Aransas County Independent School District

Regular Meeting

Thursday, August 16, 2018 6:30 PM The Board of Trustees Aransas County Independent School District Rockport, Texas

Regular Meeting

Meeting date, time and place: Thursday, August 16, 2018 at 6:30 PM, in the Old Rockport Elementary Auditorium, 619 N. Live Oak St., Rockport, TX.

Agenda

The subjects to be discussed or considered or upon which any formal action may be taken are as listed below. Items do not have to be taken in the order shown on this meeting notice.

Unless removed from the consent agenda, items identified within the consent agenda will be acted on at one time.

1. Call to Order Call the meeting to order Presenter: Cindy Robbins 2. Prayer Stand for prayer Presenter: Cindy Robbins 3. Pledge Stand for the Pledge of Allegiance Presenter: Stephanie Garcia 4. Recognitions and Presentations A. Texas Association of Secondary School Principals (TASSP) The Board would like to recognize Scott Rogers, principal of Rockport-Fulton High school for being named the 2018 - 2019 TASSP Region 2 Principal for the Year Presenter: Joey Patek B. 8th Grade Student Performance on Algebra I EOC The Board would like to recognize Paula Polasek and the work of her 8th grade students who took the Algebra I EOC with 100% attaining Masters Grade Level performance Presenter: Joey Patek C. Rockport-Fulton High School Cheer Squad The Board would like to recognize the Rockport-Fulton High School Cheer Squad for receiving three Gold Superior Ribbons and four trophies at the summer cheer squad camp Presenter: Candice King 5. Parents and Patrons Hear from parents and patrons regarding district issues and concerns 6. CONSENT AGENDA The Superintendent may consolidate items on the agenda summary for possible group action, or any Board member may suggest group action on items to expedite the Board meeting. A request by an trustee shall remove any item from the suggested consolidated action list. A. July Minutes 6 Consider approval of the minutes for the special meeting on July 24, 2018 and the meeting on July 26, 2018 B. Auditor 12 Consider approval of Raul Hernandez & Company, P.C. as independent financial auditor C. Final Budget Amendments 24 Consider approval of the final budget amendments for the 2017-2018 school year 7. Proposal to Publish Delinquent Taxpayers' Names 28 Consider approval of an action on the Proposal to Publish Delinquent Taxpayers' Names Presenter: Kathy Henderson, Steve Saucedo 8. Delinquent Tax Collections Hear a progress report on delinquent collections from Linebarger Goggan Blair & Sampson L.L.P. Presenter: Kathy Henderson, Steve Saucedo 9. Purchase of Attendance Credits 29 Consider approval of Aransas County ISD entering into an agreement for the purchase of attendance credits (Chapter 41 recapture cost) from the State of Texas Presenter: Kathy Henderson 10. Prevailing Wage Rate Schedule 32 Consider approval of the Davis Bacon Wage Rate Schedule, Number TX180342 dated January 5, 2018 as the prevailing wage schedule to maintain complete compliance with the Texas Government Code #2258 Presenter: Kathy Henderson 11. 2018 STAAR/EOC Data Hear report from campus principals and district curriculum and instruction regarding the 2018 STAAR/EOC data Presenter: Jessica Robbins, Denise Poland, Principals 12. 2018 - 2019 District Improvement Plan (DIP) 49 Hear annual report on the ACISD 2018 - 2019 District Improvement Plan (DIP) Presenter: Molly Adams 13. 2018 - 2019 Discovery Learning Center Campus Improvement Plan (CIP) 74 Hear annual report on the 2018 - 2019 Discovery Learning Center Campus Improvement Plan (CIP) Presenter: Kathy Stephenson 14. 2018 - 2019 Live Oak Learning Center Campus Improvement Plan (CIP) 98 Hear annual report on the 2018 - 2019 Live Oak Learning Center Campus Improvement Plan (CIP) Presenter: Robin Rice 15. 2018 - 2019 Fulton Learning Center Campus Improvement Plan (CIP) 128 Hear annual report on the 2018 - 2019 Fulton Learning Center Campus Improvement Plan (CIP) Presenter: Rose Tran 16. 2018 - 2019 Rockport-Fulton Middle School Campus Improvement Plan (CIP) 154 Hear annual report on the 2018 - 2019 Rockport-Fulton Middle School Campus Improvement Plan (CIP) Presenter: Michael Hannum 17. 2018 - 2019 Rockport-Fulton High School Campus Improvement Plan (CIP) 181 Hear annual report on the 2018 - 2019 Rockport-Fulton High School Campus Improvement Plan (CIP) Presenter: Scott Rogers 18. ACISD Board of Trustee Goals 205 Consider approval of the updated ACISD Board of Trustee Goals Presenter: Cindy Robbins 19. Appraisal District Director Discuss and approve the appointment of Jack Wright as the new ACISD Representative for the Appraisal District Board of Directors to replace June Anne Ashley Presenter: Cindy Robbins 20. Board Vacancy Discuss and approve procedures to appoint a replacement for the open Board seat Presenter: Cindy Robbins 21. Update 111 207 Consider and approve Policy Update 111, affecting local policies referenced in the attached Policy list Presenter: Joey Patek 22. Superintendent's Report Information/updates from Administrative Staff Presenter: Joey Patek A. Curriculum Team Report 246 B. Business Office Report 247 C. Operations Report 279 23. Press Questions At this time the Board will accept questions from the press on items related to the agenda items which need clarification or further response. This item is provided as a courtesy to keep the citizens of Aransas County informed about ACISD Presenter: Cindy Robbins 24. Closed Session Closed Session - pursuant to the Texas Open Meeting Act the Board will consider the following section: Presenter: Joey Patek A. 551.074 Personnel Matters 1. Resignations Discussion of resignations 2. Contracts Discussion of contracts for professional employees 3. Personnel Issues Discussion relating to appointment, employment, evaluation, reassignment, duties, discipline or dismissal of a public officer or employee 25. Open Session Discussion and possible action on closed session: A. 551.074 Personnel Matters 1. Contracts Consider approval of contracts for professional employees 26. Adjourn Adjourn meeting

Minutes of Special

The Board of Trustees Aransas County Independent School District

A Special of the Board of Trustees of Aransas County Independent School District was held Tuesday, July 24, 2018, beginning at 6:00 PM in the Room 12, 619 N. Live Oak St., Rockport, TX.

1. Call to Order Call the meeting to order Presenter: Jack Wright The meeting was called to order at 6:20 p.m. The following members were present: Jack Wright; President, Cindy Robbins; Vice President, June Anne Ashley, and Michaela Alston. Also present were: Joey Patek; Superintendent, along with other ACISD employees..

2. Governance Team (Board and Superintendent) Team Building, Self-Assessment, Vision Statement and Board Goals Review If, during the course of the meeting, discussion of any item on the agenda should be held in a closed meeting, the Board will conduct a closed meeting in accordance with the Texas Open Meetings Act, Tex. Gov't Code. Chapter 551, Subchapters D and E Mr. Pringle began by introducing himself and discussing the information he provided to help facilitate the Board’s goal setting. Mr. Pringle gave a brief team of eight training. The Board and Mr. Pringle worked to reconstruct the goals. Mr. Pringle will draft the Board’s new goals and return them for review and finalizing. Mr. Wright requested to meet with Mr. Patek and Kathy Henderson regarding the effects of paying tuition to attend pre-kindergarten.

3. Adjourn Adjourn meeting The meeting adjourned at 8:42 p.m.

______President Attest

______Secretary Read and Approved: ______

6 Minutes of Regular

The Board of Trustees Aransas County Independent School District

A Regular of the Board of Trustees of Aransas County Independent School District was held Thursday, July 26, 2018, beginning at 6:30 PM in the Old Rockport Elementary Auditorium, 619 N. Live Oak St., Rockport, TX.

1. Call to Order Call the meeting to order Presenter: Jack Wright The meeting was called to order at 6:35 p.m. The following members were present: Jack Wright; President, Cindy Robbins; Vice President, Diane Tucker; Secretary, June Anne Ashley, Jeremy Saegert, and Eli Ramos. Also present were: Joey Patek; Superintendent, Norman Spears; Director of Operational Services, and Kathy Henderson; Chief Financial Officer, along with other ACISD employees and community members. 2. Prayer Stand for prayer Presenter: Jack Wright Mr. Wright led everyone in prayer. 3. Pledge Stand for the Pledge of Allegiance Presenter: Stephanie Garcia Mrs. Garcia led everyone in the Pledge of Allegiance. 4. Parents and Patrons Hear from parents and patrons regarding district issues and concerns Richard Trejo, John Soto, and Michael Soto spoke on behalf of the NJROTC program at the Rockport-Fulton High School. They expressed the concerns regarding the possible loss of the NJROTC program. Mr. Wright and Mr. Patek addressed the concerns of the public. Jack Wright and James Pieper honored June Anne Ashley regarding her departure from the ACISD Board of Trustees. She and her family are retiring to the hill country. 5. CONSENT AGENDA The Superintendent may consolidate items on the agenda summary for possible group action, or any Board member may suggest group action on items to expedite the Board meeting. A request by any trustee shall remove any item from the suggested consolidated action list. A. Minutes Consider approval of the minutes for the meeting on June 21, 2018, and the minutes of the special meeting on July 12, 2018

7 B. EIF(LOCAL) Academic Achievement Graduation Consider approval of Policy EIF(LOCAL) Academic Achievement Graduation regarding removing old graduation requirements C. Appraisal Calendar Consider approval of the 2018-2019 Appraisal Calendar D. 2018-2019 District Appraisers Consider approval of the 2018-2019 District Appraisers E. Second/Other Appraisers Consider approval of the 2018-2019 Second/Other Appraisers

Motion was made by Diane Tucker, seconded by Cindy Robbins duly put and carried to approve the Consent Agenda. Vote was 6-0. 6. Athletic Department Report and ACISD Athletic Code of Conduct 2018 - 2019 Hear the annual Athletic Department report and an update on the ACISD Athletic Code of Conduct 2018 - 2019 Presenter: Coach Jay Seibert Coach Seibert informed the Board that there were no changes to the Athletic Handbook, other than an update to the a few name changes that will be made before it is published. He also shared that there is going to be a softball and baseball program at the Middle School and discussed the reasoning for the program. There were no questions regarding the program. Mr. Wright had a question regarding drug testing. Coach Seibert addressed that question. Coach Seibert also discussed where the athletes will dress out. 7. Transportation Report Hear annual Transportation report Presenter: Rob Douglas Mr. Douglas shared a PowerPoint presentation with the Board and discussed the damage sustained from Hurricane Harvey. He discussed the transportation statistics for the 2017-2018 school year. Mr. Douglas informed the Board that the District has been approved for the TCEQ grant which will help finance three CNG buses. Mr. Wright had a question regarding fuel. Mr. Douglas addressed that question. Mr. Saegert had a question regarding life expectancy of the buses. Mr. Douglas indicated 15 years is the usual life expectancy of a bus. 8. Child Nutrition Department Report Hear annual Child Nutrition Department report Presenter: Ross Schonhoeft Mr. Schonhoeft shared a PowerPoint presentation and informed the Board that all kitchens are functioning and repaired where necessary. Mr. Schonhoeft discussed the 2017 – 2018 program statics. After the storm, the District is 100% free and reduced breakfast and lunch for the next four years. After the four years, the District has to reapply. He also shared the updated website information and his goals for the next school year. 9. Aransas County ISD Investment Policy Review and discuss the Aransas County ISD Investment Policy as per CDA

8 (LEGAL) and CDA (LOCAL) Presenter: Kathy Henderson Mrs. Henderson referenced the provided information and discussed the few changes that were made. She explained that the Board does not have to approve this item; however, they do have to execute a Resolution stating they received the information. 10. Public Hearing Date for 2018 - 2019 Budget Consider approval of August 30, 2018 as the date for the public hearing on the 2018- 2019 budget Presenter: Kathy Henderson Mrs. Henderson informed the Board of the date for the hearing and requested approval.

Motion was made by June Anne Ashley, seconded by Diane Tucker, duly put and carried to approve August 30, 2018 as the date for the public hearing on the 2018 - 2019 budget. Vote was 6-0. 11. 2018 - 2019 Proposed Tax Rate Consider approval of the 2018-2019 proposed tax rate Presenter: Kathy Henderson Mrs. Henderson discussed the proposed tax rate of 1.06000 and an I&S tax rate of .10393 and that the District like to leave it as is for the next year.

Motion was made by Diane Tucker, seconded by Eli Ramos, duly put and carried to approve the proposed M&O tax rate of $1.06000 and an I&S tax rate of .10393 for a total tax rate of $1.16393 for the 2018 – 2019 school year. Vote was 6-0. 12. Budget Workshop Discussion of the proposed budget for the 2018 - 2019 school year Presenter: Kathy Henderson Mrs. Henderson referenced the provided information and discussed same. There was discussion regarding the drop in values of property and how that affects the District. The State has indicated that the Hold Harmless Harvey fund could be as high as $4.2 million. Mrs. Henderson indicated that the 2018 – 2019 budget will be balanced including a $3.2 million gift from the State. There was further discussion regarding FEMA loans and balancing the budget in the following years. 13. Schematic Plan for the White Gym Rebuild Consider approval of the Schematic Plan for the Whit Gym Rebuild Presenter: David Brown Mr. Brown referenced the plan that was provided and discussed same. The plan is intended to set the budget, and size of the facility, with the intent to design it the way the District wants. Mr. Brown indicated that the height of the gym is set a medium height. He also informed the Board that all materials for the gym are listed in the plan.

Motion was made by Diane Tucker, seconded by June Anne Ashley, duly put and carried to approve the Educational Specifications Schematic Plan for the White Gym Rebuild. Vote was 6 – 0.

9 14. Superintendent's Report Information/updates from Administrative Staff Presenter: Joey Patek Mr. Patek asked Mr. Rogers to attend the July meeting to discuss the NJROTC. Mr. Rogers informed the Board that the District has not been able to find instructors for the program. Mr. Rogers also indicated that the District was having trouble keeping to the Navy’s ten percent rule of attendance to the program. Aransas Pass ISD had agreed to take on our third and fourth year students and agreed to let the students keep their rank. Mrs. Johnson indicated that the search has went outside of our area and there were not sufficient candidates.

Mr. Patek discussed the problems NorthStar is having securing a roofer for the District’s roofing repairs and that the roofing project finally started the week prior. The Martha Luigi auditorium is stated to be ready by mid-September. Mr. Patek also discussed the gold gym progress. A. Curriculum Team Report Mrs. Poland referenced the information provided. There were not questions at this time. B. Business Office Report Mrs. Henderson indicated that the District is behind approximately 24% in tax collections from last year, but expects this to pick up after the payoff deadline that was given due to Hurricane Harvey. C. Operations Report Mr. Spears referenced his report and gave a brief description of the moving and repairs that have taken plan. 15. Press Questions At this time the Board will accept questions from the press on items related to the agenda items which need clarification or further response. This item is provided as a courtesy to keep the citizens of Aransas County informed about ACISD. Presenter: Jack Wright Donna Woolston with the Rockport Pilot was present in the early part of the meeting; however, had left early. 16. Closed Session Closed Session - pursuant to the Texas Open Meetings Act the Board will consider the following section: Presenter: Joey Patek The Board took a short break. The Board declared Closed Session at 8:45 p.m. A. 551.074 Personnel Matters 1. Resignations Discussion of resignations 2. Contracts Discussion of contracts for professional employees

10 3. Personnel Issues Discussion relating to appointment, employment, evaluation, reassignment, duties, discipline or dismissal of a public officer or employee 17. Open Session Discussion and possible action on Closed Session: The Board came back into session at 9:38 p.m. A. 551.074 Personnel Matters 1. Contracts Consider approval of contracts for professional employees

Motion was made by Diane Tucker, seconded by Cindy Robbins, duly put and carried to approve the Superintendent’s recommendation of the probationary contracts for the 2018-19 school year for those listed. Vote was 6-0.

18. Adjourn Adjourn the meeting The meeting adjourned at 9:39 p.m.

______President Attest

______Secretary Read and Approved: ______

11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 RESOLUTION AUTHORIZING PUBLICATION OF DELINQUENT TAXPAYERS’ NAMES

WHEREAS, a proposal has been made to publish in a newspaper of county-wide circulation a list of the names of no less than the top two hundred (200) individuals and/or businesses who owe delinquent taxes to Aransas County Independent School District, and who are not currently making payments under a written installment agreement, in bankruptcy or have a filed over-65 or disability deferral; and

WHEREAS, the publication of delinquent taxpayers’ names has resulted in a significant increase in the payment of delinquent taxes in Aransas County Independent School District in the past, and

WHEREAS, the Aransas County Tax Office and the Law Firm of Linebarger Goggan Blair & Sampson, LLP will prior to the publication take out at least two advertisements warning the targeted taxpayers that their names will be published if full payment is not made or an installment payment agreement is not entered into.

NOW, THEREFORE, BE IT RESOLVED that the School Board of the Aransas County Independent School District does authorize the Aransas County Tax Office and the Law Firm of Linebarger Goggan Blair & Sampson, LLP to publish the names of no less than the top two hundred (200) individuals and/or businesses who owe delinquent taxes to Aransas County Independent School District and who are not currently making payments pursuant to a written payment agreement, in bankruptcy or have a filed over-65 or disability deferral.

PASSED AND APPROVED this 16TH day of August, 2018.

______Jack Wright Board President

ATTEST:

______Diane Tucker Secretary to Board

28 S:\litigation\Forms\resolution.aw 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 Aransas County Independent School District District Improvement Plan 2018-2019 Improvement Plan 49

Aransas County Independent School District District #004-901 1 of 25 Generated by Plan4Learning.com August 10, 2018 11:02 am

Mission Statement

We prepare each student academically and socially to be a critical thinker, a problem solver, and a responsible and productive individual. Every child receives quality curriculum, instruction, and services to realize his or her personal potential.

Vision

All ACISD students are equipped with the tools to navigate a path to success as a productive member of society.

50 Core Beliefs

We believe:

Every student is unique with individual needs. Learning is a lifelong pursuit. A productive learning environment is physically, socially, and emotionally safe. The success of the students is reflected in the attitude of the staff. Students deserve the time, attention, and resources they need from the teachers, campuses, and the district. All students, regardless of challenges, deserve a successful and positive future. A strong foundation in reading, writing, and mathematics is essential. Learning is a process that involves the entire community.

Aransas County Independent School District District #004-901 2 of 25 Generated by Plan4Learning.com August 10, 2018 11:02 am

Strategic Priorities

TEA has identified four Strategic Priorities which will benefit student outcomes:

Recruiting, supporting, and retaining teachers and principals Building a foundation of math and reading Connecting high school to career and college Improving low performing schools

Aransas County Independent School District District #004-901 3 of 25 Generated by Plan4Learning.com August 10, 2018 11:02 am Table of Contents

We believe: ...... 2 Comprehensive Needs Assessment ...... 5 Demographics ...... 5 Student Academic Achievement ...... 7 District Processes & Programs ...... 10 Perceptions ...... 11 Comprehensive Needs Assessment Data Documentation ...... 12 Goals ...... 14 Goal 1: ACISD will ensure that all students are provided a solid, challenging educational foundation...... 14 Goal 2: ACISD will provide safe, well-resourced, adequately staffed learning environments...... 18 Goal 3: ACISD will integrate current and reliable technology that enhances the learning space for all stakeholders...... 22 Goal 4: ACISD will strengthen collaborative partnerships with families and the community to access diverse resources and ideas...... 24 52

Aransas County Independent School District District #004-901 4 of 25 Generated by Plan4Learning.com August 10, 2018 11:02 am Comprehensive Needs Assessment

Demographics

Demographics Summary

ACISD employs approximately 450 individuals and educates close 2,700 students across five campuses. Our student enrollment dropped by approximately 500 students after the impact of Hurricane Harvey. Housing continues to be a primary concern for many former ACISD families. The impact of Harvey presented a need to realign campuses to better serve our current student population and open oppportunities to support a more comprehensive Pre- Kindergarten program.

Campus 2017-2018 2018-2019 Discovery Learning Center (LBP) Pre-K - Kindergarten(K) Pre-K Live Oak Learning Center 1st - 3rd Grade K - 2nd Grade Fulton Learning Center 4th - 5th Grade 3rd - 5th Grade Rockport-Fulton Middle School 6th - 8th Grade 6th - 8th Grade 53 Rockport-Fulton High School 9th - 12th Grade 9th - 12th Grade

ACISD has a population base of: White- 51.94%, Hispanic- 41.85%, Asian- 2.51%, African American- 0.79%, American Indian- 0.35%, Pacific Islander- 0.12%, and Two or More Races- 2.43%.

ACISD has a program enrollment of: Economically Disadvantaged- 98.32%, English Language Learners 4.52%, At Risk- 99.57%, Gifted and Talented- 4.79%, Special Education- 9.03%. Economically Disadvanced numbers are currently higher than usual because of definitions around homelessness largely in response to Hurricane Harvey. Those numbers should level out in the year to come.

Aransas County Independent School District District #004-901 5 of 25 Generated by Plan4Learning.com August 10, 2018 11:02 am

Our district attendance percentage for the 17-18 school year was 94.10%. Below are the percentages by grade level.

