has been taught for four or more consecutive weeks by a teacher who is not highly qualified;
• Requirement date is set by the state.
• This information is sent, by mail, to the parent, through the Federal Program Director's office.
(11) May provide necessary literacy training from funds received under this part if the local agency has exhausted all other reasonably available sources of funding for such training;
(12) May pay for reasonable and necessary expenses associated with local parental involvement activities, including transportation and child care costs, to enable parents to participate in school-related meetings and training sessions;
(13) May train parents to enhance the involvement of other parents;
(14) May adopt and implement model approaches to improving parental involvement; and
(15) May develop appropriate roles for community-based organizations and businesses in parent involvement activities.
Coordination of Programs
Booker ISD will work cooperatively between campuses on the transition of the students. Parental involvement strategies will be coordinated to assist the transition from elementary into junior high.
Annually Booker ISD will assess the needs of the parents and children in the school community using a variety of tools including a survey. The findings will be used to revise the Title I program to meet the current needs. Workshops or other training will be made available to educators and parents to address these needs. Parents will be notified about training opportunities.
Reservation of Funds
The Title I Part A allocation is less than $500,000 so no money is required to be reserved for parental involvement. The district and campuses are still required to provide a parental involvement program and services.
Annual Meeting
Each campus will hold an annual meeting during the first six weeks of the new school year for all parents. At that meeting the Title I program will be described, the Parental Involvement Policy will be distributed and reviewed, and opportunities for parental participation will be explained. Parents will be offered a chance to become involved in revision and updating the policy. Parent volunteers will be recruited to serve on the campus parent involvement committee.
Translation will be available. Parents will be sent written notices about the meeting times and will also be contacted by texting, emails, and Booker ISD website.
Since the goal of Booker ISD is student success, the expectations for school performance, individual student assessments, and grade level curriculum will be provided in a format parents can understand.
Parents will be advised that the effectiveness of the Parental Involvement Program will be evaluated annually and the policy will be revised to meet the needs of the students, school, parents, and community.
School-Parent Compact
Booker ISD will consult with the parent involvement committee to annually develop, review, and revise the school-parent compact. The compact will identify the responsibilities of the staff to provide high-level curriculum and instruction, and the expectations of the parents to provide support in their children's learning.
The compact will address the best ways to maintain positive, timely communication between school and home. The compact will be available to all parents and families in the enrollment packet, in the student handbook, on the school website, and it will be discussed at parent-teacher conferences with the 6th grade.
Evaluation
Booker ISO Administrators, Campus Site Base Committees, and Parent Involvement Committees will work to evaluate the effectiveness of the Parental Involvement Program. Surveys, classroom observations, assessment data, curriculum meetings with staff, and other resources will be used to determine the needs and develop revised strategies for student success. Parental input will be sought. Revisions to the Title I Program and Parental Involvement Policy will be developed and agreed upon with parent input and will be communicated to the parents in the school.
Concluding Statement
Booker ISO is committed to the success of students. We will work together with parents to monitor the effectiveness of our Parental Involvement and Title I Programs and to provide excellence in education. This policy will be promoted by the administrators, principal, and other school staff as we seek active participation by our parents.
POLITICA DE PARTICIPACI6N DE PADRES Y FAMILIAS DE BOOKER ISD 2021-2022
Declaraci6n de prop6sito
Booker ISO se compromete a proporcionar una educaci6n de calidad para todos los niiios inscritos en la escuela. Para lograr este objetivo, Booker ISD desea trabajar con los padres y con la comunidad. Todos gananin si el personal y los padres trabajanjuntos para promover un alto rendimiento para todos los nifios. Las expectativas seran que ni el padre ni el personal hagan el trabajo solos. Los padres juegan un papel extremadamente importante como los primeros maestros de los niiios. Su apoyo para sus hijos y para la escuela es fundamental para el exito de sus hijos.
Booker ISO reconoce que algunos estudiantes pueden requerir asistencia adicional que esta disponible a traves de! Programa Titulo I y otros servicios educativos que se ofrecen en todo el distrito. Booker ISO pretende incluir a los padres en todos los aspectos del Programa Titulo I de) distrito. El objetivo es una asociaci6n entre la escuela y el hogar que ayudara a todos los estudiantes de la escuela a tener exito.
Participaci6n de los padres en el programa de desarrollo
Un comite asesor compuesto por padres, miembros de la comunidad, personal escolar y adrninistraci6n se reunira para desarrollar el Programa de Participaci6n de Padres Booker ISO. Este comite se elegira entre voluntarios a nivel del campus, representativos de los datos demograficos de la escuela.