Pre-K K 1st 2nd 3rd 4th 5th 91.00% 93.00% 94.20% 94.90% 94.90% 95.90% 95.20%

6th 7th 8th 9th 10th 11th 12th 95.70% 95.20% 95.40% 92.30% 93.80% 91.80% 91.50%

The turnover rate for teachers according to the 2016-2017 TAPR is 19.3% compared to the state average of 16.4%. 54

Aransas County Independent School District District #004-901 6 of 25 Generated by Plan4Learning.com August 10, 2018 11:02 am Student Academic Achievement

Student Academic Achievement Summary

Aransas County ISD Preliminary STAAR Data for 2018

Approaches Meets Masters Content ACISD ACISD State Region ACISD ACISD State Region ACISD ACISD State Region Area Grade 2017 2018 2018 2018 2017 2018 2018 2018 2017 2018 2018 2018

% % % % % % % % % % % %

3 Reading 57 66 76 76 29 37 41 40 14 21 24 23 55 Math 55 70 77 78 28 38 46 44 11 19 22 21 4 Reading 61 75 71 71 37 45 44 42 17 21 23 21 Math 67 78 77 77 41 46 47 44 22 23 26 24 Writing 54 51 61 58 26 32 37 34 6 7 10 8 5 Reading 60 80 78 75 36 49 51 46 16 19 25 22 Math 85 89 84 82 46 53 56 51 19 18 29 24 Science 66 73 75 71 34 30 39 34 14 11 16 13 6 Reading 60 55 66 63 29 27 36 32 15 9 18 14 Math 61 72 76 72 27 34 43 35 7 12 17 13 7 Reading 68 60 72 67 36 31 45 39 17 18 27 21 Math 74 69 71 67 50 40 38 33 25 18 17 14 Writing 63 48 67 63 29 23 41 35 6 8 14 10

Aransas County Independent School District District #004-901 7 of 25 Generated by Plan4Learning.com August 10, 2018 11:02 am 8 Reading 71 67 76 73 39 34 46 42 21 15 25 22 Math 64 79 78 76 27 54 49 44 3 20 15 11 Science 73 76 74 69 40 52 50 42 14 26 27 20 Social 64 58 34 27 14 20 50 63 18 32 10 18 Studies

Approaches Meets Masters ACISD ACISD State Region ACISD ACISD State Region ACISD ACISD State Region

2017 2018 2018 2018 2017 2018 2018 2018 2017 2018 2018 2018

Course

% % % % % % % % % % % %

Algebra 1

1st Time Testers 88 90 88 n/a 59 69 61 n/a 30 42 37 n/a 56 Algebra 1

All Students 84 83 83 84 55 62 56 57 24 38 33 33 English 1

1st Time Testers 64 65 71 n/a 46 42 54 n/a 5 4 9 n/a English 1

All Students 56 51 60 56 38 32 44 38 4 3 7 5 English 2

1st Time Testers 64 67 75 n/a 39 50 60 n/a 3 5 10 n/a English 2

All Students 58 59 66 60 35 42 50 43 3 4 8 5

Aransas County Independent School District District #004-901 8 of 25 Generated by Plan4Learning.com August 10, 2018 11:02 am Biology

1st Time Testers 83 82 90 n/a 53 53 64 n/a 11 15 26 n/a Biology

All Students 82 78 87 82 53 48 60 51 11 13 24 16 US History

1st Time Testers 94 97 93 n/a 69 76 74 n/a 30 43 43 n/a US History

All Students 93 96 92 90 68 75 72 65 30 42 42 34 57

Aransas County Independent School District District #004-901 9 of 25 Generated by Plan4Learning.com August 10, 2018 11:02 am District Processes & Programs

District Processes & Programs Summary

School safety has become a more promenant topic this past school year legislatively and locally. We are ensuring that the proper individuals are prepared for any activity that may arise through ongoing local and state training. We also continue to improve the safety of our facilities as as a top priority. Campuses will continue to use the Skylert Automatic Messaging system to update parents and students and the Raptor system located on each campus for visitors.

Parent and Family Engagement is a top priority across multiple programs, and we are consistently looking for new ways to improve and diversify these opportunities.

We continue to provide ongoing professional development as needs are presented and requested by campus teams.

Powerwalks are an opportunity to collect classroom observation data to enhance coaching opportunities.

DMAC is a data analysis program also encompassing elements for housing T-TESS, assessment builders, STAAR and local data and intervention notes.

TEKS Resource is our curriculum management system. 58 Plotting the Course is our College/Career readiness initiative.

New Teacher Orientation is a three day look into our school district systems and practices. We hope to new teachers walk away with a better understanding of ACISD.

Lifesavers is a mentorship program for teachers within their first three years of teaching

We have current technology and opportunities for media in the classroom. Students, teachers, and other staff members are provided with a variety of technology equipment, software, and ongoing training. Media Fair has become a popular form of professional development for ACISD employees to train our own through short break-out sessions.

Enhanced special program opportunities for: Gifted and Talented, Dyslexia, Special Education and 504

ACISD continues to offer summer school for students who did not perform satisfactorily on STAAR for grades 5th, 8th, 9th-12th. Kickstart is now being offered for Kindergarten through 2nd grade for students who did not show adequate growth on the end of year MAP assessment.

Aransas County Independent School District District #004-901 10 of 25 Generated by Plan4Learning.com August 10, 2018 11:02 am Perceptions

Perceptions Summary

ACISD is located in a diverse community. The school district is one of the largest employers of Aransas County. We have a strong community support system with an active Education Foundation, parent support groups and teachers and administrators committed to the work of serving students in ACISD.

As a school system, we recognize the benefits of involving families in the process of educating children and know that it truly takes a village. We are working on areas of growth in communication with all stakeholders in the system.

A priority concern revolves around the teacher pay scale in ACISD. This has been a critical need and all key players are working together to address this issue including administrators and the school board. Chapter 41 paired with the complexities of the impact of Harvey present challenges that all are committed to addressing as soon as possible. 59

Aransas County Independent School District District #004-901 11 of 25 Generated by Plan4Learning.com August 10, 2018 11:02 am Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis: Improvement Planning Data District goals Current and/or prior year(s) campus and/or district improvement plans State and federal planning requirements Accountability Data Texas Academic Performance Report (TAPR) data Domain 1 - Student Achievement Domain 2 - Student Progress Domain 3 - Closing the Gaps System Safeguards and Texas Accountability Intervention System (TAIS) data PBMAS data Student Data: Assessments State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions

60 STAAR End-of-Course current and longitudinal results, including all versions Texas English Language Proficiency Assessment System (TELPAS) results Student Data: Student Groups Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress for each group Special Programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student group Economically Disadvantaged / Non-economically disadvantaged performance, progress, and participation data, Special education population, including performance, discipline, progress, and participation data At-Risk population, including performance, progress, discipline, attendance, and mobility EL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, gender, etc. Gifted and talented data Dyslexia Data 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 Aransas County Independent School District District #004-901 12 of 25 Generated by Plan4Learning.com August 10, 2018 11:02 am Class size averages by grade and subject School safety data Employee Data Staff surveys and/or other feedback Campus leadership data Professional development needs assessment data Evaluation(s) of professional development implementation and impact Parent/Community Data Parent surveys and/or other feedback Parent Involvement Rate Support Systems and Other Data Processes and procedures for teaching and learning, including program implementation Communications data Budgets/entitlements and expenditures data 61

Aransas County Independent School District District #004-901 13 of 25 Generated by Plan4Learning.com August 10, 2018 11:02 am Goals

Goal 1: ACISD will ensure that all students are provided a solid, challenging educational foundation.

Performance Objective 1: Implement curriculum, instruction and assessment systems that close achievement gaps and foster academic growth among all student groups.

Evaluation Data Source(s) 1:

Summative Evaluation 1:

TEA Priorities: 2. Build a foundation of reading and math. 4. Improve low-performing schools.

Reviews Strategy Description Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May System Safeguard Strategy Curriculum Team, Inform instructional changes. Equity Plan Strategy Campus Administrators

62 1) We will provide professional development and curriculum mapping to analyze data utilizing checkpoints. System Safeguard Strategy Curriculum Team, Increase student achievement in daily classroom instruction. Equity Plan Strategy Campus Administrators 2) We will provide teachers with professional development, substitutes, support, and materials to increase the level of student expectations of high rigor in all core content. System Safeguard Strategy Campus To inform instructional changes. 3) We will continue the use of the Measuring Academic Administrators, Progress (MAP) to analyze student growth. Curriculum Team 4) We will implement the ACISD RtI plan with a focus on Curriculum Team Better grade-to-grade and campus-to-campus support. intervention levels and documentation. Equity Plan Strategy Campus Student achievement gap will close with struggling learners. 5) We will offer summer opportunities outside of the regular Administrators, school day. Summer School Administrator, Kick Start Administrator

Aransas County Independent School District District #004-901 14 of 25 Generated by Plan4Learning.com August 10, 2018 11:02 am = Accomplished = Continue/Modify = No Progress = Discontinue 63

Aransas County Independent School District District #004-901 15 of 25 Generated by Plan4Learning.com August 10, 2018 11:02 am Goal 1: ACISD will ensure that all students are provided a solid, challenging educational foundation.

Performance Objective 2: Train and coach teachers on researched-based instructional strategies.

Evaluation Data Source(s) 2:

Summative Evaluation 2:

TEA Priorities: 4. Improve low-performing schools.

Reviews Strategy Description Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May System Safeguard Strategy Curriculum Team Improve student engagement and maintain high expectations for 1) We will provide staff members with professional all students, in addition to helping student reach grade level development on instructional strategies. rigor of the TEKS.

= Accomplished = Continue/Modify = No Progress = Discontinue 64

Aransas County Independent School District District #004-901 16 of 25 Generated by Plan4Learning.com August 10, 2018 11:02 am Goal 1: ACISD will ensure that all students are provided a solid, challenging educational foundation.

Performance Objective 3: Provide resources to meet student needs in special programs.

Evaluation Data Source(s) 3:

Summative Evaluation 3:

TEA Priorities: 4. Improve low-performing schools.

Reviews Strategy Description Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May System Safeguard Strategy Curriculum Team Differentiation for the unique needs of special program 1) We will provide specialized personnel, professional students. development, substitutes, materials, and support to meet the needs of our special program students. 2) We will provide technical/specialized equipment, including Director of Special Student will be able to utilize their equipment according to the contract maintenance agreements, to meet student needs per Education IEP. ARD. 65

= Accomplished = Continue/Modify = No Progress = Discontinue

Aransas County Independent School District District #004-901 17 of 25 Generated by Plan4Learning.com August 10, 2018 11:02 am Goal 2: ACISD will provide safe, well-resourced, adequately staffed learning environments.

Performance Objective 1: Provide resources and equip students and staff with strategies to foster a safe and secure learning environment and encourage regular student attendance.

Evaluation Data Source(s) 1:

Summative Evaluation 1:

Reviews Strategy Description Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) We will continue use of "Proud Pirate" to draw attention to Business Office Awareness of district attendance. daily attendance rates. 2) We will educate staff on the issue of maltreatment, sexual Director of Human Staff will recognize and intervene according to the law. abuse of children, and suicide prevention training. Resources 3) We will review and update procedures regarding bully Director of Special Staff will recognize and intervene according to the law. prevention and provide training for ACISD staff. Education 4) We will implement a harassment and dating violence Superintendent, Staff will recognize and intervene according to the law. prevention policy that addresses safety planning, enforcement Director of Federal 66 of protective orders, school-based alternatives to protective Programs, Campus orders, training for teachers and administrators, counseling for Administrators affected students, and awareness education for students and parents. 5) We will provide funds and support for required residential Director of Special Assist students who need placement according to state law. facility placement per ARD. Education 6) We will promote activities to support safe and healthy Director of Federal Students, staff, and parents will become more aware of harmful students. Programs situations that could affect our students. 7) Each campus will build a campus attendance team and Superintendent Improve attendance. report quarterly at district level meetings.

= Accomplished = Continue/Modify = No Progress = Discontinue

Aransas County Independent School District District #004-901 18 of 25 Generated by Plan4Learning.com August 10, 2018 11:02 am Goal 2: ACISD will provide safe, well-resourced, adequately staffed learning environments.

Performance Objective 2: Train and coach teachers on researched-based student social-emotional needs, character development and behavioral strategies.

Evaluation Data Source(s) 2:

Summative Evaluation 2:

TEA Priorities: 1. Recruit, support, retain teachers and principals.

Reviews Strategy Description Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) We will provide character education and behavior strategy Curriculum Team, Increase staff's capacity to build relationships with students, training to the appropriate staff. Campus Administratorscolleagues, parents, and community. 2) We will improve implementation of the Comprehensive Director of Federal Increase number of classroom lessons, student groups and Guidance Program. Programs, student activities. Campus Administrators

67 = Accomplished = Continue/Modify = No Progress = Discontinue

Aransas County Independent School District District #004-901 19 of 25 Generated by Plan4Learning.com August 10, 2018 11:02 am Goal 2: ACISD will provide safe, well-resourced, adequately staffed learning environments.

Performance Objective 3: Recruit and retain collaborative and well-trained staff to meet the needs of our diverse student population.

Evaluation Data Source(s) 3:

Summative Evaluation 3:

TEA Priorities: 1. Recruit, support, retain teachers and principals.

Reviews Strategy Description Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) We will attend training that supports our federal and state Director of Federal Trained and informed directors. guidelines. Programs System Safeguard Strategy Curriculum Team, Coaching of teachers toward improved instructional Equity Plan Strategy Campus Administratorsmethodology. 2) We will provide leadership teams with professional development that focuses on fundamental leadership skills and best instructional practices. 68 System Safeguard Strategy Director of Federal Increase teachers with additional certifications. 3) We will offer fee reimbursements for additional Programs, Director of certifications when required by the district. Special Education 4) We will attend area job fairs. Director of Human Increase qualified teacher candidates. Resources 5) We will provide New Teacher Orientation and the Life Coordinator of New teachers will have a base understanding of the district and Savers Mentor program. Elementary Curriculum its programs. System Safeguard Strategy Curriculum Team Recruit and retain high quality staff. 6) We will offer stipends to personnel in critical needs and for program leads.

= Accomplished = Continue/Modify = No Progress = Discontinue

Aransas County Independent School District District #004-901 20 of 25 Generated by Plan4Learning.com August 10, 2018 11:02 am Goal 2: ACISD will provide safe, well-resourced, adequately staffed learning environments.

Performance Objective 4: Support school-to-school transitions and partnerships.

Evaluation Data Source(s) 4:

Summative Evaluation 4:

TEA Priorities: 3. Connect high school to career and college.

Reviews Strategy Description Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) We will continue implementation of the Plotting the Course Assistant Increase number of planned/implemented classroom lessons. initiative. Superintendent

= Accomplished = Continue/Modify = No Progress = Discontinue 69

Aransas County Independent School District District #004-901 21 of 25 Generated by Plan4Learning.com August 10, 2018 11:02 am Goal 3: ACISD will integrate current and reliable technology that enhances the learning space for all stakeholders.

Performance Objective 1: Create and maintain a protocol for acquisition, management and support of digital tools.

Evaluation Data Source(s) 1:

Summative Evaluation 1:

Reviews Strategy Description Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) We will budget, purchase, configure, and inventory district Digital Tools Team Appropriately managed digital tools. digital tools. 2) We will evaluate the existing infrastructure and inventory of Digital Tools Team Up to date technology. devices via the fixed assets systems and discussions with the IS Department. We will also create a technology distribution plan that determines best use for grade-level technology regarding new and existing devices. 3) We will create a technology funding plan that incorporates Digital Tools Team Appropriately technology funded initiatives. local, state, federal, and grant funding. 70

= Accomplished = Continue/Modify = No Progress = Discontinue

Aransas County Independent School District District #004-901 22 of 25 Generated by Plan4Learning.com August 10, 2018 11:02 am Goal 3: ACISD will integrate current and reliable technology that enhances the learning space for all stakeholders.

Performance Objective 2: Provide staff development on the utilization of current digital tools.

Evaluation Data Source(s) 2:

Summative Evaluation 2:

TEA Priorities: 1. Recruit, support, retain teachers and principals. 4. Improve low-performing schools.

Reviews Strategy Description Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) We will support students and staff on all campuses, through Instructional Increase use of technology in the classrooms. support, guidance, and training to achieve the district Technologists technology in classrooms initiative of all teachers and students having access to technology. 2) We will provide systems for regular digital communication. Superintendent, More informed guardians. Campus Administrators 3) We will provide technology training to all ACISD LMAT Committee Increase instructional technology use.

71 instructional staff and offer to all participating PNPs in the district.

= Accomplished = Continue/Modify = No Progress = Discontinue

Aransas County Independent School District District #004-901 23 of 25 Generated by Plan4Learning.com August 10, 2018 11:02 am Goal 4: ACISD will strengthen collaborative partnerships with families and the community to access diverse resources and ideas.

Performance Objective 1: Utilize resources to offer extended learning opportunities.

Evaluation Data Source(s) 1:

Summative Evaluation 1:

Reviews Strategy Description Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) We will provide resources and training to our stakeholders Curriculum Team; Increase the number of resources we have for stakeholders during and after school. Superintendent

= Accomplished = Continue/Modify = No Progress = Discontinue 72

Aransas County Independent School District District #004-901 24 of 25 Generated by Plan4Learning.com August 10, 2018 11:02 am Goal 4: ACISD will strengthen collaborative partnerships with families and the community to access diverse resources and ideas.

Performance Objective 2: Build relationships that support student achievement and learning opportunities through collaborative partnerships and decision- making with all stakeholders in the community.

Evaluation Data Source(s) 2:

Summative Evaluation 2:

Reviews Strategy Description Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) We will continue to offer a mentoring program to encourage Mentor Program Increase the numbers of mentors. at-risk students to reach their potential. Coordinator Equity Plan Strategy Superintendent, Increase collaboration to impact student success. 2) We will create opportunities for staff and community Campus Administrators collaboration. 3) We will update social media and web pages regularly to All District More informed stakeholders. ensure accurate information is posted. Professional Staff 4) We will provide assistance for online registration and PEIMS Coordinator More informed guardians and less paperwork. 73 navigation of Skyward Family Access. 5) We will plan, facilitate, advertise, and execute parental Director of Federal Empower parents to impact their child's achievement. involvement activities. Programs, Family and Community Engagement Liaison 6) We will provide homebound services to students in need. Nurses, Special Continue student academic growth during homebound services. Program Facilitators, Counselors, Director of Special Education, Campus Administrators 7) We will provide specialized SPED document translations to Director of Special Parents have an understanding of the students ARD paperwork. parent in their native language. Education 8) We will provide public notification of events relating to Curriculum Team An informed community. federal or state requirements. 9) We will provide services to eligible Private, Non-Profit Director of Federal Continue consultation to all PNP's. schools. Programs

= Accomplished = Continue/Modify = No Progress = Discontinue

Aransas County Independent School District District #004-901 25 of 25 Generated by Plan4Learning.com August 10, 2018 11:02 am Aransas County Independent School District Discovery Learning Center 2018-2019 Improvement Plan 74

Discovery Learning Center 1 of 24 Generated by Plan4Learning.com August 9, 2018 2:38 pm

Mission Statement

Discovery Learning Center's mission is to provide a safe, nurturing, child centered, and quality educational environment that fosters a child’s individual success and a love of learning in collaboration with parents and the community.

Vision

We are committed to being people of action who work together believing every learner will continuously set, pursue and achieve goals.

75 Value Statement

We believe:

Discovery Learning Center 2 of 24 Generated by Plan4Learning.com August 9, 2018 2:38 pm

Strategic Priorities

TEA has identified four Strategic Priorities which will benefit student outcomes:

Recruiting, supporting, and retaining teachers and principals Building a foundation of math and reading Connecting high school to career and college Improving low performing schools

Discovery Learning Center 3 of 24 Generated by Plan4Learning.com August 9, 2018 2:38 pm Table of Contents

We believe: ...... 2 Comprehensive Needs Assessment ...... 5 Demographics ...... 5 Student Academic Achievement ...... 6 School Processes & Programs ...... 7 Perceptions ...... 9 Comprehensive Needs Assessment Data Documentation ...... 11 Goals ...... 12 Goal 1: ACISD will ensure that all students are provided a solid, challenging educational foundation...... 12 Goal 2: ACISD will provide safe, well-resourced, adequately staffed learning environments...... 15 Goal 3: ACISD will integrate current and reliable technology that enhances the learning space for all stakeholders...... 19 Goal 4: ACISD will strengthen collaborative partnerships with families and the community to access diverse resources and ideas...... 21 77

Discovery Learning Center 4 of 24 Generated by Plan4Learning.com August 9, 2018 2:38 pm Comprehensive Needs Assessment

Demographics

Demographics Summary

Aransas County Independent School District designated Discovery Learning Center as the PreKindergarten campus for the district beginning in the 2018- 2019 school year. Discovery Learning Center will provide instruction for qualifying PreKindergarten students and for students with disabilities from ages three through four years old.

According to the Texas PK-16 Public Education Information Resource (TPEIR) report for the 2016 - 2017 school year. ACISD had 83 students, ages three and four, in the PK program. 95% were identified as economically disadvantaged, 13% English language learners, and 7% identified as receiving special education services.

The report indicated a 21:1 Student-to-Teacher Ratio. Including Instructional Aides there was a 14:1 Ratio.

PK student enrollment ranges from 67 students to 86 students between the 2012 - 2017 school years. 78 PK program Expenditures have decreased from the 2013-2014 school year from $4,045/student to $3,363 in the 2015-2016 school year.

Discovery Learning Center will begin the 2018-2019 school year with four PK classroom teachers and one teacher who will ensure students quaifying for our Preschool Program for Children with Disabilities are provided with needed instruction and program supports. Our campus Library Media Specialist will provide library literacy and technology instruction for our students, initiate and provide campus family and outreach literacy opportunities, manage the Read to Shine program, secure additional funding resources for literacy programs and work collaboratively with other community organizations such as the Children's Coalition of Aransas County, the Public Library, and Early Literacy Collaborative, as well as provide GT instruction to Kindergarten students at LOLC.

The expectation is for student enrollment to significantly grow in the 2019-2020 school year.

Discovery Learning Center 5 of 24 Generated by Plan4Learning.com August 9, 2018 2:38 pm Student Academic Achievement

Student Academic Achievement Summary

Discovery Learning Center will monitor student academic, social and behavioral progress throughout the school year through observations, anecdotal notes, common performance assessments/checkpoints, IEP data, as well as formally utilizing the Circle Assessment.

The PK instructional team will utilize professional development days in August to map out curriculum and checkpoints and formal assessment collection. Data will be utilized to improve the overall instructional program at DLC, determine individual student instructional needs, and commuciate with families regarding their child's progress and strategies to support their learner. Staff development will be provided in the implementation and utilization of the Circle Assessment and resources, study of the PK guidelines, F&P classroom resources and materials, and child development and behavior management.

Some previous PK Student Achievement Data includes:

62.32% of PK students demonstrated mastery of producing rhyming words based on the Soundations assessment.

Based on the Circle Assessment - PK phonological awareness data: Rhyming: Wave 1: 75% Emerging and 24% Proficient; Wave 3: 30 % Emerging and 68% Proficient

79 Alliteration: Wave 1: 95% Emerging and 4% Proficient; Wave 3: 71% Emerging and 28% Proficient Syllabication: Wave 1: 83% Emerging and 16% Proficient; Wave 3: 35% Emerging and 65% Proficient Onset Rime: Wave 1: 89% Emerging and 10% Proficient: Wave 3: 52% Emerging and 36% Proficient

78.26% of PK students can produce the common sound for 10 or more letters when presented randomly.

Discovery Learning Center will be linked to Live Oak Learning Center's/Fulton Learning Center's accountibility rating based off the 2017 STAAR data.

Discovery Learning Center 6 of 24 Generated by Plan4Learning.com August 9, 2018 2:38 pm School Processes & Programs

School Processes & Programs Summary

Discovery Learning Center staff utilize the language and strategies gained through Conscious Discipline as a foundation for the campus culture and student discipline. Schoolwide campus commitments are established. Teachers model, practice and reinforce campus and classroom behavioural expectations with students consistently. Problem solving/conflict resolution strategies are also practiced with students. All students begin their day in a meeting with their "school family". Students are greeted, participate in a connection activity, etc...to prepare their minds and bodies for a day of learning.

The Pre-Kindergarten instructional team spends time prior to the start of the school year mapping the curriculum utilizing the Pre-Kindergarten Guidelines. Teachers continually study the PK Guidelines during the school year and design common lessons and assessments. The PK team utilizes Soundations as well as other research based resources for phonological awareness instruction. Student achievement/progress toward expected outcomes is measured through three week checkpoints, as well as formal assessments such as: eCircle. Student data is reviewed and acted upon. Data is utilized to determine curricular/instructional implications for the grade level as well as utilized to respond to specific individual student needs.

The PK team will also study and implement Fountas &Pinnell (F&P) classroom resources and materials to improve the quality of our reading/writing instructional program and ensure alignment with the K-5 reading instructional program. Students will read, think about, talk about and write about relevant content that engages their hearts and minds every day. Classroom teachers will implement a coherent set of evidence-based instructional practices in whole-

80 class, small-group, and individual contexts.

The campus instructional team implements the high yield, researched based strategies from Fundamental 5, by Cain and Laird. The PowerWalk program is utilized to collect instructional data designed to drive reflection, and refinement of instructional practices.

Child Find procedures are established for children in the community, beginning at age three. Special education services for qualifying students are offered/provided.

Pre-Kindergarten classrooms at DLC have been recently equipped with updated technology resources. Students will have access to technology in the classroom and during instruction in the computer lab and the Library Learning Center. Continued staff development is needed to maximize effective implementation of technology resources.

Grade level/content teams work collaboratively to study, learn and plan together. Educators demonstrate an unwavering committment to their own professional learning and support the learning of their colleagues and team members.

School Processes & Programs Strengths

Discovery Learning Center 7 of 24 Generated by Plan4Learning.com August 9, 2018 2:38 pm Traditionally, parents appreciate the quality of instruction and opportunities their students receive by participating in ACISD's PreKindergarten Program. We also continue to receive support from our community such as the Aransas County Education Foundation, Castaways, and individual community members and organizations. It will be necessary to continue to gain community support for our new PreKindergarten program and establish new partnerships with parents and families as their children begin their educational journey. 81

Discovery Learning Center 8 of 24 Generated by Plan4Learning.com August 9, 2018 2:38 pm Perceptions

Perceptions Summary

Discovery Learning Center will now be the first campus students attend as they enter the Aransas County Independent School System. It is critical that we have practices and procedures to provide a welcoming, safe, encouraging, and positive environment/experience for all who enter. Teachers will work within their classrooms to facilitate a culture of "family" using various Conscious Discipline and Responsive Classroom strategies. The culture of "family" needs to consistently extend beyond individual classroom walls. Campus Commitments will be established, taught, modeled, and reinforced by all campus staff.

In order to assist in ensuring a positive transition from home to school we will encourage families in our community from six-months to school age to participate in monthly Toddler Times in the DLC library when construction is complete. Families will be encouraged to utilize the resources available in the campus library prior to their child's future enrollment. Connections and collaboration with other early childhood entities in the community and families will continue to be established and nurtured. Families of young children will be invited to other campus events such as family nights and evening author visits. Transition visits/tours will be set up for incoming students and their families to attend and become comfortable with the campus staff and environment. Early evening registration events will continue to take place in the spring of the upcoming school year.

Meet the Teacher Night occurs prior to the first day of school. Students and families build an initial connection with the classroom teachers, tour the campus, receive information regarding campus routines and procedures including transportation, and celebrate the start of a new school year with family and

82 friends.

Information regarding campus events, student learning expectations, student academic progress, homework, parent resources, etc... will be communicated in various formats. Classroom teachers will meet with parents at least once during the school year in a face to face conference. Campus staff will utilize Remind 101, Skyward, email, text, phone calls, classroom newsletters, social media, the campus website and home visits, to communicate with families. As a campus, Monday Folders will be distributed each week with campus and community information, weekly homework, monthly campus newsletters, and student work samples.

Discovery Learning Center has received grants through the generosity of the Aransas County Education Foundation to create outdoor learning/reading areas, family lunch/art area and the campus Discovery Den. We will continue to seek grants/funding for a playground facility and extended experiences for students, and literacy events. We will invite community leaders to support literacy programming at Discovery Learning Center during Literacy in the Garden as well as through mentorships.

Discovery Learning Center staff will continue to work collaboratively with the Children's Coalition of Aransas County, members of the Early Literacy Collaborative, and the Aransas County Public Library to provide programming and services to our youngest learners and their families. We are also looking forward to building a strong collaboration with the Odyssey afterschool program.

Discovery Learning Center is also the service and management location for the Read to Shine program.

Discovery Learning Center 9 of 24 Generated by Plan4Learning.com August 9, 2018 2:38 pm We will gather perception survey data throughout the school year from a variety of stakeholders as we establish Discovery Learning Center. 83

Discovery Learning Center 10 of 24 Generated by Plan4Learning.com August 9, 2018 2:38 pm Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis: 84

Discovery Learning Center 11 of 24 Generated by Plan4Learning.com August 9, 2018 2:38 pm Goals

Goal 1: ACISD will ensure that all students are provided a solid, challenging educational foundation.

Performance Objective 1: Implement curriculum, instruction and assessment systems that close achievement gaps and foster academic growth among all student groups.

Evaluation Data Source(s) 1: Circle Assessment Data, Campus Checkpoint Data, Curriculum/Lesson Planning Documentation, Classroom Observation Data, Professional Development Documentation

Summative Evaluation 1:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) We will provide professional development and 2.5 Campus Informed decisions will be made to impact instruction curriculum mapping to analyze data utilizing Administrator, and student achievement. checkpoints and Circle Assessment data. District Curriculum Team 85 2) Participate in learning opportunities provided to staff 2.5 Campus Teachers will continue to implement and refine research and students offered through the Early Childhood Administrator based instructional practices that impact student learning Cooperative. and development offered through ESC2.

3) Students will receive effective, timely instructional 2.4 Campus Students will demonstrate growth in Math and Pre- assistance by differentiating instruction through: small Administrator, Reading/Reading skills. group instruction in the classroom from the classroom Classroom Teachers, teacher, targeted instructional support provided by Campus Library classroom instructional assistants, utilization of Media Specialist technology tools, and utilization of campus mentors. Critical Success Factors Campus Students will demonstrate growth in Pre- CSF 1 Administrator, Reading/Reading skills and ability to discuss literature. Library Media 4) Utilize research-based reading program resources to Specialist, increase students literacy skills. (F&P classroom) Classroom Teachers

= Accomplished = Continue/Modify = No Progress = Discontinue

Discovery Learning Center 12 of 24 Generated by Plan4Learning.com August 9, 2018 2:38 pm Goal 1: ACISD will ensure that all students are provided a solid, challenging educational foundation.

Performance Objective 2: Train and coach teachers on researched-based instructional strategies.

Evaluation Data Source(s) 2: Professional Development Documentation, Classroom Observation Data, Lesson Plans, Checkpoint Assessment Data

Summative Evaluation 2:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May Critical Success Factors Campus Classroom teachers will observe and reflect on CSF 2 Administrator, instruction, respond to student progress monitoring data Director of and/or formal assessment data, and collaboratively study 1) Provide substitute teachers in order to provide content Elementary and the PK guidelines, plan upcoming common instruction, as teams with the opportunity for high quality Secondary well as participate in professional development which professional development and planning opportunities Curriculum will lead to consistency of effective instruction from (at least once every nine weeks). classroom to classroom and reduce learning gaps for students. 2) Offer campus-based and out of District professional 2.5, 2.6 Campus Campus staff will continue to refine instructional best

86 development to teachers and paraprofessionals to Administrator practices to ensure differentiated instruction, connection increase content knowledge and knowledge of child Director of among instructional components of a balanced literacy development, enhance instructional strategies, increase Elementary and classroom, create a safe and predictable classroom the effectiveness of resource implementation, and Secondary environment, and increase student success. response to student instructional and behavioral needs. Curriculum Director of Special Education

= Accomplished = Continue/Modify = No Progress = Discontinue

Discovery Learning Center 13 of 24 Generated by Plan4Learning.com August 9, 2018 2:38 pm Goal 1: ACISD will ensure that all students are provided a solid, challenging educational foundation.

Performance Objective 3: Provide resources to meet student needs in special programs.

Evaluation Data Source(s) 3: Professional Development Documentation, Budget Records, Lesson Plans

Summative Evaluation 3:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May Critical Success Factors 2.6 Campus Differentiation for the unique needs of students receiving CSF 1 CSF 7 Administrator, special program services. Director of Special 1) We will provide professional development, Education, Director substitutes, materials, and support to meet the needs of of Elementary our special program students. Curriculum and Director of Secondary Curriculum 2) We will monitor documentation of ELPS in lesson Campus Differentiation for the unique needs of ELL learners.

87 plans and daily objectives. Administrator, ELL Lead Teacher

= Accomplished = Continue/Modify = No Progress = Discontinue

Discovery Learning Center 14 of 24 Generated by Plan4Learning.com August 9, 2018 2:38 pm Goal 2: ACISD will provide safe, well-resourced, adequately staffed learning environments.

Performance Objective 1: Provide resources and equip students and staff with strategies to foster a safe and secure learning environment and encourage regular student attendance.

Evaluation Data Source(s) 1: Campus Attendance Rate, Safety/Climate Survey Data, Behavior Observations

Summative Evaluation 1:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) Ensure Pre-Kindergarten student participation in Campus Increased gross motor skills, improve hand/eye gross motor activities. Administrator, coordination, and improve collaboration among peers. Teachers 2) Continue to structure and provide time for classroom Campus Students support and encourage one another and each "Morning Meetings or a Brain Smart Start" Administrator, student feels like a valued member of the to build and foster a sense of community/family within Classroom Teachers school/classroom community. Students acquire skills to the classroom and campus. express their feelings and needs as well as strategies for handling conflict productively and safely. 3) Provide guidance to students on the prevention of Campus Students will learn and practice breathing techniques, 88 physical or verbal aggression, sexual harassment, and Administrator, conflict resolution strategies, as well as practicing using bullying or bully-like behavior on or off school grounds. Classroom Teachers their "big voice" when someone is doing something that they do not like or is not safe. Students will demonstrate needed skills to work cooperatively with others, handle their upset, and protect themselves. 4) Continue implementation of a visitor management Campus Visitors will be screened before entry into the campus program to assist in creating a more secure environment. Administrator building to help ensure a safe and secure environment. 5) Communicate with all stakeholders the importance of Campus Increased daily attendance. student daily attendance and participation in the PK Administrator, program. Also address possible barriers that may impact Classroom Teachers, attendance such as basic physical needs (clothing, shoes, District Parent supplies, etc...) of students. Involvement Coordinator

= Accomplished = Continue/Modify = No Progress = Discontinue

Discovery Learning Center 15 of 24 Generated by Plan4Learning.com August 9, 2018 2:38 pm Goal 2: ACISD will provide safe, well-resourced, adequately staffed learning environments.

Performance Objective 2: Train and coach teachers on researched-based student social-emotional needs, character development and behavioral strategies.

Evaluation Data Source(s) 2: Professional Development Documentation, Classroom Observation Data, Observational Data

Summative Evaluation 2:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May Critical Success Factors Campus The impact of Conscious Discipline Training and CSF 6 Administrator, Lead continuous implementation will assist teachers in creating Teachers a safe classroom community, provide tools for effectively 1) Continue to engage all staff in Conscious Discipline communicating with young children, as well as provide Training. strategies for students to help manage their behavior and handle conflict.

= Accomplished = Continue/Modify = No Progress = Discontinue 89

Discovery Learning Center 16 of 24 Generated by Plan4Learning.com August 9, 2018 2:38 pm Goal 2: ACISD will provide safe, well-resourced, adequately staffed learning environments.

Performance Objective 3: Recruit and retain collaborative and well-trained staff to meet the needs of our diverse student population.

Evaluation Data Source(s) 3: Evaluation Data, Teacher Retention Data, Student Progress Data

Summative Evaluation 3:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) Recruit and retain high quality staff. Campus Effective, high quality staff will be hired and retained to Administrator, work and positively impact students and the community. District HR Director Critical Success Factors Campus Campus administrator will actively and effectively lead CSF 3 Administrator campus improvement initiatives and move closer to distinguished performance based on T-PESS. Campus 2) Invest in the administrators' understanding of goals will be reached. instructional strategies, content expectations, technology, time management, coaching, and leadership skills to positively impact students and staff of DLC. 90

= Accomplished = Continue/Modify = No Progress = Discontinue

Discovery Learning Center 17 of 24 Generated by Plan4Learning.com August 9, 2018 2:38 pm Goal 2: ACISD will provide safe, well-resourced, adequately staffed learning environments.

Performance Objective 4: Support school-to-school transitions and partnerships.

Evaluation Data Source(s) 4: Evidence of campus tours and transition activities.

Summative Evaluation 4:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) Provide a smooth transition for Pre-Kindergarten Campus Students demonstrate excitement for attending LOLC. students and their families as they transition to LOLC Administrator Students quickly adjust to the school environment and (Campus visit, participation of LOLC staff in spring expectations at LOLC. Students are scheduled ARD's, communication between staff, information cards appropriately in classrooms and receive required services for class building,etc.). the first week of school. Parents/Families quickly become involved on campus. 2) Provide information and opportunities for students Campus Students and families will have a desire to attend and and their parents entering Discovery Learning Center by Administrator learn at DLC. We will increase enrollment for the 2019- hosting campus visits/tours for families. 2020 school year. 91

= Accomplished = Continue/Modify = No Progress = Discontinue

Discovery Learning Center 18 of 24 Generated by Plan4Learning.com August 9, 2018 2:38 pm Goal 3: ACISD will integrate current and reliable technology that enhances the learning space for all stakeholders.

Performance Objective 1: Create and maintain a protocol for acquisition, management and support of digital tools.

Evaluation Data Source(s) 1: Master Schedule, Campus Technology Inventory

Summative Evaluation 1:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) Equip PK classrooms with updated digital resources Campus Students will receive direct instruction for utilizing and tools in all classrooms to enhance and reinforce Administrator, applications that will help them achieve their individual student learning. Director of learning goals. Technology and Operations

= Accomplished = Continue/Modify = No Progress = Discontinue 92

Discovery Learning Center 19 of 24 Generated by Plan4Learning.com August 9, 2018 2:38 pm Goal 3: ACISD will integrate current and reliable technology that enhances the learning space for all stakeholders.

Performance Objective 2: Provide staff development on the utilization of current digital tools.

Evaluation Data Source(s) 2: Professional Development Documentation, Classroom Observation Data

Summative Evaluation 2:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) Continue to structure ongoing staff development in Campus DLC instructional staff will participate in at least eight the utilization and integration of various apps and Administrator, hours of technology focused professional development programs to increase productivity, document student Campus Library during the 2018-2019 school year. Evidence of learning progress, enhance/reinforce instruction, and Media Specialist, application of professional development will be observed. increase communication with families. District Instructional Technologists

= Accomplished = Continue/Modify = No Progress = Discontinue 93

Discovery Learning Center 20 of 24 Generated by Plan4Learning.com August 9, 2018 2:38 pm Goal 4: ACISD will strengthen collaborative partnerships with families and the community to access diverse resources and ideas.

Performance Objective 1: Utilize resources to offer extended learning opportunities.

Evaluation Data Source(s) 1: Budget Records, Student/Family Feedback, Survey Data, Photographs

Summative Evaluation 1:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) Provide extended learning opportunities for our Pre- Campus Increase student's vocabulary/language development and Kindergarten students through visits to local attractions Administrator connect classroom learning to real life experiences. such as: Bay Education Center, Maritime Museum, Students will also have shared experiences for writing. Fulton Mansion, Aransas County Airport, FLT Pumpkin Patch, etc 2) Pre-Kindergarten students will Campus Students will participate in an immersing hands-on extend their learning through at least one visit to the Administrator learning experience at the Early Scholars Academy Early Scholars Academy. broadening their understanding/application of various PK

94 Guidelines as well as developing student vocabulary and experiences.

= Accomplished = Continue/Modify = No Progress = Discontinue

Discovery Learning Center 21 of 24 Generated by Plan4Learning.com August 9, 2018 2:38 pm Goal 4: ACISD will strengthen collaborative partnerships with families and the community to access diverse resources and ideas.

Evaluation Data Source(s) 2: Parent/Family Participation and Attendance Data, Budget Records, Photographs, Campus Survey Data

Summative Evaluation 2:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) Create a PK parent advisory council. The advisory 3.1, 3.2 Campus Increase family engagement in DLC to increase council will facilitate family-to-family support Administrator, understanding of student learning expectations, the activities, such as Lunch and Learn three times during Library Media importance of their child's educational success in PK the school year focusing on various topics of Specialist, while providing an opportunity for dialogue among discussion/information and provide input in the District Parent families which will expand parents network and implementation and creation of the required campus PK Involvement opportunities to support one-another. family engagement plan. Coordinator 2) Promote parent involvement by offering registration 3.2 Campus Pre-Registration for the majority of incoming PK students activities beyond the normal work day in the spring and Administrator will take place prior to the first week of instruction. All 95 summer. required documents will be on file, permanent folders created, and information uploaded in Skyward. 3) DLC staff will be actively involved with the Campus DLC staff will participate in at least three community Children's Coalition of Aransas County to promote Administrator, activities geared for young children in collaboration with Early Literacy student programming and services in the Campus Library the Children's Coalition of Aransas County. community. Media Specialist

Discovery Learning Center 22 of 24 Generated by Plan4Learning.com August 9, 2018 2:38 pm 4) Multiple opportunities will be provided each semester Campus Families and students will participate in campus events, for parents to be involved in their children's Administrator, the Book Bag Express, and the Treasure Reading education at school. Classroom Teachers, Program, as well as evidence of communication between These include: Campus Library home/school that focuses on working as a team to support Meet the Teacher Night, Monthly Late Nights at the Media Specialist student learning and social/emotional development. Library, Toddler Time, Family Nights, Lunch & Learn, SBDM Mtgs., etc.

Critical Success Factors 3.2 Campus Open communication between home/school will be CSF 5 CSF 6 Administrator, established, parents will have an understanding of Classroom Teachers expected student learning outcomes. DLC staff and 5) Classroom teachers will host parent conferences after parents will work together for the benefit of the child. the first nine week grading period to review Overall student achievement will improve and attendance observations of individual student data, share current will increase. grade level expectations, offer ways for parents to assist

96 students at home, gather additional information regarding the student/family, and explain the parent teacher compact & parent involvement policy. Ongoing professional communication is expected between school and home. 6) Invite parents of students participating in the PK 3.2 Campus Parents/Guardians of Pre-Kindergarten students will gain program to Family Learning Nights (one per semester). Administrator an understanding of the Pre-Kindergarten This evening will include translators, dinner, and DLC Instructional Guidelines/expectations and instructional strategies to childcare with sessions focusing on student learning Staff utilize at home to improve student achievement/success outcomes and strategies to utilize at home to help as well as foster collaboration between home and school. reinforce learning. 7) Provide a variety of real world learning experiences Campus Community guests assist students in connecting and for PK students. Invite guest authors, professionals, Administrator, extending classroom learning outside the classroom community members, and high school students, Library Media walls, ignite a desire for future learning, and open (Example, Susan Specialist students' eyes to possibilities/options as they continue to Krummel, Dinosaur George, Jay Tarkington, and the develop their "future story". NJROTC) to provide learning opportunities for students that are connected to ACISD's Plotting the Course initiative and the PK Guidelines.

Discovery Learning Center 23 of 24 Generated by Plan4Learning.com August 9, 2018 2:38 pm 8) Ongoing electronic and written communication to Campus Increase family engagement in campus family learning parents on upcoming campus Administrator opportunities and communication between home and events, etc...will occur at least weekly. school. 9) DLC campus staff will work collaboratively with the Campus Extended Learning opportunities and resources will be Odyssey After-school Program to seek out, secure, and Administrator available to an increased number of ACISD students. share available resources.

= Accomplished = Continue/Modify = No Progress = Discontinue 97

Discovery Learning Center 24 of 24 Generated by Plan4Learning.com August 9, 2018 2:38 pm Aransas County Independent School District Live Oak Learning Center 2018-2019 Improvement Plan 98

Live Oak Learning Center Campus #004901103 1 of 30 Generated by Plan4Learning.com August 9, 2018 2:36 pm

Mission Statement

The Live Oak Learning Center family will work together to expand each individual’s potential for learning and honorable leadership.

Vision

99 We are committed to being people of action who work together believing every learner will continuously set, pursue and achieve goals

Core Beliefs

ACISD Mission:

ACISD Vision:

All ACISD students are equipped with the tools to navigate a path to success as a productive member of society

Live Oak Learning Center Campus #004901103 2 of 30 Generated by Plan4Learning.com August 9, 2018 2:36 pm

We believe:

Strategic Priorities

100 TEA has identified four Strategic Priorities which will benefit student outcomes:

Recruiting, supporting, and retaining teachers and principals Building a foundation of math and reading Connecting high school to career and college Improving low performing schools

Live Oak Learning Center Campus #004901103 3 of 30 Generated by Plan4Learning.com August 9, 2018 2:36 pm Table of Contents

ACISD Mission: ...... 2 ACISD Vision: ...... 2 We believe: ...... 3 Comprehensive Needs Assessment ...... 5 Demographics ...... 5 Student Academic Achievement ...... 7 School Processes & Programs ...... 9 Perceptions ...... 11 Comprehensive Needs Assessment Data Documentation ...... 12 Goals ...... 14 Goal 1: ACISD will ensure that all students are provided a solid, challenging educational foundation...... 14 Goal 2: ACISD will provide safe, well-resourced, adequately staffed learning environments...... 21 Goal 3: ACISD will integrate current and reliable technology that enhances the learning space for all stakeholders...... 27 Goal 4: ACISD will strengthen collaborative partnerships with families and the community to access diverse resources and ideas...... 29 101

Live Oak Learning Center Campus #004901103 4 of 30 Generated by Plan4Learning.com August 9, 2018 2:36 pm Comprehensive Needs Assessment

Revised/Approved: July 23, 2018

Demographics

Demographics Summary

Live Oak Learning Center (LOLC) is one of five campuses in Aransas County Independent School District. Due to damage done to facilities by Hurricane Harvey and state accountability practices, this school year the school board and district leadership made the decision to re-align elementary campuses. This school year, Live Oak Learning Center will serve the district's kindergarten, first, and second grade students instead of first, second and third grades.

Live Oak Learning Center has focused on building family and community engagement. We pride ourselves on having a large number of parent and community volunteers who help with everything from reading with students to lunch duty. Live Oak Learning Center was the first school in Region 2 to begin the Leader in Me process. A process in which school staff and students are determined to operate with universal, timeless principles and values. The team does so by learning, modeling and teaching the 7 Habits of Highly Successful People by Stephen Covey.