Ademas, Booker ISO entiende que la politica de participaci6n de los padres es parte de los planes de mejorarniento del distrito y de! campus. El comite ayudara a desarrollar y revisar el plan de mejora de! campus.
Capacidad para construir
Booker ISO valora la colaboraci6n de los padres en la educaci6n de sus hijos. Hay muchas maneras en que los padres pueden hacer contribuciones significativas para el exito de los estudiantes tanto en casa como haciendo trabajo voluntario en la escuela. El logro estudiantil es el resultado de asociaciones efectivas entre el hogar, la escuela y la comunidad.
Booker ISO:
(1) brindara asistencia a los padres para comprender temas como los estandares de contenido academico de! estado y los estandares de rendimiento academico de los estudiantes estatales, las evaluaciones academicas estatales y locales, y c6mo
monitorear el progreso de un nii'io y trabajar con los maestros para mejorar el rendimiento de sus hijos;
• Portal para padres
• lnforme Confidencial de Estudiantes (CSR) de STAAR
• Reuniones de padres de otoi'io sobre TEKS y pruebas
• Invitaciones para asistir a la clase de nii'ios en cualquier momento.
• Asistencia despues de la escuela para los padres.
• Revistas / Cuademos: inforrnaci6n para completar tareas, ejemplos, vocabulario, notas
• Instrucciones adjuntas a la tarea.
• Formas de comunicaci6n (correo electr6nico, llamadas telef6nicas, mensajes de texto, cara a cara, paginas web, Facebook)
(2) Debera proporcionar materiales y capacitaci6n para ayudar a los padres a trabajar con sus hijos para mejorar el rendimiento de sus hijos, como la capacitaci6n en alfabetizaci6n y el uso de la tecnologia, segun corresponda, para fomentar la participaci6n de los padres;
• Reuniones de padres a principios de ai'io.
• Reuniones atleticas de padres al comienzo de la temporada.
• Paginas web: informaci6n de contacto y tiempo de conferencia.
• Plan de estudios y politicas de! aula.
• Reunion de padres de Kiowa Pride Band (otoi'io)
• Portal para padres (actualizado)
• Reporte de progreso
• Contacto cara a cara.
• Llamadas telef6nicas
• mensajes de texto
• Ayuda antes y despues de la escuela (los padres pueden venir a hacer preguntas)
• lnvitaciones para asistir a la clase de nifios en cualquier momento.
• Asistencia despues de la escuela para los padres.
• Revistas / Cuademos: inforrnaci6n para completar tareas, ejemplos, vocabulario, notas
• Instrucciones adjuntas a la tarea.
• Asignaciones y trabajos calificados utilizados como referencia.
(3) Deben educar a los maestros, directores y otro personal, con la ayuda de los padres, en el valor y la utilidad de las contribuciones de los padres, y en c6mo comunicarse, comunicarse con los padres y trabajar con ellos como socios iguales, implementar y coordinar programas para padres y construir lazos entre los padres y la escuela;
• Encuesta para padres
• Comite de Sitio-Base
• Participaci6n de los padres
• Talleres
• Videos de entrenamiento de la Region 16
(4) Se asegurara de que la informaci6n relacionada con la escuela y los programas para padres, reuniones y otras actividades se envie a los padres en diversas forrnas de comunicaci6n. La comunicaci6n con los padres se proporcionara a traves de las siguientes fuentes:
• El sitio web de Booker ISD
• Pagina de Facebook de Booker
• Mi Hamada ahora
• Remind.com
• E-mails
• APP Booker ISD
• Avisos por escrito
• Llamadas telef6nicas
• Conferencias
• Visitas al hogar segun sea necesario durante el aiio escolar.
Se alienta a los padres a tomar la iniciativa de Hamar al maestro de sus hijos con inquietudes. Tambien pueden solicitar servicios de traducci6n. Toda la correspondencia sera en ingles y espaiiol;
(5) Debera involucrar a los padres y la comunidad en el desarrollo de capacitaci6n para maestros, directores y personal para mejorar la efectividad de dicha capacitaci6n:
• Reuniones curriculares
• Comite de Sitio-Base
o Lista de miembros de la base del sitio publicada en el sitio web del distrito y alrededor de la escuela
o Agenda publicada con antelaci6n para que las personas se comuniquen con los miembros de! comite con inquietudes e ideas
• Comite de participaci6n de los padres
o Lista de miembros publicados en el sitio web de! distrito
o Agenda publicada con antelaci6n para que las personas asistan o continuen