102 LOLC's most fragile student populations are our English Language Learners and our students served by special education. In response to this data, the district added a full-time ESL paraprofessional to support our families and students 2017-2018. Also in the 2017-2018 school year, a full-time special education teacher was added to help provide reading intervention services to students who are greatly at-risk in reading or are served through special education and need a very structured and systematic approach to learning to read (MTA-Multi-Sensory Teaching Approach).

According to the 2016-2017 Texas Academic Performance Report (TAPR) from the Texas Education Agency, Live Oak educated 788 total students that school year. The final Enrollment Reconciliation report by PEIMs, dated 05/25/2018, shows that Live Oak Learning Center ended the school year serving 608 students. The descrepancy is due to families who did not return after Rockport-Fulton was directly hit by Hurricane Harvey in August 2017.

The following information was derived from the 2016-2017 Texas Academic Performance Report and is reflective of that school year.

LOLC has a population base of: African American-2.3%, Hispanic-47.8%, White-45.1%, American Indian-0.5%, Asian-1.5%, Pacific Islander-.1% and Two or More Races-2.7%.

Students enrolled in special programs include 4.8% Gifted and Talented and 9.9% Special Education.

LOLC has a program enrollment of: Economically Disadvantaged-62.6%, English Language Learners-6.6% and At Risk-37.4%.

Live Oak Learning Center Campus #004901103 5 of 30 Generated by Plan4Learning.com August 9, 2018 2:36 pm Class size averages for LOLC grades 1-3 as indicated by TAPR (derived from teacher responsibility records) are as follows:

First Grade: 22.1 Second Grade: 20.5 Third Grade: 22.0

The daily attendance rate as reported in the TAPR was 95.9% (2015-2016). Mobility rates for Live Oak Learning Center were 21.1% (2015-2016).

Demographics Strengths

This past school year, intentions were set upon gaining more active engagement from and for our English Language Learner's families. Through collaboration of district and campus administration, teachers, paraprofessionals and key parents were successful in building strong partnerships. Cafecitos were held in which families were given important school related and general life information in their native language. Hands on activities and student involvement was also key in the success of this partnership.

Problem Statements Identifying Demographics Needs

Problem Statement 1: Since 2002, Live Oak Learning Center has been a first, second and third grade campus. In the 2018-2019 school year, the district has 103 realigned and Live Oak Learning Center will be a kindergarten through second grade campus. Root Cause: Due to damage to facilities by Hurricane Harvey and state accountability practices, the decision was made to realign elementary campuses.

Live Oak Learning Center Campus #004901103 6 of 30 Generated by Plan4Learning.com August 9, 2018 2:36 pm Student Academic Achievement

Student Academic Achievement Summary

In the 2016-2017 school year, Live Oak Learning Center established a baseline utilizing NWEA's MAP Growth Assessment to measure student growth in Math. The norm range of growth is 50%-60% based on NWEA data. Baseline data indicates the following growth measures:

Year Kindergarten 1st Grade 2nd Grade 3rd Grade 2016-2017 55% 56% 62% 62% 2017-2018 31% 52% 65% 76% Grades 1-3 fell within or a bit above expected growth.

Results show that growth in 1st grade was a bit less than the previous year. Second grade demonstrated a bit of growth. 3rd grade shows a great deal of positive growth.

104 End of year benchmarks revealed the following:

Kindergarten 1st Grade 2nd Grade 3rd Grade 2014-2015 36% 58% 60% 2015-2016 62% 43% 62% 67% 2016-2017 62% 63% 58% 58% 2017-2018 55% 47% 59% 68% This year's -7% -16% +1% +10% Increase/Decrease:

Live Oak Learning Center's 2017 Accountability Rating was Improvement Required based on STAAR scores.

2017 STAAR information:

Live Oak Learning Center Campus #004901103 7 of 30 Generated by Plan4Learning.com August 9, 2018 2:36 pm Reading: 57% of students met Approaching Grade Level or better (29% Meets, 14% Masters)

Math: 56% of students met Approaching Grade Level or better (28% Meets, 11% Masters)

Here are tables showing last year’s (2017) LOLC performance compared to this year’s (2018) LOLC performance. Accountability ratings for the 2018 school year have not been designated as of 07/23/2018.

Reading Did not Approaches Meets Masters meet 2018 34 66 37 21 2017 57 29 14

Math Did not Approaches Meets Masters meet

105 2018 30 70 38 19 2017 55 28 11

Student Academic Achievement Strengths

With the use of NWEA's (Northwest Evaluation System) MAP (Measures of Academic Progress), Live Oak Learning Center's professional staff has begun to incorporate strategies for using data to directly determine individualized, differentiated instruction. Our team believes this correlates to the improvements we are seeing in the area of mathematics.

Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: Kindergarten MAP Growth assessment scores showed a growth of 31% in the 2017-2018 school year which is a 24% drop from the scores in the 2016-2017 school year.

Problem Statement 2: At the end of the 2017-2018 school year, about 54% of kindergarten, first and second grade students were reading on grade level according to Fountas & Pinnel Benchmark Assessment data. Root Cause: Teachers have only been provided with a curriculum guide (scope and sequence) requiring them to design components and lesson plans from scratch.

Live Oak Learning Center Campus #004901103 8 of 30 Generated by Plan4Learning.com August 9, 2018 2:36 pm School Processes & Programs

School Processes & Programs Summary

Live Oak Learning Center is entering our 4th year of implementation of The Leader in Me (TLIM) process. Teachers and staff (including custodians and office staff) experience the 7 Habits of Highly Effective People (Covey) Workshop to help LOLC build a leadership climate. Students are taught the 7 Habits and use them daily. The 7 Habits principles are embedded into everything we do at LOLC and it is by these principles that we consider all our other operating systems and programs. This school year (2018-2019), with the inclusion of Kindergarten, we will also begin to implement Conscious Discipline K-2. We will begin both of these processes again slowly as we meld together our new alignment.

We focus on best instructional practices through the lens of the Fundamental 5 by Cain & Laird. The Fundamental 5 are simply best practices (many of which have been around for decades) that help teachers and administrators define, recognize, clarify and bring an awareness to "critical practices that are at the core of highly effective instruction."

Our Reading, Math, Social Studies and Science Curriculum is the TEKS Resource System (TRS). Each year teachers map critical concepts utilizing a framework by Lead Your School.

For reading, Live Oak will continue our work with phonics instruction utilizing Soundations and Multi-Sensory Teaching System (MTS) and Multi-

106 Sensory Teaching Approach (MTA) for our Tier 3 students. We are enhancing our work with Responsive Literacy by purchasing and beginning implementation of Fountas and Pinnell's Classroom. Fountas and Pinnell's Leveled Literacy Intervention (LLI) will become the Tier 2 classroom intervention rather than the primary resource. In addition, LOLC will implement NWEA's (Northwest Evaluation System) MAP (Measures of Academic Progress) for Reading this school year for the first time as an assessment that will help us make sound reading instruction decisions. Other assessments for reading include MTS checkpoints, F&P Benchmarking (informal reading inventory), and other teacher driven formative assessment.

For math, Live Oak utilizes the TEKS Resource System's TEKS Clarification Document and our Envision Math adoption as primary resources. We will continue to support teachers with the implementation of Tabor Rotations (Guided Math) to allow for more individualized math instruction. This school year, we are embracing a professional development study of Math in Practice as a way to continue to strengthen our math instruction and student success. The 2016-2017 school year was our first year to administer the MAP Growth Assessment to assess student progress and performance in math. This is a very useful tool.

Often due to high teacher turnover, training for and fidelity to instructional and curricular programs is a challenge for all content areas.

Other processes and programs:

Conscious Discipline Love & Logic Math and Reading Intervention Live Oak Learning Center Campus #004901103 9 of 30 Generated by Plan4Learning.com August 9, 2018 2:36 pm SBDM Lighthouse Team (TLIM) Action Teams (TLIM) GT Program ESL Pullout Program (Teacher and full-time para) Life Skills Inclusion (1 Special Education Certified teacher/grade level) Music Art Computer Lab PE The master schedule allows for quality teacher collaboration during the school day.

School Processes & Programs Strengths

The Leader in Me process at Live Oak Learning Center is a distinct strength. The Leader in Me allows us to develop the whole child. In addition, we have seen a marked decrease in student discipline and marked increase in parent involvement.

107 Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: Often due to high teacher turnover, training for and fidelity to instructional and curricular programs is a challenge for all content areas. Root Cause: Often, resignation letters cite higher pay in other districts.

Live Oak Learning Center Campus #004901103 10 of 30 Generated by Plan4Learning.com August 9, 2018 2:36 pm Perceptions

Perceptions Summary

Through the Leader in Me process and a great deal of dedication to students/education by the teachers, staff and administration, the overall culture and climate of Live Oak Learning Center is good. Our values are based on the timeless, universal principles of the 7 Habits of Highly Effective People which are a "filter" for which we operate all things from planning and problem-solving, to greeting guests to the school, to celebrating.

We have improved parent involvement and student ownership of their own education through targeted, well-planned events such as Student-Led Conferences, Father-Daughter Dance, Mother-Son Game Night, Vocabulary Parade, Career Day and more. Community involvement has also improved. The Aransas County Education Foundation has supported us with a number of grants that support TLIM and our academic programs in both math and reading. The local Rotary Club has also collaborated with us and supported us through a grant. These collaborations have grown and opened the door for many opportunities.

Our motivated, dedicated PTO has been integral in helping us to do things we want to do to make school a fun, home away from home for all of our students. They have supported field trips, celebrations, supply needs and more. Our PTO is active even in the summer months.

School surveys indicate that families are satisfied overall with our school and most indicate that they feel welcome. Communication continues to be an area

108 for improvement. We communicate via social media (Facebook and Twitter), emails, text messages, paper flyers and marquis.

Perceptions Strengths

A feeling of safety is a strength for Live Oak Learning Center. The facility offers a safe school environment with features such as few openings to the outside, phones in every classroom, doors that lock electronically, visitor ID screening, and a solidly constructed building.

Live Oak Learning Center Campus #004901103 11 of 30 Generated by Plan4Learning.com August 9, 2018 2:36 pm Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis: Improvement Planning Data District goals Campus goals Current and/or prior year(s) campus and/or district improvement plans Campus and/or district planning and decision making committee(s) meeting data State and federal planning requirements Accountability Data Texas Academic Performance Report (TAPR) data Federal Report Card Data Student Data: Assessments State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions Texas English Language Proficiency Assessment System (TELPAS) results Texas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment results

109 Local diagnostic reading assessment data Local diagnostic math assessment data Local benchmark or common assessments data Istation Indicators of Progress (ISIP) reading assessment data for Grades PK-2 Student Data: Student Groups Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress for each group Special Programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student group Economically Disadvantaged / Non-economically disadvantaged performance, progress, and participation data, Special education population, including performance, discipline, progress, and participation data EL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, gender, etc. Section 504 data Gifted and talented data Response to Intervention (RtI) student achievement data Student Data: Behavior and Other Indicators Attendance data Class size averages by grade and subject

Live Oak Learning Center Campus #004901103 12 of 30 Generated by Plan4Learning.com August 9, 2018 2:36 pm Employee Data Staff surveys and/or other feedback Teacher/Student Ratio Professional development needs assessment data T-TESS Parent/Community Data Parent surveys and/or other feedback Support Systems and Other Data Processes and procedures for teaching and learning, including program implementation Study of best practices 110

Live Oak Learning Center Campus #004901103 13 of 30 Generated by Plan4Learning.com August 9, 2018 2:36 pm Goals

Goal 1: ACISD will ensure that all students are provided a solid, challenging educational foundation.

Performance Objective 1: Implement curriculum, instruction and assessment systems that close achievement gaps and foster academic growth among all student groups.

Evaluation Data Source(s) 1: NWEA MAP and Fountas & Pinnell HR records DAEP records Behavior intervention plans Program reports Attendance records Assessment scores increased across grading periods Usage reports Lesson plans Transition trip plan MAP Growth assessment reports

111 TELPAS reports Master schedule Budget records Print Shop records Personnel roster/records Fountas and Pinnel Benchmark Assessment Data Photograph of book shelf that shows available books and information Reading logs

Summative Evaluation 1:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) Campus administrators and teachers will implement Principal, Assistant Quality collaboration among educators to study standards and facilitate a planning structure for content study with Principals, Content and plan lessons will result in ensuring the appropriate an emphasis on effective instructional methodology. Representative content and skills is being taught well. (teacher)

Live Oak Learning Center Campus #004901103 14 of 30 Generated by Plan4Learning.com August 9, 2018 2:36 pm 2) Utilize research-based reading program to increase 2.4, 2.5, 2.6 Administrators, The expected impact is a higher number of students who student reading skills and identify student ability and Reading meet grade level expectations. progress. Interventionists (F&P Classroom, LLI, MTS) 3) Utilize research-based math program to increase 2.4, 2.5, 2.6 Administrators, The expected impact is a higher number of students who student math skills and identify student ability and Interventionists meet grade level expectations. progress (Envision, AIRR, Tabor, Math in Practice, Formative Loop) 4) Utilize research-based animated curricular content 2.4, 2.5, 2.6 Administrators, The impact of using animated curricular content will (math, science, social studies, ELAR) to highly engage Librarian increase student engagement. students in quality lessons across the curriculum. 5) Ensure student participation in moderate to vigorous PE Instructor The expected impact of providing students with PE is physical activity in PE classes. students who will develop healthy habits. Also, students will have an outlet during the day to Sharpen the Saw. 6) Provide instructional support to teachers and students. Administrators Providing teachers with instructional support will result in improving teacher craft. 7) Maintain or increase the number of special education 2.4 Administrators This strategy will improve the performance of students certified inclusion personnel to support students with served through special education. disabilities who are included in the general ed. setting. 8) Integrate ELAR intervention into the general 2.6 Administrators Teachers are provided with resources to provide targeted education classroom teacher's schedule. (LLI) tier 2 instruction. 112 9) Offer Plotting the Course lessons that focus on post- Campus PTC Lead Students will learn life skills, build an understanding of secondary opportunities. Administrators the importance of goal-setting and begin to see themselves as contributors to the community. 10) Implement a self-assessment tool for students to Campus PTC Lead Students will begin to view themselves as productive begin thinking about their future goals. members of society. 11) Refine and administer formative assessments based Administrators, C&I This strategy's expected result is to assess students along on approximate 3 week mapping of critical concepts to team the way in short increments so that concerns can be be taught each 3 weeks of the school year. addressed as soon as possible and adjustments to instruction can be made to help students attain mastery. 12) Administer MAP to students (K-2) for Reading & Administrators, Teachers will use data to drive targeted instruction. Math Instructional Coach, C&I Team, Teachers Problem Statements: Student Academic Achievement 1 13) Utilize Kurzweil- Text to Spoken Word technology- 2.4 Administrators Students will be more familiar with technological with students who meet criteria (504, dyslexia, SPED, Teachers of Special accommodation supports and be better equipped to utilize ELL, etc.) to support students' ability to access the Programs such supports. curriculum on a level playing field. Computer Lab Teacher

Live Oak Learning Center Campus #004901103 15 of 30 Generated by Plan4Learning.com August 9, 2018 2:36 pm 14) To maintain reduction in DAEP student 2.4, 2.6 Administrators, Students who participate in the behavior intervention assignments, a campus-based behavior intervention Behavior classroom will be equipped with social and emotional teacher and classroom will be provided that will equip Interventionist coping strategies to be successful in the regular students with the skills to transition into a regular classroom. In the regular classroom we expect to see classroom among their peers. increased time on task, uninterrupted lessons to increase student achievement.

= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 1 Problem Statements:

Student Academic Achievement Problem Statement 1: Kindergarten MAP Growth assessment scores showed a growth of 31% in the 2017-2018 school year which is a 24% drop from the scores in the 2016-2017 school year. 113

Live Oak Learning Center Campus #004901103 16 of 30 Generated by Plan4Learning.com August 9, 2018 2:36 pm Goal 1: ACISD will ensure that all students are provided a solid, challenging educational foundation.

Performance Objective 2: Train and coach teachers on researched-based instructional strategies.

Evaluation Data Source(s) 2: Sign-In Sheets Evaluations

Summative Evaluation 2:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) Provide teachers, paraprofessionals and principals 2.4 Administrators Educators who have the tools to meet or exceed the with the opportunity for high-quality professional expectations of teaching will be more productive, happy development. and successful in their profession. Problem Statements: School Processes & Programs 1 2) Provide professional development to teachers 2.4 Administrators, C&I Teachers who have the tools to meet or exceed the regarding special programs (such as, but not limited At- Team expectations of teaching will be more productive, happy risk, section 504, ESL, Special Education, Dyslexia). and successful in their profession. 3) Provide professional development that specifically 2.6 Administrators, Teachers who have the tools to meet or exceed the

114 supports the needs of at-risk students. Interventionists expectations of teaching will be better able to meet the needs of students by individualizing and differentiating instruction. Problem Statements: Student Academic Achievement 1, 2 4) Provide professional development that specifically GT Teacher Teachers who have the tools to meet or exceed the supports the needs of Gifted & Talented students. Administrators expectations of teaching will be better able to meet the needs of students by individualizing and differentiating instruction. 5) Provide training to teachers about how to administer Administrators, Teachers will be more likely to utilize the reports and and analyze data from MAP-Primary (math & reading Instructional Coach, resources of MAP and MAP-Primary if they understand assessment). C&I Team, Teachers how to utilize it. 6) Provide professional development through the Early Administrators School staff and families will be more equipped to Childhood Cooperative with technical coaching, school Lead Teachers provide early learners with quality best practices. readiness guidance, and program development for teachers, administrators and parents serving young Problem Statements: Demographics 1 learners (PK -2). 7) Teachers will be provided with quality time for Administrators By providing teachers with ample time for lesson collaborative & productive planning in professional planning they will be more prepared and will grow in learning communities their craft which ultimately leads to greater student achievement.

Live Oak Learning Center Campus #004901103 17 of 30 Generated by Plan4Learning.com August 9, 2018 2:36 pm = Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 2 Problem Statements:

Demographics Problem Statement 1: Since 2002, Live Oak Learning Center has been a first, second and third grade campus. In the 2018-2019 school year, the district has realigned and Live Oak Learning Center will be a kindergarten through second grade campus. Root Cause 1: Due to damage to facilities by Hurricane Harvey and state accountability practices, the decision was made to realign elementary campuses. Student Academic Achievement Problem Statement 1: Kindergarten MAP Growth assessment scores showed a growth of 31% in the 2017-2018 school year which is a 24% drop from the scores in the 2016-2017 school year. Problem Statement 2: At the end of the 2017-2018 school year, about 54% of kindergarten, first and second grade students were reading on grade level according to Fountas & Pinnel Benchmark Assessment data. Root Cause 2: Teachers have only been provided with a curriculum guide (scope and sequence) requiring them to design components and lesson plans from scratch. School Processes & Programs Problem Statement 1: Often due to high teacher turnover, training for and fidelity to instructional and curricular programs is a challenge for all content areas. Root Cause 1: Often, resignation letters cite higher pay in other districts. 115

Live Oak Learning Center Campus #004901103 18 of 30 Generated by Plan4Learning.com August 9, 2018 2:36 pm Goal 1: ACISD will ensure that all students are provided a solid, challenging educational foundation.

Performance Objective 3: Provide resources to meet student needs in special programs.

Evaluation Data Source(s) 3: Master Schedule Schedules of Special Programs

Summative Evaluation 3:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) Provide supplemental instruction to at-risk students in 2.6 Administrators, The expected impact is a higher number of students who need of an accelerated intervention plan. Teachers, meet grade level expectations. Interventionists Problem Statements: Student Academic Achievement 1, 2 2) Attempt to provide and address the basic physical 2.6 Administrators, Students whose basic needs are met are better able to needs (i.e.: clothing, supplies, etc.) of students who are Counselors learn. economically disadvantaged.

116 3) Provide Gifted & Talented students with the GT Teacher GT Showcase Event Invitations, articles published to the opportunity to extend or accelerate their learning. Administrators website 4) At-risk students will be provided with research-based 2.6 Administrators, The expected impact is a higher number of students who intervention. Interventionists, meet grade level expectations. classroom teachers Problem Statements: Student Academic Achievement 1, 2 5) We will monitor documentation of ELPS in lesson 2.4 Administrators The expected result is that ELLs will perform better if we plans and daily objectives. ensure the use of ELPS in lessons.

= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 3 Problem Statements:

Live Oak Learning Center Campus #004901103 19 of 30 Generated by Plan4Learning.com August 9, 2018 2:36 pm Problem Statement 2: At the end of the 2017-2018 school year, about 54% of kindergarten, first and second grade students were reading on grade level according to Fountas & Pinnel Benchmark Assessment data. Root Cause 2: Teachers have only been provided with a curriculum guide (scope and sequence) requiring them to design components and lesson plans from scratch. 117

Live Oak Learning Center Campus #004901103 20 of 30 Generated by Plan4Learning.com August 9, 2018 2:36 pm Goal 2: ACISD will provide safe, well-resourced, adequately staffed learning environments.

Performance Objective 1: Provide resources and equip students and staff with strategies to foster a safe and secure learning environment and encourage regular student attendance.

Evaluation Data Source(s) 1: Photographs Lesson plans Sign-in sheets Agendas Samples

Summative Evaluation 1:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) Provide conflict resolution activities to students. Counselors By providing conflict resolution activities students will be more equipped with handling conflict and issues independently being more proactive than reactive. 2) Provide presentations/activities on drug and violence 2.5 Counselors Students will learn the negative impacts of drugs and 118 prevention and intervention. violence and make choices that reflect a healthy lifestyle. 3) Provide guidance to students on the prevention of 2.5 Counselors; The expected impact of providing guidance to students physical or verbal aggression, sexual harassment, and Administrators regarding these topics is a decrease in the number of bullying or bully-like behavior on or off school grounds. bullying incidents and discipline referrals. 4) Ensure students identified as homeless are monitored Counselors The anticipated outcome of identifying and monitoring and provided guidance. students who are homeless is to help meet their most basic needs and provide coping skills so that they can learn. 5) Should any student(s) be assigned to DAEP, they will Counselors Restorative discipline and student support for transition be provided with weekly counseling to teach/reinforce back to the regular classroom setting is this strategy's proper behavior and attempt to reduce recidivism. expected result. 6) Continue implementation of a visitor management Administrators The expected result of utilizing a Visitor Management program to maintain a secure environment. program is to help us keep our school environment safe and secure. 7) Create a campus attendance team that includes Administrators Through the implementation of ideas from this team, the teachers, clerks, administrators, students and Central impact will be improved attendance. Office personnel. 8) Interview students/parents with chronic attendance Attendance Team Interviews should improve attendance. issues in an effort to understand and remedy possible issues hindering their attendance.

Live Oak Learning Center Campus #004901103 21 of 30 Generated by Plan4Learning.com August 9, 2018 2:36 pm 9) Provide parents with information regarding the Administrators More informed families about the impact of poor importance of attendance and the correlation between attendance should improve attendance. attendance and student achievement. 10) Provide parents with notification of their child's Administrators Helping families keep track of student attendance should attendance status every grading period. Attendance Clerk improve attendance. PEIMS Clerk 11) Provide incentives for attendance - recognition Administrators Incentives should improve attendance. during awards assemblies. 12) Make the campus attendance goal & data visible to Attendance Team More informed families, students and staff about the all who enter LOLC. Share the attendance goal and impact of poor attendance and the excitement of tracking progress toward the goal in campus publications. the data on a scoreboard should improve attendance. 13) Provide students with direct lessons of the 7 Habits 2.5 Administrators Students will learn timeless, universal principles to help of Highly Effective People. Teacher Leadership them be successful, contributing citizens. Team

= Accomplished = Continue/Modify = No Progress = Discontinue 119

Live Oak Learning Center Campus #004901103 22 of 30 Generated by Plan4Learning.com August 9, 2018 2:36 pm Goal 2: ACISD will provide safe, well-resourced, adequately staffed learning environments.

Performance Objective 2: Train and coach teachers on researched-based student social-emotional needs, character development and behavioral strategies.

Evaluation Data Source(s) 2: Sign-In Sheets Handouts Agendas Minutes Evaluations

Summative Evaluation 2:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) Offer campus-based professional development to Administrators, Teachers who have the tools to meet or exceed the teachers in the following areas: instructional strategies, Teacher Leaders expectations of teaching will be more productive, happy leadership, goal setting & classroom management. and successful in their profession. (TLIM Coaching System) 2) Begin year 4 implementation of The Leader in Me 2.5 Administrators The expected impact is great. Students and staff alike will

120 (TLIM). live their work and personal life in a principle-centered 1. Utilize TLIM coach provided by Franklin Covey (2 way that will help students take ownership of their onsite visits & anytime phone/email collaboration). school, education and choices. Students 21st Century 2. Lighthouse team development and team training (2 leadership and life skills and a culture of student days). empowerment based on the idea that every child can be a 3. Maintain Intellectual Property License/Web leader is created. Staff members learn how to make Community (all staff access). leadership development a part of the everyday student 4. Principal Academy (2 days) experience, including teaching leadership principles in meaningful ways, creating a culture of share leadership within the school, and helping students take more ownership for their academic learning and goal achievement. 3) Engage all staff in the 7 Habits of Highly Effective 2.5 Administrators The expected result is to lead students and staff to reach People training and/or boosters so that teachers learn to their full potential. Staff members learn how to make teach students the 7 Habits and help students to utilize leadership development a part of the everyday student the habits in their daily lives. experience, including teaching leadership principles in meaningful ways, creating a culture of shared leadership within the school, and helping students take more ownership for their academic learning and goal achievement. Problem Statements: Demographics 1

Live Oak Learning Center Campus #004901103 23 of 30 Generated by Plan4Learning.com August 9, 2018 2:36 pm 4) Engage staff in a book study to provide teachers with Administrators The expected result is to lead students and staff to reach strategies to incorporate 7 Habits principles into their their full potential. Staff members learn how to make instruction seamlessly as a way to empower and enrich leadership development a part of the everyday student instruction. experience, including teaching leadership principles in meaningful ways, creating a culture of shared leadership within the school, and helping students take more ownership for their academic learning and goal achievement. 5) Engage all staff in Conscious Discipline Training. Administrators The impact of Conscious Discipline training and subsequent implementation will improve the way teachers handle discipline of young children and will give students the tools of self-discipline.

= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 2 Problem Statements:

Live Oak Learning Center Campus #004901103 24 of 30 Generated by Plan4Learning.com August 9, 2018 2:36 pm Goal 2: ACISD will provide safe, well-resourced, adequately staffed learning environments.

Performance Objective 3: Recruit and retain collaborative and well-trained staff to meet the needs of our diverse student population.

Evaluation Data Source(s) 3: Documentation from human resources &/or the district business office

Summative Evaluation 3:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) Hire properly certified staff. Administrators, HR Hiring properly certified staff should result in students having teachers who have the knowledge and capabilities to meet their needs. 2) To maintain properly certified staff, offer test fee Administrators Teachers may be more willing to take on new challenges reimbursements to teachers who successfully challenge proposed by school officials if it will not be a financial the certification exam, when asked by school officials to burden. take the exam. 3) Provide quality professional development to assist Administrators Teachers who have the tools to meet or exceed the with retention of teachers. expectations of teaching will be more productive, happy and successful in their profession. 122 4) Compensate the GT campus contact for extra services Administrators The GT campus contact ensures, along with other GT rendered to the GT program. campus contacts, identification and other GT program nuances are implemented fairly and with fidelity. 5) Teachers will also receive support as needed from the Administrators The expected impact of a mentoring/buddy program is to district/campus mentoring and buddy program and support new/new to the campus teachers to ensure their instructional coaches. success. 6) Teachers will be recognized for professional Administrators When employees are recognized for their strengths a strengths. better culture and climate in the workplace is developed. 7) Implement interviewing/hiring process to create Administrators The expected result of implementing a district-wide consistency within the campus and from campus to interview process will ensure equitable, non-biased, campus to ensure quality hiring. quality hiring.

= Accomplished = Continue/Modify = No Progress = Discontinue

Live Oak Learning Center Campus #004901103 25 of 30 Generated by Plan4Learning.com August 9, 2018 2:36 pm Goal 2: ACISD will provide safe, well-resourced, adequately staffed learning environments.

Performance Objective 4: Support school-to-school transitions and partnerships.

Evaluation Data Source(s) 4: Invitations Calendar Photographs

Summative Evaluation 4:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) Host a transition field trip for future Kindergarteners 3.2 Administrators As a result of the transition field trips students and and their parents. Coordinate with Fulton Learning parents will feel more confident transitioning to a new Center for a transition field trip for 2nd graders (going school. to 3rd).

= Accomplished = Continue/Modify = No Progress = Discontinue 123

Live Oak Learning Center Campus #004901103 26 of 30 Generated by Plan4Learning.com August 9, 2018 2:36 pm Goal 3: ACISD will integrate current and reliable technology that enhances the learning space for all stakeholders.

Performance Objective 1: Create and maintain a protocol for acquisition, management and support of digital tools.

Evaluation Data Source(s) 1: Documentation from district Technology Services Department.

Summative Evaluation 1:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) Sustain tablet cart use by replacing inoperable tablets Administrators The expected outcome is that iPads/classroom carts will (up to 5) so that classrooms can utilize tablets with continue to be used with some frequency. appropriate academic applications to enhance learning.

= Accomplished = Continue/Modify = No Progress = Discontinue 124

Live Oak Learning Center Campus #004901103 27 of 30 Generated by Plan4Learning.com August 9, 2018 2:36 pm Goal 3: ACISD will integrate current and reliable technology that enhances the learning space for all stakeholders.

Performance Objective 2: Provide staff development on the utilization of current digital tools.

Evaluation Data Source(s) 2: Sign-In Sheets Handouts Agendas Evaluations

Summative Evaluation 2:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) Provide 3 or more technology training opportunities Administrators The anticipated result is that teachers will use technology for professional teaching staff. resources more with students to improve engagement and improve their own knowledge base so they can navigate technology more easily.

125 = Accomplished = Continue/Modify = No Progress = Discontinue

Live Oak Learning Center Campus #004901103 28 of 30 Generated by Plan4Learning.com August 9, 2018 2:36 pm Goal 4: ACISD will strengthen collaborative partnerships with families and the community to access diverse resources and ideas.

Performance Objective 1: Utilize resources to offer extended learning opportunities.

Evaluation Data Source(s) 1: Invitations Sign-In Sheets Handouts Agendas Evaluations Photographs

Summative Evaluation 1:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) Provide students with a summer reading challenge. Librarian The summer reading challenge is set up to motivate students to read for pleasure during the summer and to help prevent summer reading loss. 126 2) Provide two sessions of The 7 Habits of Highly 3.2 Administrators, C&I Family engagement impacts student success in school. Successful Families to parents. Coach, Assistant Involving families in a 7 Habits training will help build Principal common language between school and home. 3) Extend to parents the opportunity to attend the Parent 3.2 Administrators, C&I Family engagement impacts student success in school. Involvement Conference. Team, Parent Parents will benefit from understanding the ways they can Involvement support their child's school and their child's education. Coordinator

= Accomplished = Continue/Modify = No Progress = Discontinue

Live Oak Learning Center Campus #004901103 29 of 30 Generated by Plan4Learning.com August 9, 2018 2:36 pm Goal 4: ACISD will strengthen collaborative partnerships with families and the community to access diverse resources and ideas.

Evaluation Data Source(s) 2: Photographs Sign-In Sheets Samples Evaluations

Summative Evaluation 2:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) Provide a prominent location for the Read to Shine Administrators, The Read to Shine bookcase is designed as a way for bookcase in the front office. Secretary students, families and communities to share the love of reading at no cost. 2) Offer opportunities each semester for parents to be 3.2 Administrators Family engagement impacts student success in school. involved in their children's education.

127 3) Host student led parent-teacher conferences. Administrators Family engagement impacts student success in school. Students take ownership of their learning. 4) Continue to use DMAC Student Portfolio database Administrators The result of utilizing DMAC to document each three weeks to document parent communication for communication will ensure parents are being informed struggling students, including at-risk students, and to when/if their child is struggling. help reduce dropout rates. 5) Provide monthly English/Spanish electronic Administrators The expected impact is more family involvement with newsletters to parents on helping their children succeed. their child's education.

6) Teachers are expected to make contact with parents Administrators The expected outcome is improved partnerships for the once each nine weeks and document in DMAC. Teachers sake of improved student learning. 7) Invite guest speakers to Live Oak Learning Center Administrators Curriculum will be enhanced by experts in the field. (such as Texas Maritime Museum, Fulton Mansion, etc.)

= Accomplished = Continue/Modify = No Progress = Discontinue

Live Oak Learning Center Campus #004901103 30 of 30 Generated by Plan4Learning.com August 9, 2018 2:36 pm Aransas County Independent School District Fulton Learning Center 2018-2019 Improvement Plan 128

Fulton Learning Center Campus #004901101 1 of 26 Generated by Plan4Learning.com August 9, 2018 2:35 pm

Mission Statement

Vision

All ACISD students are equipped with the tools to navigate a path to success as a productive member of society.

129 Core Beliefs

We believe:

Fulton Learning Center Campus #004901101 2 of 26 Generated by Plan4Learning.com August 9, 2018 2:35 pm

Strategic Priorities

TEA has identified four Strategic Priorities which will benefit student outcomes:

Recruiting, supporting, and retaining teachers and principals Building a foundation of math and reading Connecting high school to career and college Improving low performing schools

130

Fulton Learning Center Campus #004901101 3 of 26 Generated by Plan4Learning.com August 9, 2018 2:35 pm Table of Contents

We believe: ...... 2 Comprehensive Needs Assessment ...... 5 Demographics ...... 5 Student Academic Achievement ...... 6 School Processes & Programs ...... 7 Perceptions ...... 8 Comprehensive Needs Assessment Data Documentation ...... 9 Goals ...... 11 Goal 1: ACISD will ensure that all students are provided a solid, challenging educational foundation...... 11 Goal 2: ACISD will provide safe, well-resourced, adequately staffed learning environments...... 16 Goal 3: ACISD will integrate current and reliable technology that enhances the learning space for all stakeholders...... 23 Goal 4: ACISD will strengthen collaborative partnerships with families and the community to access diverse resources and ideas...... 25 131

Fulton Learning Center Campus #004901101 4 of 26 Generated by Plan4Learning.com August 9, 2018 2:35 pm Comprehensive Needs Assessment

Demographics

Demographics Summary

Fulton Learning Center is a campus that consists of all third through fifth graders of Aransas County. Fulton's current student population amounts to 616 students and enrollment had steadily increased over the past couple of years prior to Hurricane Harvey.

FLC has a population base of: African American: 1.4%; Hispanic: 40.2%; White: 55.1%; American Indian: 0.2%; Asian: 0.8%; Two or More Races: 2.2%

FLC has a program enrollment of: Economically Disadvantaged: 57.1%; English Language Learners: 4.3%; At-risk: 53.7%; Gifted and Talented: 5.1% and Special Education: 12.6%

Fulton Learning Center's average class size (derived from teacher responsibility records) is: 21

Fourth grade 20:1 compared to the state average of 19:1. 132 Fifth grade 22:1 compared to the state average of 21:1.

Demographics Strengths

Our population of Economically Disadvantaged, Special Education and English Language Learners exceeded the state in both the STAAR percent Met and Exceeded Progress when averaged across all subjects.

Problem Statements Identifying Demographics Needs

Problem Statement 1: Our Special Education population is still performing well below other sub groups on STAAR achievement. Root Cause: The process for isolating skills gaps on an individualized level is being refined so that student needs may be addressed appropriately.

Fulton Learning Center Campus #004901101 5 of 26 Generated by Plan4Learning.com August 9, 2018 2:35 pm Student Academic Achievement

Student Academic Achievement Summary

STAAR results demonstrated an increase in student achievements when averaged across all grades in all subjects as represented in an increase in the "Approaches grade level" category, going from 66% in 2017 to 75% in 2018, an increase in the "Meets grade level" category, going from 37% in 2017 to 42% in 2018, and an increase in the "Masters grade level" category, going from 16% in 2017 to 17% in 2018.

Student Academic Achievement Strengths

Fulton Learning Center's math department experienced large gains. In fourth grade math, teachers celebrated achievement results of 78% at "Approaches grade level" with a student cohort group that had a 55% "Approaches grade level" passing rate the previous year. In fifth grade math, STAAR results for FLC exceeded the state's average at the "Approaches grade level" by 5% points. FLC had 89% and the state was 84%.

Fourth grade reading also celebrated a commendable gain in student achievement, going from 61% in 2017 to 75% in 2018-exceeding the state average by 3%.

133 Finally, fifth grade reading also made notable gains going from 60% in 2017 to 80% in 2018-exceeding the state average by 2%.

Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: Student achievements on the Writing STAAR test continue to be a problem for FLC. Root Cause: Time allotted to teach the writing process (e.g. prewriting, rough draft, revision, editing) and how to analyze test items and answer choices is insufficient.

Fulton Learning Center Campus #004901101 6 of 26 Generated by Plan4Learning.com August 9, 2018 2:35 pm School Processes & Programs

School Processes & Programs Summary

Our students' needs are assessed formatively (classroom observations and work samples) and summatively (checkpoints every 3 weeks). Using data from these assessments along with MAP data, teachers meet with their content team to discuss instructional strategies and work to adjust their instrution accordingly and provide interventions as the need is detected. Teachers document their work with students using forms that adminstration has made available to them through DMAC.

Administration utilize the powerwalk system to obtain a broad "picture" of the instructional programs that are occurring on campus. Administrators are expected to provide individual coaching using data that is gathered on these walks.

School Processes & Programs Strengths

Creating time in the schedule for interventions, providing systems for documentation and data analysis and making assessment tools availabe for teachers has

134 created a climate of persistent and continued learning for everyone-teachers, students and administrators.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: Consider a management and accountability system that would encourage consistent and accurate use of data documentation in DMAC. Root Cause: The time constraints of duty within a day makes the organization of tasks difficult.

Fulton Learning Center Campus #004901101 7 of 26 Generated by Plan4Learning.com August 9, 2018 2:35 pm Perceptions

Perceptions Summary

Fulton Learning Center staff strive to create a culture and climate in which all visitors feel welcomed. Fulton visitors' questions and concerns are addressed in a timely and honest manner. This courteous expectation is extended to all Fulton employees, from custodians to cafeteria workers and from teaching staff to administration.

Perceptions Strengths

Community feedback regarding Fulton Learning Center is that we are an open and welcoming school. Visitors feel at ease and that they are taken care of as soon as a question arises.

Teaching staff are happy and feel supported and respected (staff survey, 2017). Some of the staff comments on the Staff needs assessment survey are as follows, "I love the support of my admin. Fulton is just the best!" and "I feel greatly supported by our administrators when it comes to handling discipline problems." 135 Problem Statements Identifying Perceptions Needs

Problem Statement 1: We need to present more instances of positivity and fun learning experiences to our community. Root Cause: We need to have more individuals helping to maintain our webpage, Facebook and Twitter pages.

Fulton Learning Center Campus #004901101 8 of 26 Generated by Plan4Learning.com August 9, 2018 2:35 pm Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis: Improvement Planning Data Campus goals Current and/or prior year(s) campus and/or district improvement plans Campus and/or district planning and decision making committee(s) meeting data Accountability Data Texas Academic Performance Report (TAPR) data Domain 1 - Student Achievement Domain 2 - Student Progress Domain 3 - Closing the Gaps Student Data: Assessments State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions STAAR EL Progress Measure data Texas English Language Proficiency Assessment System (TELPAS) results

136 Student Success Initiative (SSI) data for Grades 5 and 8 Local diagnostic reading assessment data Local diagnostic math assessment data Local benchmark or common assessments data Student Data: Student Groups Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress for each group Economically Disadvantaged / Non-economically disadvantaged performance, progress, and participation data, Special education population, including performance, discipline, progress, and participation data At-Risk population, including performance, progress, discipline, attendance, and mobility EL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, gender, etc. Response to Intervention (RtI) student achievement data Student Data: Behavior and Other Indicators Attendance data Discipline records Student surveys and/or other feedback Class size averages by grade and subject

Fulton Learning Center Campus #004901101 9 of 26 Generated by Plan4Learning.com August 9, 2018 2:35 pm Employee Data Staff surveys and/or other feedback Teacher/Student Ratio Campus department and/or faculty meeting discussions and data Professional development needs assessment data Parent/Community Data Parent surveys and/or other feedback Parent Involvement Rate Support Systems and Other Data Processes and procedures for teaching and learning, including program implementation Budgets/entitlements and expenditures data 137

Fulton Learning Center Campus #004901101 10 of 26 Generated by Plan4Learning.com August 9, 2018 2:35 pm Goals

Goal 1: ACISD will ensure that all students are provided a solid, challenging educational foundation.

Performance Objective 1: Implement curriculum, instruction and assessment systems that close achievement gaps and foster academic growth among all student groups.

Evaluation Data Source(s) 1: master schedule, class roster, program evaluations, discipline records, intervention records, assessment records (MAP, reading benchmark assessments, checkpoints)

Summative Evaluation 1:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May Critical Success Factors Classroom teachers; Increased student understanding and achievement gains CSF 1 campus administrators 1) Provide instructional support through the utilization

138 of personalized skills support (e.g. Khan Academy). 2) Provide targeted skills practice and opportunities to Classroom teachers, Homework and extension activities are intentional and reinforce newly acquired concepts (e.g. Formative campus geared to the child's needs and skill gaps. Loop). administrators Critical Success Factors 2.4, 2.5, 2.6 Classroom teachers; Students will be engaged in books, gain insight into their CSF 1 CSF 2 CSF 4 CSF 7 campus lives and their environment, and have a better administrators; understanding of the world around them. 3) Implement a literacy curriculum that incorporates curriculum team assessment, instruction and growth monitoring (e.g. Fountas and Pinnell Literacy). Teachers will understand a learner's development, assess their students to determine their needs and have strategies to address those needs. 4) Provide instructional support to teachers and students, 2.4, 2.5, 2.6 Classroom teachers; Teachers will be more proficient in individualizing including the use of online services (e.g. MAP-Reading, campus instruction through the use of these programs and Math, Science and Writing, Kurzweil, Achieve 3000 administrators utilizing the data generated from the reports. and Reading A-Z). 5) Provide supplemental instruction to at-risk students in 2.6 Campus Sixty percent of all students in sub groups will show a need of an accelerated intervention plan as evident administrators; one or two in state progress measures in the 18-19 school through state assessments. Intervention year. specialists; Teachers

Fulton Learning Center Campus #004901101 11 of 26 Generated by Plan4Learning.com August 9, 2018 2:35 pm Critical Success Factors 2.4 Campus Fifty-five percent of all students will meet or exceed their CSF 1 CSF 2 administrators; MAP projected growth in math and reading by May 2019. Teachers 6) Provide supplemental instruction to students in need of an accelerated intervention plan as evident through local assessments. Critical Success Factors 2.4 Teachers; Campus Teachers will work with students and respond to students CSF 1 CSF 2 administrators needing conceptual learning by offering varied activities to address different learning modalities. 7) Provide opportunities for students to experience conceptually-based, hands on mathematical learning through the use of manipulatives and real-life situations (e.g. flashmasters, STAAR Masters, AIRR, etc.). Critical Success Factors 2.4, 2.6 Teachers; Campus Sixty percent of all students in sub groups will show a CSF 1 CSF 2 administrators one or two in state progress measure in the 18-19 school year. Fifty-five percent of students will also meet or 8) Provide opportunities for students to demonstrate exceed their MAP projected growth in reading by May increased reading comprehension and fluency 2019. (e.g.literacy lab, library, Fountas and Pinnell ( F& P) reading assessment and instruction, and Reading A-Z). Critical Success Factors 2.4 Campus We will provide a minimum of two professional CSF 2 CSF 7 administrators; development days to enable teachers to analyze and write Teachers; curriculum maps and ensure alignment. 9) Curriculum maps will be analyzed by campus Elementary administrators, teachers and elementary curriculum

139 Curriculum Director director to ensure alignment of assessments to the TEKS.

= Accomplished = Continue/Modify = No Progress = Discontinue

Fulton Learning Center Campus #004901101 12 of 26 Generated by Plan4Learning.com August 9, 2018 2:35 pm Goal 1: ACISD will ensure that all students are provided a solid, challenging educational foundation.

Performance Objective 2: Train and coach teachers on researched-based instructional strategies.

Evaluation Data Source(s) 2: Sign-in sheets from PLCs; budget records; certificates, agendas, GT program evaluation; content meeting SHAMs; certificates of completion

Summative Evaluation 2:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May Critical Success Factors 2.4, 2.5, 2.6 Campus In ensuring that teachers receive appropriate and timely CSF 1 CSF 2 CSF 3 CSF 4 CSF 7 administrators; professional development activities, we strive to increase discipline their effectiveness in the craft and classroom procedures. 1) Provide teachers with campus-based, ongoing staff management trainers; development in the following areas: technology to technology team support instruction; discipline management program; data disaggregation and instructional adjustments; intervention process and strategies; and character education. Critical Success Factors 2.4, 2.5, 2.6 Campus In ensuring that teachers receive appropriate and timely 140 CSF 1 CSF 2 CSF 4 CSF 7 administrators professional development activities, we strive to increase their effectiveness in the craft and classroom procedures. 2) Provide teachers and paraprofessionals with the opportunity for high quality professional development (e.g. reading fluency training, Math TABOR training online, MAP test reports, SLO process, accommodations training, and data gathering). Critical Success Factors 2.5 Campus Administrators will have access to professional CSF 1 CSF 3 administrators development opportunities that will translate into increased teacher and campus effectiveness and 3) Provide administrators with the opportunity for high- efficiency. quality professional development and professional organization memberships.

= Accomplished = Continue/Modify = No Progress = Discontinue

Fulton Learning Center Campus #004901101 13 of 26 Generated by Plan4Learning.com August 9, 2018 2:35 pm Goal 1: ACISD will ensure that all students are provided a solid, challenging educational foundation.

Performance Objective 3: Provide resources to meet student needs in special programs.

Evaluation Data Source(s) 3: SHAMs from professional learning meetings; workshop certificates of completion

Summative Evaluation 3:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) Provide instructional support to students and teachers 2.4, 2.5, 2.6 Classroom teachers; Teachers will be more proficient in individualizing (e.g. MAP-Reading, Math, Science and Writing, campus instruction through the use of these programs and Kurzweil, Achieve 3000 and Reading A-Z). administrators utilizing the data generated from the reports. Critical Success Factors 2.4, 2.6 Campus Special program students are placed into clusters to CSF 1 CSF 4 administrators; facilitate collaboration and extension activities with their Counselors; peers. 2) Dyslexia/504/GT/Spec.Ed/ELL: Intentionally Teachers; grouping students to ensure that they receive appropriate Intervention level/degree of assistance and/or accommodations that Specialists they need.

141 Critical Success Factors 2.4, 2.6 Campus Students receive the instructional support that they need CSF 1 administrators in a timely and appropriate manner. 3) Provide instructional support to students with additional staff in areas of need. Critical Success Factors 2.4, 2.6 Campus Teachers and paraprofessionals will be more equipped to CSF 1 CSF 7 administrator deal and address the varied needs of our students in special programs. 4) Provide professional development to teachers and paraprofessionals regarding special programs (e.g. accommodations, instructional strategies, behavioral support, etc.). Critical Success Factors 2.4, 2.6 Campus Teachers and paraprofessionals will have the materials CSF 1 CSF 2 CSF 7 administrators and supplies needed to address the needs of our students in special programs. 5) Provide supplies to teachers and paraprofessionals regarding special programs (e.g. accommodations, instructional strategies, behavioral support, etc.). Critical Success Factors 2.4, 2.5, 2.6 Campus Our goal in providing special extended learning CSF 1 CSF 2 CSF 4 administrators opportunities for special program students is to broaden their schema, experiences and time in learning new 6) Provide special extended learning opportunities for and/or difficult concepts. special program students.

Fulton Learning Center Campus #004901101 14 of 26 Generated by Plan4Learning.com August 9, 2018 2:35 pm = Accomplished = Continue/Modify = No Progress = Discontinue 142

Fulton Learning Center Campus #004901101 15 of 26 Generated by Plan4Learning.com August 9, 2018 2:35 pm Goal 2: ACISD will provide safe, well-resourced, adequately staffed learning environments.

Performance Objective 1: Provide resources and equip students and staff with strategies to foster a safe and secure learning environment and encourage regular student attendance.

Evaluation Data Source(s) 1: attendance meeting/professional development/faculty meeting SHAMs; log of interviews/truancy conference documentation forms, compilation of issues impacting student attendance, notification to parents, Skylerts

Summative Evaluation 1:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May Critical Success Factors 2.6 Counselors; Campus Students will have a more positive self image and CSF 1 CSF 6 administrators outlook. They will also see schools and school personnel as a source of support. 1) Counselors will provide monthly themed lesson on various aspects of students' social/emotional needs. Critical Success Factors 2.5, 2.6 Counselors; Campus Through a concerted effort to provide conflict resolution CSF 4 CSF 6 administrators; tactics, we expect to see a decrease in discipline referrals Teachers and a decrease in bullying incidents. 2) Provide conflict resolution activities to students; 143 model conflict resolution techniques on a daily basis; Teachers will teach and model positive behavior to students. Critical Success Factors 2.5, 3.1, 3.2 Counselors; Campus Increased student attendance rates and a decreased CSF 1 CSF 4 CSF 5 administrators number of truancy conferences and court referrals. 3) Encourage students to achieve 97% average attendance at the elementary level through the offering of attendance incentives (e.g. perfect attendance field trips) and timely notification to parents of students with attendance issues. Critical Success Factors 2.6 Counselors; Campus As a campus we will be utilizing the strategies in an CSF 4 CSF 6 administrators effort to decrease the number of bullying incidents; decrease in the number of drama-free agreements signed; 4) Provide guidance and instruct students on the decrease in number of discipline referrals. prevention of physical or verbal aggression, sexual harassment, dating violence, and bullying or bully-like behavior on or off school grounds through the utilization of ACISD anti-bullying protocol and drama free agreement.

Fulton Learning Center Campus #004901101 16 of 26 Generated by Plan4Learning.com August 9, 2018 2:35 pm Critical Success Factors 2.5 Campus We will have a more secure campus with a firm process CSF 6 administration for processing visitors for safety and security. 5) Continue implementation of a visitor management program to maintain a secure environment. Critical Success Factors 2.4, 2.5, 2.6 Campus With the implementation of our behavioral unit, we CSF 1 CSF 2 CSF 4 CSF 6 administration anticipate the reoccurrence of behavioral incidents with our most fragile students to be fewer and handled with 6) Provide a behavioral specialist who will equip appropriate care and sensitivity. students with the capacity to learn and thrive in a regular classroom amongst their peers, preventing time loss out of the classroom in a disciplinary alternative setting. Critical Success Factors 2.6 Campus Decrease in number of student dropouts and student CSF 1 CSF 5 CSF 6 administrators; apathy Counselors; PTC 7) Expose students to life after high school through PTC lead classroom lessons and guest speakers in an effort to address dropout prevention. Critical Success Factors 2.4, 2.6 Campus Through the implementation of various alternative CSF 1 CSF 4 CSF 6 administrators locations, we expect to see an increase in time on task and uninterrupted lessons that will result in increased student 8) Provide an alternative location for students who achievement on daily work and weekly assessments. choose to exhibit behavior that violates safety and/or interrupts learning (ISS, behavior unit, DAEP). Critical Success Factors 2.6, 3.1, 3.2 Counselor Students that are identified as homeless will have their 144 CSF 5 basic needs addressed so that they may then focus on their academic needs. 9) Ensure students identified as homeless are monitored and provided guidance. Critical Success Factors 2.6, 3.1, 3.2 Counselor Counselor will be available and able to address the CSF 1 CSF 4 underlying issues that may have resulted in the actions that ended up in DAEP placement; allowing the student 10) Provide weekly counseling for students assigned to to have a more successful transition back to the home DAEP/behavior unit to teach/reinforce proper behavior, campus. to encourage attendance, and to reduce recidivism. Critical Success Factors 3.1, 3.2 Campus In creating an attendance team and making concerted CSF 4 administrator efforts to address attendance issues, we expect to see a decrease in truancy issues. 11) Create a campus attendance team that includes teachers, clerks, administrators, and parents as applicable to their child. Critical Success Factors 3.2 Attendance team In an effort to understand and remedy possible issues CSF 4 CSF 5 hindering their attendance, proper and timely notification is pivotal to ensure a collaborative effort between home 12) Notify parents of students with chronic attendance and school. issues

Fulton Learning Center Campus #004901101 17 of 26 Generated by Plan4Learning.com August 9, 2018 2:35 pm 13) Implement an attendance policy where students are 2.5 Attendance team With the implementation of a positive reward for awarded for perfect attendance (e.g. perfect attendance attendance, we hope to see an increased number of field trip) students in attendance at school and a decrease in students with truancy issues.

= Accomplished = Continue/Modify = No Progress = Discontinue 145

Fulton Learning Center Campus #004901101 18 of 26 Generated by Plan4Learning.com August 9, 2018 2:35 pm Goal 2: ACISD will provide safe, well-resourced, adequately staffed learning environments.

Performance Objective 2: Train and coach teachers on researched-based student social-emotional needs, character development and behavioral strategies.

Evaluation Data Source(s) 2: professional development/faculty meeting SHAMs; Love and logic meeting dates and SHAMs; guidance schedule; lesson plans; and attendance logs

Summative Evaluation 2:

= Accomplished = Continue/Modify = No Progress = Discontinue

Fulton Learning Center Campus #004901101 19 of 26 Generated by Plan4Learning.com August 9, 2018 2:35 pm Goal 2: ACISD will provide safe, well-resourced, adequately staffed learning environments.

Performance Objective 3: Recruit and retain collaborative and well-trained staff to meet the needs of our diverse student population.

Evaluation Data Source(s) 3: content meeting SHAMs; budget records for teacher appreciation activities; faculty meeting SHAMs; program evaluations

Summative Evaluation 3:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May Critical Success Factors 2.4 Campus With the time for teachers to plan, collaborate and learn CSF 6 CSF 7 administrators from and with one another, we expect to see productivity increase from teachers and students with an increase in 1) Provide teachers with time to meet as a staff, as a use of research-based strategies. content team, and as grade levels for productive planning and for professional learning to occur; involve the staff in planning team activities to promote student achievement; encourage personal well being through praise, recognition and reward, verbal and written; utilize other staff members, per content/grade level, to 147 assist with instructional ideas and strategies, difficulty with students and parents, etc. System Safeguard Strategy 2.6 Campus We strive to have all teachers appropriately certified in Critical Success Factors administrators; SpEd the areas that they instruct (general and special CSF 1 CSF 2 CSF 7 Director; Federal education). Programs Director 2) Offer test fee reimbursements to teachers who successfully challenge the certification exam, when asked by school officials. Critical Success Factors 2.5 Campus Through a concerted effort to provide conflict resolution CSF 7 administrators tactics, we expect to see a decrease in discipline referrals and a decrease in bullying incidents. 3) Teachers will be instructed on ways to provide conflict resolution strategies to students; Model conflict resolution techniques on a daily basis; Model positive behavior to students.

Fulton Learning Center Campus #004901101 20 of 26 Generated by Plan4Learning.com August 9, 2018 2:35 pm Critical Success Factors 2.5, 2.6 Campus With the implementation of our behavioral unit, we CSF 1 CSF 6 administrator anticipate the reoccurrence of behavioral incidents with our most fragile students to be fewer and handled with 4) Provide a behavioral specialist who will equip appropriate care and sensitivity. students with the capacity to learn and thrive in a regular classroom amongst their peers, preventing time loss out of the classroom in a disciplinary alternative setting. Critical Success Factors Campus Through the utilization of the district-created interview CSF 7 administrators; questions, we expect to employ individuals whose teachers; counselors; philosophy align with our vision and mission. 5) Refer to the ACISD Employee Profile and utilize the paraprofessionals; district-created interview questions, rating rubric, etc. office staff, custodial for all campus interview candidates. staff Critical Success Factors 2.4, 2.6 Campus Through attentive consideration of a candidate's CSF 7 administrators; certification and appropriate assignment, we expect to Human Resource facilitate a smooth transition and adjustment for the 6) Hire properly certified staff. Department individual creating a situation conducive to success for both the students and teacher. 7) Compensate the GT campus contact for extra services Campus We strive to have a GT contact individual whose rendered to the GT program. administrators responsibility is to focus on the instruction and extension of our GT student population. Critical Success Factors 2.6 Campus Students receive the instructional support that they need CSF 1 administrators in a timely and appropriate manner.

148 8) Provide instructional support to students with additional staff in areas of need.

= Accomplished = Continue/Modify = No Progress = Discontinue

Fulton Learning Center Campus #004901101 21 of 26 Generated by Plan4Learning.com August 9, 2018 2:35 pm Goal 2: ACISD will provide safe, well-resourced, adequately staffed learning environments.

Performance Objective 4: Support school-to-school transitions and partnerships.

Evaluation Data Source(s) 4: Scheduling of transition field trip to RFMS; PTC lesson plans; guest speaker presentation schedules

Summative Evaluation 4:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May Critical Success Factors 2.6 Campus Decrease in number of student dropouts and student CSF 5 CSF 6 administrators; apathy. counselors; PTC lead 1) Expose students to life after high school through PTC classroom lessons and guest speakers in an effort to address dropout prevention. Critical Success Factors Campus Students and parents will become more familiar with the CSF 5 administrators program offerings at RFMS and make informed decisions about their schedules for 6th grade. 2) Provide transition opportunities for students to learn about academic and extracurricular opportunities at the

149 Middle School.

= Accomplished = Continue/Modify = No Progress = Discontinue

Fulton Learning Center Campus #004901101 22 of 26 Generated by Plan4Learning.com August 9, 2018 2:35 pm Goal 3: ACISD will integrate current and reliable technology that enhances the learning space for all stakeholders.

Performance Objective 1: Create and maintain a protocol for acquisition, management and support of digital tools.

Evaluation Data Source(s) 1: Inventory log; requisition for digital devices

Summative Evaluation 1:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May Critical Success Factors 2.5 Director of FLC will work with our technology department to CSF 1 information systems; increase the campus' digital tool inventory by 3% to keep Campus our students abreast of instruction through the use of 1) Technology department will update computer administrators technology. inventory with more current technology.

= Accomplished = Continue/Modify = No Progress = Discontinue 150

Fulton Learning Center Campus #004901101 23 of 26 Generated by Plan4Learning.com August 9, 2018 2:35 pm Goal 3: ACISD will integrate current and reliable technology that enhances the learning space for all stakeholders.

Performance Objective 2: Provide staff development on the utilization of current digital tools.

Evaluation Data Source(s) 2: Tech Tuesday SHAMs; faculty meeting SHAMs

Summative Evaluation 2:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May Critical Success Factors 2.4, 2.5, 2.6 Campus Teachers will be more proficient in individualizing CSF 1 CSF 2 CSF 7 administrators; instruction through the use of these programs and Technology utilizing data generated from the reports. 1) Provide instructional support to teachers and students, including the use of online services (e.g. MAP-Math, Reading, Science, and Writing; Kurzweil; Khan Academy; Reading A-Z; Achieve 3000; Learning Ally) Critical Success Factors Campus With the technology training, teachers will be able to CSF 7 administrators; utilize technology to enhance their classroom instruction Technology teacher more effectively. Teachers will be expected to attend 4 of 2) Provide training for teachers (Tech Tuesdays) on the 6 Tech Tuesday trainings. 151 usage of ipads and apps to enhance classroom instruction. Also, provide training for teachers on the use of online programs such as DMAC, Esped, TEKS resource system, and Skyward. Critical Success Factors Technology teacher Students successfully enhance their knowledge of CSF 7 appropriate devices in the classroom setting. 3) Technology teachers provides students with exposure to 2-5 TEA technology application TEKS to better prepare them for the 8th grade technology apps assessment.

= Accomplished = Continue/Modify = No Progress = Discontinue

Fulton Learning Center Campus #004901101 24 of 26 Generated by Plan4Learning.com August 9, 2018 2:35 pm Goal 4: ACISD will strengthen collaborative partnerships with families and the community to access diverse resources and ideas.

Performance Objective 1: Utilize resources to offer extended learning opportunities.

Evaluation Data Source(s) 1: guidance schedules; SHAMs from drug and violence prevention activities for parents; requisitions for guest authors; schedule of guest speaker events

Summative Evaluation 1:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May Critical Success Factors 3.1, 3.2 Counselors; Science We encourage and invite parents to be partners with us in CSF 5 CSF 6 (health lessons) guiding their children away from drugs and violence. 1) Invite parents to presentations/activities on drug and violence prevention and intervention. Critical Success Factors Plotting the Course A minimum of four guest speakers will be scheduled to CSF 5 lead; Library Media present career information to students to trigger their Specialist curiosity and encourage students to begin thinking about

152 2) Invite guest authors, professionals, community their future careers or paths of interest. members, and high school students (Example: Susan Krummel, Dinosaur George, Jay Tarkington, and the NJROTC) to provide learning opportunities for students that are connected to our Plotting the Course lessons and content area instruction.

= Accomplished = Continue/Modify = No Progress = Discontinue

Fulton Learning Center Campus #004901101 25 of 26 Generated by Plan4Learning.com August 9, 2018 2:35 pm Goal 4: ACISD will strengthen collaborative partnerships with families and the community to access diverse resources and ideas.

Evaluation Data Source(s) 2: PTC lesson plans; guest speaker schedules; schedule of parent involvement events; school messenger records; website postings; Facebook; remind; Skylerts; teacher weekly newsletters; campus monthly newsletters; weekly "Fulton Happenings" calendar Skylerts

Summative Evaluation 2:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) Expose students to life after high school through PTC 2.6 Campus Decrease in number of student dropouts and student classroom lessons and guest speakers in an effort to administrators; apathy. address dropout prevention. counselors; PTC lead Critical Success Factors 3.1, 3.2 Campus By offering a myriad of opportunities for parents to be CSF 5 administrators involved, we hope to foster a collaborative relationship with parents toward the success of our students. 2) Offer multiple opportunities each semester for parents 153 to be involved in their child's education. Critical Success Factors 2.6 Campus In working to implement monthly bilingual CSF 5 administrators communication to parents, we hope to have a minimum of five percent increase in responses to campus parent 3) Provide monthly English/Spanish electronic involvement survey results. communications to parents on helping their children succeed. Critical Success Factors 2.6 Campus With the increase in interactions and communications CSF 5 administrators; between teachers and parents, we hope to see parents teachers more involved and aware of school happenings, their 4) Teachers are expected to make contact with parents student's accomplishments and teachers feeling the once in a grading period using methods such as Skylerts, support from home. email, and phone contact. These contacts will be documented in DMAC.

= Accomplished = Continue/Modify = No Progress = Discontinue

Fulton Learning Center Campus #004901101 26 of 26 Generated by Plan4Learning.com August 9, 2018 2:35 pm Aransas County Independent School District Rockport-Fulton Middle School 2018-2019 Improvement Plan 154

Rockport-Fulton Middle School Campus #004901041 1 of 27 Generated by Plan4Learning.com August 9, 2018 2:33 pm

Mission Statement

Vision

All ACISD students are equipped with the tools to navigate a path to success as a productive member of society.

155 Core Beliefs

We believe:

Rockport-Fulton Middle School Campus #004901041 2 of 27 Generated by Plan4Learning.com August 9, 2018 2:33 pm

Strategic Priorities

TEA has identified four Strategic Priorities which will benefit student outcomes:

Recruiting, supporting, and retaining teachers and principals Building a foundation of math and reading Connecting high school to career and college Improving low performing schools

156

Rockport-Fulton Middle School Campus #004901041 3 of 27 Generated by Plan4Learning.com August 9, 2018 2:33 pm Table of Contents

We believe: ...... 2 Comprehensive Needs Assessment ...... 5 Demographics ...... 5 Student Academic Achievement ...... 7 School Processes & Programs ...... 9 Perceptions ...... 10 Comprehensive Needs Assessment Data Documentation ...... 11 Goals ...... 14 Goal 1: ACISD will ensure that all students are provided a solid, challenging educational foundation...... 14 Goal 2: ACISD will provide safe, well-resourced, adequately staffed learning environments...... 19 Goal 3: ACISD will integrate current and reliable technology that enhances the learning space for all stakeholders...... 24 Goal 4: ACISD will strengthen collaborative partnerships with families and the community to access diverse resources and ideas...... 25 157

Rockport-Fulton Middle School Campus #004901041 4 of 27 Generated by Plan4Learning.com August 9, 2018 2:33 pm Comprehensive Needs Assessment

Demographics

Demographics Summary

Rockport-Fulton Middle School (RFMS) is one of five campuses in Aransas County Independent School District. RFMS serves the district's grades 6- 8 students. According to the 2016-2017 Texas Academic Performance Report (TAPR) from the Texas Education Agency, RFMS educated 777 total students.

RFMS has a population base of: African American-2.1%, Hispanic-43.0%, White-49.8%, American Indian-0.5%, Asian-1.9%, Pacific Islander-0.1%, Two or More Races-2.6%

RFMS has a program enrollment of: Economically Disadvantaged-56.2%, English Language Learners-4.1%, At Risk-56.1%, Gifted and Talented (GT) - 4.9%, Special Education-11.6%, Career and Technical Education-6.2%

The average class sizes at Rockport-Fulton MS (derived from teacher responsibility records) for the following contents are:

158 6th grade 20.6 compared to the state average of 20.4 (Sixth grade is calculated by class not content)

ELAR 15.1 compared to the state average of 16.8

Mathematics 20.9 compared to the state average of 18.0

Science 20.2 compared to the state average of 19.0

Social Studies 20.4 compared to the state average of 19.4

The daily attendance rate as reported in the TAPR is 95.7% (2015-2016). The mobility rate according to TAPR was 15.8% (2015-2016).

Demographics Strengths

With the utilization of GT advisory classes, the GT students have the means to participate at a greater level in the GT program without having to do so outside the school day. This has created not only greater participation but more significant displays of their talents during our annual GT Showcase.

Rockport-Fulton Middle School Campus #004901041 5 of 27 Generated by Plan4Learning.com August 9, 2018 2:33 pm Problem Statements Identifying Demographics Needs

Problem Statement 1: STAAR Reading and STAAR Writing percent at Meets Grade Level were below state in 2016-17 and 2017-18. Root Cause: The rate of turnover in the ELAR department continues to contribute directly to the lack of consistency in ELAR scores.

Problem Statement 2: STAAR Mathematics (6th) percent at Meets Grade Level is below state in 2016-17 and 2017-18. Root Cause: A majority of the mathematics department is new to teaching and struggles with the implementation of curriculum and use of resources like Think Through Math.

Problem Statement 3: Hispanic (with the exception of 7th grade math ), Special Education and Economically Disadvantaged (with the exception of 7th grade math) populations are having the hardest time achieving success on STAAR each year. Root Cause: There has been a surge in each population on campus at the beginning of the 2015-16 school year for which we were not initially prepared. 159

Rockport-Fulton Middle School Campus #004901041 6 of 27 Generated by Plan4Learning.com August 9, 2018 2:33 pm Student Academic Achievement

Student Academic Achievement Summary

According to the 2018 STAAR results, The STAAR percent at Approaches Grade Level or above were as follows:

Algebra 1: All students 100% (100% Meets Grade Level and 100% Masters Grade Level)

Hispanic: Reading 46% (6th), 53% (7th), 72% (8th); Mathematics 65% (6th), 63% (7th), 91% (8th); Writing 44%; Science 70%; and Social Studies 56%.

White: Reading 59% (6th), 66% (7th), 84% (8th); Mathematics 77% (6th), 74% (7th), 80% (8th); Writing 49%; Science 83%; and Social Studies 70%.

Asian: Reading 80% (6th), 75% (7th), 80% (8th); Mathematics 80% (6th), 75% (7th), 100% (8th); Writing 50%; Science 60%; and Social Studies 60%.

SpEd: Reading 19% (6th), 15% (7th), 27% (8th); Mathematics 24% (6th), 30% (7th), 50% (8th); Writing 5%; Science 36%; and Social Studies 50%.

Eco Dis: Reading 55% (6th), 60% (7th), 79% (8th); Mathematics 73% (6th), 69% (7th), 90% (8th); Writing 47%; Science 77%; and Social Studies 64%.

160 African Am.: Reading 0% (6th), 0% (7th), 50% (8th); Mathematics 0% (6th), 100% (7th), 100% (8th); Writing 100%; Science 50%; and Social Studies 50%.

ELL: Reading 25% (6th), 7% (7th), 0% (8th); Mathematics 63% (6th), 50% (7th), 75% (8th); Writing 0%; Science 0%; and Social Studies 0%.

At-Risk: Reading 55% (6th), 59% (7th), 77% (8th); Mathematics 72% (6th), 68% (7th), 90% (8th); Writing 42%; Science 76%; and Social Studies 63%.

GT: Reading 100% (6th), 100% (7th), 100% (8th); Mathematics 100% (6th), 100% (7th), 100% (8th); Writing 100%; Science 100%; and Social Studies 100%.

Postsecondary Readiness according to the 2016-17 Texas Academic Performance Report (TAPR):

Reading: 36% (Campus) compared to 48% (State) and 38% (District).

Mathematics: 41% (Campus) compared to 48% (State) and 43% (District).

Writing: 30% (Campus) compared to 38% (State) and 30% (District).

Rockport-Fulton Middle School Campus #004901041 7 of 27 Generated by Plan4Learning.com August 9, 2018 2:33 pm Science: 42% (Campus) compared to 52% (State) and 46% (District).

Social Studies: 19% (Campus) compared to 51% (State) and 46% (District).

Student Academic Achievement Strengths

In 2017, 8th grade proved to be a strength once again. In 2018, 8th grade mathematics was added as a strength with an increase in scores. We also look to be making progress with English Lanuage Learners (ELLs).

Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: Reading and Writing scores have kept the downward trend. Root Cause: The evidence points to a need in planning protocol. More time needs to be spent on curriculum study and high yield implementation in the classroom. 161

Rockport-Fulton Middle School Campus #004901041 8 of 27 Generated by Plan4Learning.com August 9, 2018 2:33 pm School Processes & Programs

School Processes & Programs Summary

Discipline: We train teachers in the 9 Essential Skills for the Love and Logic Classroom. We expect teachers to strive to include social and soft skills in their curriculum, and Love and Logic offers the script for engaging students in behaviors with positive outcomes.

Instructional: We train teachers in Fundamental 5 as a focus on the 5 high-yield instructional strategies routinely successful according to Lead Your School (LYS) research. We utilize the PowerWalks program to observe, evaluate and coach the elements of Fundamental 5 and their use throughout the campus. We also utilize checkpoints to routinely check student understanding of critical TEKS covered each 3 weeks.

Curricular: We use the TEKS Resource System (TRS) and its various components as our base. The teachers utilize high-yield instructional strategies to make content accessible to all students.

Personnel: For the most part, new teachers find the cost of living in Rockport too high. There have been some that took jobs with other districts and others that found it more fiscally necessary to move to neighboring towns and commute in order to continue to work here. We have managed to retain all but seven teachers from the 2017-18 school year. 162 School Processes & Programs Strengths

Overall, there has been a rise in teacher confidence in Fundamental 5 and Love and Logic. The new teachers recruited the last two years proved strong and committed to the profession.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: Planning was less observed than is necessary and the depth of planning with TEKS Resource System (TRS) proved to be waning. Root Cause: Administrators were spread thin with high discipline issues, hurricane recovery and other duties which kept them from being able to attend and monitor planning.

Rockport-Fulton Middle School Campus #004901041 9 of 27 Generated by Plan4Learning.com August 9, 2018 2:33 pm Perceptions

Perceptions Summary

Parents perceive our campus as more business and less personal. While showing appreciation for our use of social media to communicate and share information, the shift from personalized communication with elementary teachers to the environment of necessary contact in middle school seems a difficult transition for parents. This does not include the usual situation of young teens wanting their parents to be more distant. We are also noticing a trend in how much more active middle school students tend to be than when in elementary. This involvement is so high in outside activities that the few nights a week we can involve parents and guardians will conflict with the few nights they have to spend as a family at home.

The campus needs assessment survey reveals a parental desire for more positive contact with teachers and school personnel. Many voice a desire to help any way they can. It is apparent the campus needs a continued focus on positive communication with families.

Perceptions Strengths

We established a PTO called The CREW. The plan is for The CREW to be a voice of the middle school, bridging the gap in communication and creating opportunities for school and families to get together more often. 163

Problem Statements Identifying Perceptions Needs

Problem Statement 1: Communication has been more about business (e.g., grades, failures, etc.) and, of that, mostly negative. Root Cause: Teachers of the secondary level are more concerned about the amount of time it takes to communicate with parents and want to be minimized to factual information.

Rockport-Fulton Middle School Campus #004901041 10 of 27 Generated by Plan4Learning.com August 9, 2018 2:33 pm Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis: Improvement Planning Data District goals Campus goals Current and/or prior year(s) campus and/or district improvement plans Campus and/or district planning and decision making committee(s) meeting data State and federal planning requirements Accountability Data Texas Academic Performance Report (TAPR) data System Safeguards and Texas Accountability Intervention System (TAIS) data Critical Success Factor(s) data Federal Report Card Data Student Data: Assessments State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)

164 State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions STAAR End-of-Course current and longitudinal results, including all versions STAAR EL Progress Measure data Texas English Language Proficiency Assessment System (TELPAS) results Student Success Initiative (SSI) data for Grades 5 and 8 Local diagnostic reading assessment data SSI: Compass Learning accelerated reading assessment data for Grades 6-8 (TEA approved statewide license) Local diagnostic math assessment data SSI: Think Through Math assessment data for Grades 3-8 and Algebra I (TEA approved statewide license) Local benchmark or common assessments data Student failure and/or retention rates Running Records results Observation Survey results Student Data: Student Groups Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress for each group Special Programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student group Economically Disadvantaged / Non-economically disadvantaged performance, progress, and participation data, Male / Female performance, progress, and participation data Rockport-Fulton Middle School Campus #004901041 11 of 27 Generated by Plan4Learning.com August 9, 2018 2:33 pm Special education population, including performance, discipline, progress, and participation data Migrant population, including performance, progress, discipline, attendance, and mobility At-Risk population, including performance, progress, discipline, attendance, and mobility EL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, gender, etc. Career and Technical Education (CTE) data, including academic achievement, progress, program growth, race, ethnicity, gender, etc. Section 504 data Homeless data Gifted and talented data Dyslexia Data Response to Intervention (RtI) student achievement data Student Data: Behavior and Other Indicators Attendance data Mobility rate, including longitudinal data Discipline records Student surveys and/or other feedback Class size averages by grade and subject School safety data Employee Data

165 Professional learning communities (PLC) data Staff surveys and/or other feedback State certified and high quality staff data Teacher/Student Ratio Campus leadership data Campus department and/or faculty meeting discussions and data Professional development needs assessment data Evaluation(s) of professional development implementation and impact T-TESS Parent/Community Data Parent surveys and/or other feedback Parent Involvement Rate Community surveys and/or other feedback Support Systems and Other Data Organizational structure data Processes and procedures for teaching and learning, including program implementation

Rockport-Fulton Middle School Campus #004901041 12 of 27 Generated by Plan4Learning.com August 9, 2018 2:33 pm Communications data Capacity and resources data Budgets/entitlements and expenditures data Study of best practices Action research results Other additional data 166

Rockport-Fulton Middle School Campus #004901041 13 of 27 Generated by Plan4Learning.com August 9, 2018 2:33 pm Goals

Goal 1: ACISD will ensure that all students are provided a solid, challenging educational foundation.

Performance Objective 1: Implement curriculum, instruction and assessment systems that close achievement gaps and foster academic growth among all student groups.

Evaluation Data Source(s) 1:

Summative Evaluation 1:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) We will provide 8th grade students the opportunity to 2.5, 2.6 Leadership Team Provide additional college preparedness data for strategic take PSAT. (Administrators, planning within middle school and for the high school. Campus Leads and Counselors) 2) We will utilize a SMART CAPE/ISS/ALPS to ensure 2.4, 2.6 Leadership Team Accommodate continuous education by scheduling for 167 content teachers will continue to send assignments daily each student to have access to certified teachers able to and routinely check with DAEP/CAPE/ISS/ALPS meet each student's instructional needs. teachers while minimizing the number of students being Problem Statements: Demographics 1, 2, 3 - Student Academic Achievement 1 placed in DAEP. 3) We will maintain a library aide position in lieu of a 2.5, 3.2 Campus Maintain the library for students, staff and community librarian. Administration use. Problem Statements: Perceptions 1 4) We will provide supplemental instruction to at-risk 2.6 Leadership Team Close learning gaps in our at-risk student population and students in need of an accelerated intervention plan increase the number of students reaching their individual during the advisory period. progress measure. Problem Statements: Demographics 1, 2, 3 - Student Academic Achievement 1 5) We will maintain and support a Touch System Data 2.4 Principal Continued success and completion of the TSDE class Entry (TSDE) class as an elective for high school credit. during in middle school. Problem Statements: Demographics 1, 2, 3 - Student Academic Achievement 1 6) We will offer a college and career advisor to assist College & Career Increase the aptitude of college and career knowledge in students in understanding issue concerning their future. Coordinator and all students. Leadership Team

Rockport-Fulton Middle School Campus #004901041 14 of 27 Generated by Plan4Learning.com August 9, 2018 2:33 pm 7) We will provide instructional programs to support 2.4, 2.5, 2.6 Leadership Team Utilize MAP, Achieve 3000 and Lexia as tools to identify instruction of all students, including those in special and close learning gaps. programs. Problem Statements: Demographics 1, 2 - Student Academic Achievement 1

= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 1 Problem Statements:

Demographics Problem Statement 1: STAAR Reading and STAAR Writing percent at Meets Grade Level were below state in 2016-17 and 2017-18. Root Cause 1: The rate of turnover in the ELAR department continues to contribute directly to the lack of consistency in ELAR scores. Problem Statement 2: STAAR Mathematics (6th) percent at Meets Grade Level is below state in 2016-17 and 2017-18. Root Cause 2: A majority of the mathematics department is new to teaching and struggles with the implementation of curriculum and use of resources like Think Through Math. Problem Statement 3: Hispanic (with the exception of 7th grade math ), Special Education and Economically Disadvantaged (with the exception of 7th grade math) populations are having the hardest time achieving success on STAAR each year. Root Cause 3: There has been a surge in each population on campus at the beginning of the 2015-16 school year for which we were not initially prepared. Student Academic Achievement Problem Statement 1: Reading and Writing scores have kept the downward trend. Root Cause 1: The evidence points to a need in planning protocol. More time needs to be spent on curriculum study and high yield implementation in the classroom. 168 Perceptions Problem Statement 1: Communication has been more about business (e.g., grades, failures, etc.) and, of that, mostly negative. Root Cause 1: Teachers of the secondary level are more concerned about the amount of time it takes to communicate with parents and want to be minimized to factual information.

Rockport-Fulton Middle School Campus #004901041 15 of 27 Generated by Plan4Learning.com August 9, 2018 2:33 pm Goal 1: ACISD will ensure that all students are provided a solid, challenging educational foundation.

Performance Objective 2: Train and coach teachers on researched-based instructional strategies.

Evaluation Data Source(s) 2:

Summative Evaluation 2:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) We will seek out and propose professional 2.4 Leadership Team Professional development will be chosen based on the development for teacher growth in addition to Lead needs assessed by the leadership team using walk-through Your School and T-TESS Coaching. data, classroom observations and coaching conversations. Problem Statements: Demographics 1, 2, 3 - Student Academic Achievement 1 - School Processes & Programs 1

= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 2 Problem Statements: 169 Demographics Problem Statement 1: STAAR Reading and STAAR Writing percent at Meets Grade Level were below state in 2016-17 and 2017-18. Root Cause 1: The rate of turnover in the ELAR department continues to contribute directly to the lack of consistency in ELAR scores. Problem Statement 2: STAAR Mathematics (6th) percent at Meets Grade Level is below state in 2016-17 and 2017-18. Root Cause 2: A majority of the mathematics department is new to teaching and struggles with the implementation of curriculum and use of resources like Think Through Math. Problem Statement 3: Hispanic (with the exception of 7th grade math ), Special Education and Economically Disadvantaged (with the exception of 7th grade math) populations are having the hardest time achieving success on STAAR each year. Root Cause 3: There has been a surge in each population on campus at the beginning of the 2015-16 school year for which we were not initially prepared. Student Academic Achievement Problem Statement 1: Reading and Writing scores have kept the downward trend. Root Cause 1: The evidence points to a need in planning protocol. More time needs to be spent on curriculum study and high yield implementation in the classroom. School Processes & Programs Problem Statement 1: Planning was less observed than is necessary and the depth of planning with TEKS Resource System (TRS) proved to be waning. Root Cause 1: Administrators were spread thin with high discipline issues, hurricane recovery and other duties which kept them from being able to attend and monitor planning.

Rockport-Fulton Middle School Campus #004901041 16 of 27 Generated by Plan4Learning.com August 9, 2018 2:33 pm Goal 1: ACISD will ensure that all students are provided a solid, challenging educational foundation.

Performance Objective 3: Provide resources to meet student needs in special programs.

Evaluation Data Source(s) 3:

Summative Evaluation 3:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) Provide students with a career planning program. 2.6 College & Career Increase the aptitude of college and career knowledge in Coordinator and all students. Counselors 2) We will schedule gifted and talented (GT) advisory 2.5 Leadership Team Enhance the GT program participation by providing periods with staff dedicated to the GT program and the and GT Lead opportunities for students to pursue GT projects within development of GT students. the school day with the assistance of GT advisors who will receive stipends for their work with GT students. Problem Statements: Demographics 1, 2, 3 - Student Academic Achievement 1 3) We will maintain an advisory open to GT students to 2.5 Administration GT showcase agenda, roster and sign-in sheets. develop advanced products at each grade level for the 170 purpose of promoting participation for all GT students. Problem Statements: Demographics 1, 2, 3 - Student Academic Achievement 1 4) We will provide professional development to teachers 2.4, 2.5, 2.6 Leadership Team Increase the growth of students in all special programs regarding special programs (e.g., at-risk, Section 504, and the use of accommodations necessary to serve all ESL, special education, dyslexia). special population students in each class. Problem Statements: Demographics 1, 2, 3 - Student Academic Achievement 1 5) We will offer all students needing accommodations 2.4, 2.6 Lead SpEd Teacher Increase the level of growth for all students using access to Kurzweil, a computer based program offering accommodations by providing the opportunities to take accommodated assessment opportunities. assessments online through Kurzweil as a means to improve personal usage of online accommodations provided by STAAR.

= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 3 Problem Statements:

Rockport-Fulton Middle School Campus #004901041 17 of 27 Generated by Plan4Learning.com August 9, 2018 2:33 pm Problem Statement 2: STAAR Mathematics (6th) percent at Meets Grade Level is below state in 2016-17 and 2017-18. Root Cause 2: A majority of the mathematics department is new to teaching and struggles with the implementation of curriculum and use of resources like Think Through Math. Problem Statement 3: Hispanic (with the exception of 7th grade math ), Special Education and Economically Disadvantaged (with the exception of 7th grade math) populations are having the hardest time achieving success on STAAR each year. Root Cause 3: There has been a surge in each population on campus at the beginning of the 2015-16 school year for which we were not initially prepared. Student Academic Achievement Problem Statement 1: Reading and Writing scores have kept the downward trend. Root Cause 1: The evidence points to a need in planning protocol. More time needs to be spent on curriculum study and high yield implementation in the classroom. 171

Rockport-Fulton Middle School Campus #004901041 18 of 27 Generated by Plan4Learning.com August 9, 2018 2:33 pm Goal 2: ACISD will provide safe, well-resourced, adequately staffed learning environments.

Performance Objective 1: Provide resources and equip students and staff with strategies to foster a safe and secure learning environment and encourage regular student attendance.

Evaluation Data Source(s) 1:

Summative Evaluation 1:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) We will provide professional development for Campus Maintain professional development on the latest legal, campus administration. Administration theoretical and research-based practices affecting education. 2) We will continue implementation of a visitor Administration Remain diligent in all efforts to protect students from management program that creates a secure environment. those accused of child endangerment. Problem Statements: School Processes & Programs 1 3) We will continue programs addressing violence 2.6, 3.2 Counselors Inform students of the law and equip each student and prevention, bullying, social media, dating, etc. using their families with strategies to prevent, address and/or seek help concerning these issues.

172 Aim for Success and Homeland Security assemblies. 4) We will provide health and physical education 2.4 Leadership Team Utilize Fitnessgram to increase students awareness of the assessments including Fitnessgram. importance of physical education and wellness. 5) We will continue Guidance Center program before, 2.4, 2.6 Campus Provide a place to assist at-risk students with failing during, and after school. Administration and grades and/or attendance issues. Guidance Center Teacher Problem Statements: Demographics 3

= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 1 Problem Statements:

Demographics Problem Statement 3: Hispanic (with the exception of 7th grade math ), Special Education and Economically Disadvantaged (with the exception of 7th grade math) populations are having the hardest time achieving success on STAAR each year. Root Cause 3: There has been a surge in each population on campus at the beginning of the 2015-16 school year for which we were not initially prepared. School Processes & Programs Rockport-Fulton Middle School Campus #004901041 19 of 27 Generated by Plan4Learning.com August 9, 2018 2:33 pm Problem Statement 1: Planning was less observed than is necessary and the depth of planning with TEKS Resource System (TRS) proved to be waning. Root Cause 1: Administrators were spread thin with high discipline issues, hurricane recovery and other duties which kept them from being able to attend and monitor planning. 173

Rockport-Fulton Middle School Campus #004901041 20 of 27 Generated by Plan4Learning.com August 9, 2018 2:33 pm Goal 2: ACISD will provide safe, well-resourced, adequately staffed learning environments.

Performance Objective 2: Train and coach teachers on researched-based student social-emotional needs, character development and behavioral strategies.

Evaluation Data Source(s) 2:

Summative Evaluation 2:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) We will provide instructional support and 2.5 Lighthouse Team Conduct a campus-wide book study of Leader in Me professional/personal growth to teachers and students, and Leadership while utilizing the initiating Lighthouse Team to promote including The Leader in Me. Team TLIM language and structures throughout campus in addition to individual supplies needed in the classroom.

= Accomplished = Continue/Modify = No Progress = Discontinue 174

Rockport-Fulton Middle School Campus #004901041 21 of 27 Generated by Plan4Learning.com August 9, 2018 2:33 pm Goal 2: ACISD will provide safe, well-resourced, adequately staffed learning environments.

Performance Objective 3: Recruit and retain collaborative and well-trained staff to meet the needs of our diverse student population.

Evaluation Data Source(s) 3:

Summative Evaluation 3:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) We will continue to work with HR to recruit and 2.4, 2.6 Leadership Team Staff the middle school with highly qualified teachers in retain staff, specifically for the high need areas of all areas, starting with STAAR tested subjects, including mathematics and ELAR. specific training for administration on hiring practices. Problem Statements: Demographics 1, 2

= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 3 Problem Statements: 175

Rockport-Fulton Middle School Campus #004901041 22 of 27 Generated by Plan4Learning.com August 9, 2018 2:33 pm Goal 2: ACISD will provide safe, well-resourced, adequately staffed learning environments.

Performance Objective 4: Support school-to-school transitions and partnerships.

Evaluation Data Source(s) 4:

Summative Evaluation 4:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) We will continue our annual Welcome to Middle Counselors Students coming to middle school will become familiar School visit with the 3-5 campus with a parent/guardian with all middle school has to offer and get acquainted and child field trip to the middle school in May and a with the campus and staff. Meet the Teacher (6th Grade Orientation) at the Problem Statements: Perceptions 1 beginning of the school year.

= Accomplished = Continue/Modify = No Progress = Discontinue

176 Performance Objective 4 Problem Statements:

Perceptions Problem Statement 1: Communication has been more about business (e.g., grades, failures, etc.) and, of that, mostly negative. Root Cause 1: Teachers of the secondary level are more concerned about the amount of time it takes to communicate with parents and want to be minimized to factual information.

Rockport-Fulton Middle School Campus #004901041 23 of 27 Generated by Plan4Learning.com August 9, 2018 2:33 pm Goal 3: ACISD will integrate current and reliable technology that enhances the learning space for all stakeholders.

Performance Objective 1: Create and maintain a protocol for acquisition, management and support of digital tools.

Evaluation Data Source(s) 1:

Summative Evaluation 1:

Goal 3: ACISD will integrate current and reliable technology that enhances the learning space for all stakeholders.

Performance Objective 2: Provide staff development on the utilization of current digital tools.

Evaluation Data Source(s) 2:

Summative Evaluation 2:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) The Touch System Data Entry (TSDE) teacher will 2.4 Campus Increase the number of TSDE students achieving success 177 research relevant materials/resources designed to offer Administration in TSDE classes. the best opportunities for success to all TSDE students. 2) We will continue to train and support CTE teachers 2.4 TSDE Teacher and Maintain and offer highly qualified HS credit classes. on our campus. Administration

= Accomplished = Continue/Modify = No Progress = Discontinue

Rockport-Fulton Middle School Campus #004901041 24 of 27 Generated by Plan4Learning.com August 9, 2018 2:33 pm Goal 4: ACISD will strengthen collaborative partnerships with families and the community to access diverse resources and ideas.

Performance Objective 1: Utilize resources to offer extended learning opportunities.

Evaluation Data Source(s) 1:

Summative Evaluation 1:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) We will implement extended day and Saturday 2.4, 2.6 Leadership Team Close learning gaps in at-risk students. School opportunities. (Administration, Grade Levels Leads, Lead SpEd Teacher and Counselors) Problem Statements: Demographics 3 2) We will provide special, extended learning 2.6 Leadership Team Increase participation in Special Olympics and various opportunities for students with disabilities. other life building activities for all students with

178 disabilities. 3) We will schedule field trips to local museums, 2.5, 2.6 College & Career Offer greater exposure to the world outside of school and learning/educational centers and to institutions of higher Coordinator, Campushome while enhancing each participating student's learning with parental assistance/chaperones. Administration, intrinsic desire for learning and increasing experiential Counselors and CIS knowledge for reading and writing comprehension. Counselor 4) We will schedule field trips to local museums, 2.6 College & Career Promote the intrinsic desire in at-risk students to want to learning/educational centers and to institutions of higher Coordinator, Campusattend college and be academically successful. learning for at-risk students. Administration, Counselors and CIS Counselor

= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 1 Problem Statements:

Demographics

Rockport-Fulton Middle School Campus #004901041 25 of 27 Generated by Plan4Learning.com August 9, 2018 2:33 pm Problem Statement 3: Hispanic (with the exception of 7th grade math ), Special Education and Economically Disadvantaged (with the exception of 7th grade math) populations are having the hardest time achieving success on STAAR each year. Root Cause 3: There has been a surge in each population on campus at the beginning of the 2015-16 school year for which we were not initially prepared. 179

Rockport-Fulton Middle School Campus #004901041 26 of 27 Generated by Plan4Learning.com August 9, 2018 2:33 pm Goal 4: ACISD will strengthen collaborative partnerships with families and the community to access diverse resources and ideas.

Evaluation Data Source(s) 2:

Summative Evaluation 2:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) We will provide additional resources to parents and 2.6 Leadership Team Increase awareness of school and community resources students via Community in Schools (CIS) counselor and available to families and build the bridge between the CREW. families in need and these resources. 2) We will plan and initiate Parent Involvement (PI) 3.1, 3.2 Leadership Team Increase parent involvement in the day-today activities of activities throughout the year. the campus, including at least one annual parent involvement meeting to review and distribute the Parent and family Engagement Policy. Problem Statements: Perceptions 1 180

= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 2 Problem Statements:

Rockport-Fulton Middle School Campus #004901041 27 of 27 Generated by Plan4Learning.com August 9, 2018 2:33 pm Aransas County Independent School District Rockport-Fulton High School 2018-2019 Improvement Plan 181

Rockport-Fulton High School Campus #004901001 1 of 24 Generated by Plan4Learning.com August 9, 2018 2:30 pm

Mission Statement

Vision

All ACISD students are equipped with the tools to navigate a path to success as a productive member of society.

182 Core Beliefs

We believe:

Rockport-Fulton High School Campus #004901001 2 of 24 Generated by Plan4Learning.com August 9, 2018 2:30 pm

Strategic Priorities

TEA has identified four Strategic Priorities which will benefit student outcomes:

Recruiting, supporting, and retaining teachers and principals Building a foundation of math and reading Connecting high school to career and college Improving low performing schools 183

Rockport-Fulton High School Campus #004901001 3 of 24 Generated by Plan4Learning.com August 9, 2018 2:30 pm Table of Contents

We believe: ...... 2 Comprehensive Needs Assessment ...... 5 Demographics ...... 5 Student Academic Achievement ...... 6 School Processes & Programs ...... 7 Perceptions ...... 8 We believe: ...... 8 Comprehensive Needs Assessment Data Documentation ...... 11 Goals ...... 13 Goal 1: ACISD will ensure that all students are provided a solid, challenging educational foundation...... 13 Goal 2: ACISD will provide safe, well-resourced, adequately staffed learning environments...... 18 Goal 3: ACISD will integrate current and reliable technology that enhances the learning space for all stakeholders...... 22 Goal 4: ACISD will strengthen collaborative partnerships with families and the community to access diverse resources and ideas...... 23 184

Rockport-Fulton High School Campus #004901001 4 of 24 Generated by Plan4Learning.com August 9, 2018 2:30 pm Comprehensive Needs Assessment

Demographics

Demographics Summary

Rockport-Fulton HS is one of five campuses in Aransas County Independent School District. RFHS serves the district's 9-12 students. According to the 2016-2017 Texas Academic Performance Report (TAPR) from the Texas Education Agency, RFHS educated 987 total students.

RFHS has a population base of: African American-1.8%, Hispanic-34.9%, White-56%, American Indian-0.9%, Asian-4.1%, Two or More Races-2.3%

RFHS has a program enrollment of: Economically Disadvantaged-45.4%, English Language Learners-2.0%, At Risk-51.2%, Gifted and Talented-3.2%, Special Education-8.27%, Career and Technical Education 73.7%

Since Hurricane Harvey, majority students have been listed as at-risk for the 2017-2018 school year.

The average class sizes at Rockport-Fulton High School (derived from teacher responsibility records) for the following contents are: 185 ELAR 18.6 compared to the state average of 16:8

Foreign Languages 18.3 compared to the state average of 18.7

Mathematics 21:9 compared to the state average of 18:0

Science 21.3 compared to the state average of 19

Social Studies 27.1 compared to the state average of 19.4.

The daily attendance rate as reported in the TAPR is 94.3% (2015-2016). The annual dropout rate according to TAPR (2015-2016) is 1.9%.

Problem Statements Identifying Demographics Needs

Problem Statement 1: Weak grade level acquisition skills are exemplified by the lower EOC test results. Root Cause: Remediation efforts have not succeeded at a sufficient pace. The decision to implement a new approach targeting reading and writing will be implemented.

Rockport-Fulton High School Campus #004901001 5 of 24 Generated by Plan4Learning.com August 9, 2018 2:30 pm Student Academic Achievement

Student Academic Achievement Summary

Results for the 2018 first EOC administration were as follows:

ENG 1 - 51%

ENG 2 - 59%

ALG 1 - 80%

BIO - 78%

US HST - 96%

Student Academic Achievement Strengths 186 The EOC U.S. History results surpassed the state average of 92%.

The English EOC cohort improved their passing rate by 3%.

Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: Biology EOC scores have declined over a two year period and English EOC scores continue to lag below the state average. Root Cause: Curriculum alignment is in need of improvement, and will be a focus of 8th period common planning for the 2018-2019 school year.

Rockport-Fulton High School Campus #004901001 6 of 24 Generated by Plan4Learning.com August 9, 2018 2:30 pm School Processes & Programs

School Processes & Programs Summary

RFHS uses curriculum mapping and scheduled checkpoints to measure student achievement throughout the year in core classes. Results are evaluated and plans are created to address the "deepest holes" in results.

Department heads at RFHS meet weekly with the leadership team to address curricular/instructional issues during the newly created 8th period.

Recruitment and retention has been an ongoing problem for RFHS, but we do offer the following to teachers: Lifesaver Mentoring programs to teacher with 0-2 years of experience, test fees/certification program fee reimbursements for some positions, and retention stipends to teachers in hard to fill areas.

The campus leadership team consists of a principal, three assistant principals, two counselors, and six department heads. We have a traditional school system where classes are scheduled by content and available elective opportunities. The master schedule for 2018-2019 will provide students with 8 class periods. The 8th period will be used for teacher collaboration, EOC preparation, counseling interventions, and college & career planning. Special education students receive support via mainstream, inclusion, and intervention classrooms. We offer SAIL, a credit recovery program, and an acceleration lab to assist at-risk students. 187 School Processes & Programs Strengths

The 2018-2019 school year has a built-in 8th period for teacher collaboration and expanded coaching.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: Teacher recruitment and retention is difficult. Root Cause: Stipends do not adequately compensate job responsibility.

Rockport-Fulton High School Campus #004901001 7 of 24 Generated by Plan4Learning.com August 9, 2018 2:30 pm Perceptions

Perceptions Summary

OUR VISION All ACISD students are equipped with the tools to navigate a path to success as a productive member of society.

MISSION STATEMENT

We believe:

188 Students deserve the time, attention, and resources they need from the teachers, campuses, and the district. All students, regardless of challenges, deserve a successful and positive future. A strong foundation in reading, writing, and mathematics is essential. Learning is a process that involves the entire community.

The Senior Exit Survey conducted by Lifetrack provided student feedback. Highlights include:

2018 2017 2016

Senior students who plan to 97% 95% 92% continue with school or the military. Senior students learned about 75% 64% 77% different career option through CTE courses. Senior students believe that RFHS 60% 45% 69% prepared them for higher education or a career.

Rockport-Fulton High School Campus #004901001 8 of 24 Generated by Plan4Learning.com August 9, 2018 2:30 pm Senior students felt that they 60% 64% 77% generally received challenging subject matter. Degree of good and excellent that 70% 60% na teachers cared about the students’ education. RFHS was good or excellent at 56% 37% 61% career, college, or work preparation.

Select questions from the 2017 Parent Involvement Survey recorded:

Satisfied with safety and security at RFHS. 79% Teachers communicate when a child is 62% struggling. Teachers keep electronic gradebooks current. 62% Parents are greeted in a friendly and courteous 87% manner when they contact the school.

189 Select questions from the 2017 ACISD Professional Climate Survey recorded:

School is clean and in good condition. 74% Administrators give useful feedback on 67% teaching. Teachers are treated and respected as 64% educational professionals. The student code of conduct is adequately 59% enforced. Teachers are proud to tell others that they work 80% in ACISD.

Perceptions Strengths

Students who plan to enter the military or continue with their education is a high 97%. Rockport-Fulton High School Campus #004901001 9 of 24 Generated by Plan4Learning.com August 9, 2018 2:30 pm The perception of teachers who care for them rose 10% year over year.

Problem Statements Identifying Perceptions Needs

Problem Statement 1: Senior student perception data on college readiness is unreliable. Root Cause: This report's delivery is after graduation and doesn't allow for follow up analysis. Improving rigor will continue to be a focus for our campus, and measured by observations and observations and checkpoints. 190

Rockport-Fulton High School Campus #004901001 10 of 24 Generated by Plan4Learning.com August 9, 2018 2:30 pm Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis: Improvement Planning Data District goals Campus goals Current and/or prior year(s) campus and/or district improvement plans State and federal planning requirements Accountability Data Texas Academic Performance Report (TAPR) data Domain 1 - Student Achievement Domain 2 - Student Progress Domain 3 - Closing the Gaps System Safeguards and Texas Accountability Intervention System (TAIS) data Critical Success Factor(s) data Accountability Distinction Designations Federal Report Card Data 191 Student Data: Assessments State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information) State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions STAAR End-of-Course current and longitudinal results, including all versions STAAR Released Test Questions STAAR EL Progress Measure data Texas English Language Proficiency Assessment System (TELPAS) results Postsecondary college, career or military-ready graduates data Advanced Placement (AP) and/or International Baccalaureate (IB) assessment data SAT and/or ACT assessment data PSAT and/or ASPIRE Student Success Initiative (SSI) data for Grades 5 and 8 SSI: Apex Learning accelerated reading assessment data for English I and II (TEA approved statewide license) Local benchmark or common assessments data Student failure and/or retention rates Observation Survey results Student Data: Student Groups

Rockport-Fulton High School Campus #004901001 11 of 24 Generated by Plan4Learning.com August 9, 2018 2:30 pm Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress for each group Special Programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student group Economically Disadvantaged / Non-economically disadvantaged performance, progress, and participation data, Special education population, including performance, discipline, progress, and participation data At-Risk population, including performance, progress, discipline, attendance, and mobility EL or LEP data, including academic achievement, progress, support and accommodation needs, race, ethnicity, gender, etc. Career and Technical Education (CTE) data, including academic achievement, progress, program growth, race, ethnicity, gender, etc. Section 504 data Gifted and talented data Dyslexia Data Student Data: Behavior and Other Indicators Attendance data Discipline records Student surveys and/or other feedback School safety data Employee Data Staff surveys and/or other feedback Teacher/Student Ratio 192 T-TESS Parent/Community Data Parent surveys and/or other feedback Support Systems and Other Data Organizational structure data Processes and procedures for teaching and learning, including program implementation Communications data Capacity and resources data Budgets/entitlements and expenditures data Study of best practices Action research results

Rockport-Fulton High School Campus #004901001 12 of 24 Generated by Plan4Learning.com August 9, 2018 2:30 pm Goals

Goal 1: ACISD will ensure that all students are provided a solid, challenging educational foundation.

Performance Objective 1: Implement curriculum, instruction and assessment systems that close achievement gaps and foster academic growth among all student groups.

Evaluation Data Source(s) 1:

Summative Evaluation 1:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) Provide students with a computer based credit 2.6 Credit recovery This program will support the campus goal of 95% credit recovery lab (SAIL) and teacher to facilitate instruction. teacher, counselors, acquisition, and on time graduation. and assigned assistant principal. System Safeguard Strategy 2.4 Acceleration lab This program will improve the EOC re-test scores from 193 2) Provide students with an EOC acceleration lab, teacher, counselors, does not meet standard to approaching or greater. software, materials and teacher to prepare for the next and assigned EOC administration. assistant principal. System Safeguard Strategy 2.4 Acceleration lab This program will improve the EOC re-test scores from 3) Provide students with tutorials instructed by teachers teacher, counselors, does not meet standard to approaching or better. for EOC acceleration. and assigned assistant principal. 4) Provide science teacher resources to improve student 2.4, 2.5, 2.6 Campus Improved student engagement as recorded during engagement. administration and observations. Science Department Head. 5) Administer the PSAT, ASVAB, TSI and AP tests to 2.6 Campus 50% or more students will be assessed. assess student academic progress. administrators and College and Career Counselor. 6) Provide college dual credit options to students. 2.4, 2.5, 2.6 Campus Students will have access to college courses. administration and College and Career Counselor.

Rockport-Fulton High School Campus #004901001 13 of 24 Generated by Plan4Learning.com August 9, 2018 2:30 pm System Safeguard Strategy 2.4, 2.6 Special Education Improved student success by using the data to direct 7) Provide MAP assessment to special education Lead and campus interventions. students to measure growth. administration. 8) Provide CTE classes and certification opportunities to 2.5 Campus Increase in career readiness and industry certifications. students in welding, culinary, and AV. administration. System Safeguard Strategy 2.4, 2.5 Campus Improved hands-on student engagement. 9) Teachers will be provided instructional supplies to administration and support high yield instructional activities. department heads.

= Accomplished = Continue/Modify = No Progress = Discontinue 194

Rockport-Fulton High School Campus #004901001 14 of 24 Generated by Plan4Learning.com August 9, 2018 2:30 pm Goal 1: ACISD will ensure that all students are provided a solid, challenging educational foundation.

Performance Objective 2: Train and coach teachers on researched-based instructional strategies.

Evaluation Data Source(s) 2:

Summative Evaluation 2:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) Provide training, travel, and substitutes to CTE staff 2.4, 2.5, 2.6 Campus Improve student results on assessments and improved and administrative leadership staff to improve student administration and behavior. academic and social/emotional success. department heads.

= Accomplished = Continue/Modify = No Progress = Discontinue 195

Rockport-Fulton High School Campus #004901001 15 of 24 Generated by Plan4Learning.com August 9, 2018 2:30 pm Goal 1: ACISD will ensure that all students are provided a solid, challenging educational foundation.

Performance Objective 3: Provide resources to meet student needs in special programs.

Evaluation Data Source(s) 3:

Summative Evaluation 3:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) Use text-to-speech software learning 2.4 Inclusion teachers, Prepare students with the text-to-speech testing accommodations. and assigned accommodation for the EOC administration. assistant principal. 2) Gifted & Talented students will be provided 2.4, 2.5, 2.6 Campus Improve academic and social/emotional success of resources to support their success. administration, special program students. district special programs directors. 3) Provide resources for the Regional Day School for 2.4 District Special Support provided services. Deaf SSA. Education Director. 4) Special Education students will be provided informal Campus Provide access to informal learning opportunities; such 196 education learning opportunities. administration and as, zoos and aquariums. campus special education lead teacher. 5) Provide staff development to serve special education 2.4, 2.5, 2.6 Campus Applied instructional strategies will improve students students and administrative leadership. administration. academic and social/emotional success. 6) Develop special education students' social/emotional 2.5, 2.6 Campus Positive student engagement in the community. ability to interact in a positive environment. administration and Life Skills teacher. 7) CTE students will be provided opportunities for 2.4, 2.5, 2.6 Campus Increase student contact with real world learning participation in CTE student organizations. administration and opportunities. CTE department head. 8) Provide students with Career Cruising career 2.4, 2.5, 2.6 Campus Focus students on a career path. planning program. administration and College and Career Counselor. 9) CTE supplies and materials to students for 2.4, 2.5, 2.6 Campus Student will have the necessary supplies to engage in instruction. administration and instruction. CTE department head.

Rockport-Fulton High School Campus #004901001 16 of 24 Generated by Plan4Learning.com August 9, 2018 2:30 pm 10) Adequately staff DAEP. 2.4, 2.6 Campus Students maintain academic progression while at DAEP. administration and Director of Special Education. 11) Dyslexia and English Language Learner students 2.4, 2.6 Director of Dyslexia and ELL students will improve reading will receive blended instruction with the use of Achieve Secondary Education comprehension. 3000. and campus dyslexia teacher.

= Accomplished = Continue/Modify = No Progress = Discontinue 197

Rockport-Fulton High School Campus #004901001 17 of 24 Generated by Plan4Learning.com August 9, 2018 2:30 pm Goal 2: ACISD will provide safe, well-resourced, adequately staffed learning environments.

Performance Objective 1: Provide resources and equip students and staff with strategies to foster a safe and secure learning environment and encourage regular student attendance.

Evaluation Data Source(s) 1:

Summative Evaluation 1:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) Visitor management system. 3.2 Campus Prevent access to the campus of those prohibited under administration. the law. 2) Offer students exam waivers as an attendance 2.5 Campus attendance Improvement in the student attendance rate. incentive. committee, administration and teachers. 3) Students will participate in dating violence and social 2.5, 2.6 Counselors, Increase campus awareness of dating violence and social media awareness training. counseling AP. media issues. 198

= Accomplished = Continue/Modify = No Progress = Discontinue

Rockport-Fulton High School Campus #004901001 18 of 24 Generated by Plan4Learning.com August 9, 2018 2:30 pm Goal 2: ACISD will provide safe, well-resourced, adequately staffed learning environments.

Performance Objective 2: Train and coach teachers on researched-based student social-emotional needs, character development and behavioral strategies.

Evaluation Data Source(s) 2:

Summative Evaluation 2:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) Train teachers to incorporate researched-based Assistant principal. Reduce the number of student disruptions in classrooms. behavior strategies into their daily routines.

= Accomplished = Continue/Modify = No Progress = Discontinue 199

Rockport-Fulton High School Campus #004901001 19 of 24 Generated by Plan4Learning.com August 9, 2018 2:30 pm Goal 2: ACISD will provide safe, well-resourced, adequately staffed learning environments.

Performance Objective 3: Recruit and retain collaborative and well-trained staff to meet the needs of our diverse student population.

Evaluation Data Source(s) 3:

Summative Evaluation 3:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) CTE retention stipends for critical needs CTE Director of Human Improved retention and recruitment of CTE teachers/ teachers, campus administrator, aides, and stipend for Resources, Campus aides because of competitive salaries. CTE Dept. Head. administration. 2) Provide a library aide to assist the librarian in 2.4, 2.5 Campus Support the methodology of student learning activities to meeting the instructional needs of students and support administration. improve rigor. of teacher instructional strategies. 3) Provide stipends in critical and hard to fill teaching 2.4, 2.6 Principal Improve the competitiveness of the teaching salaries in areas. order to recruit applicants. 4) Give administrators the knowledge and skills to help 2.4, 2.5, 2.6 Principal. Improve leadership capacity. 200 students meet challenging State academic standards. 5) Provide students with a College and Career 2.4, 2.5, 2.6 Campus Comply with the state's 60/30 goal. Counselor to support their goals. administration and College and Career Counselor.

= Accomplished = Continue/Modify = No Progress = Discontinue

Rockport-Fulton High School Campus #004901001 20 of 24 Generated by Plan4Learning.com August 9, 2018 2:30 pm Goal 2: ACISD will provide safe, well-resourced, adequately staffed learning environments.

Performance Objective 4: Support school-to-school transitions and partnerships.

Evaluation Data Source(s) 4:

Summative Evaluation 4:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) CTE exit student survey regarding post-secondary 2.5 Campus Use the results to align CTE course offerings and preparation for college and career. administration. activities. 2) Provide students with access to experience post- 2.5, 2.6 Campus Increase student access to experience options available secondary learning opportunities. administration and for post secondary pathways. College and Career Counselor.

= Accomplished = Continue/Modify = No Progress = Discontinue 201

Rockport-Fulton High School Campus #004901001 21 of 24 Generated by Plan4Learning.com August 9, 2018 2:30 pm Goal 3: ACISD will integrate current and reliable technology that enhances the learning space for all stakeholders.

Performance Objective 1: Create and maintain a protocol for acquisition, management and support of digital tools.

Evaluation Data Source(s) 1:

Summative Evaluation 1:

Goal 3: ACISD will integrate current and reliable technology that enhances the learning space for all stakeholders.

Performance Objective 2: Provide staff development on the utilization of current digital tools.

Evaluation Data Source(s) 2:

Summative Evaluation 2:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) Teachers will be offered digital tools training from Principal. Teachers will improve their digital tools knowledge and 202 ACISD instructional technologists once every 9 weeks. application.

= Accomplished = Continue/Modify = No Progress = Discontinue

Rockport-Fulton High School Campus #004901001 22 of 24 Generated by Plan4Learning.com August 9, 2018 2:30 pm Goal 4: ACISD will strengthen collaborative partnerships with families and the community to access diverse resources and ideas.

Performance Objective 1: Utilize resources to offer extended learning opportunities.

Evaluation Data Source(s) 1:

Summative Evaluation 1:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) CTE learning opportunities are aligned with 2.5 Campus Increase collaborative projects within the community. community organizations. administration & CTE department head.

= Accomplished = Continue/Modify = No Progress = Discontinue 203

Rockport-Fulton High School Campus #004901001 23 of 24 Generated by Plan4Learning.com August 9, 2018 2:30 pm Goal 4: ACISD will strengthen collaborative partnerships with families and the community to access diverse resources and ideas.

Evaluation Data Source(s) 2:

Summative Evaluation 2:

Reviews Strategy Description ELEMENTS Monitor Strategy's Expected Result/Impact Formative Summative Nov Jan Mar May 1) Materials to support parent involvement programs. 3.1 Campus Increase parent contact with the College and Career administration and Center. College and Career Counselor. 2) College and Career staff training to improve post 2.5, 2.6 Campus Improve campus compliance with the state's 60/30 goal. secondary student options. administration and College and Career Counselor. 204

= Accomplished = Continue/Modify = No Progress = Discontinue

Rockport-Fulton High School Campus #004901001 24 of 24 Generated by Plan4Learning.com August 9, 2018 2:30 pm ARANSAS COUNTY ISD BOARD OF TRUSTEE GOALS

RECOMMENDATION: The Superintendent recommends the Board approve the Aransas County ISD Board of Trustee goals.

RATIONALE: The Texas Education Agency requires Board approval of the goals.

IMPACT: There is no impact to the general fund.

DISCUSSION: On July 12, 2018 and July 24, 2018 the Board of Trustees, and the Superintendent special meetings for team building and goal setting. The retreat was facilitated by Pat Pringle.

Respectfully submitted,

Joseph Patek

Resource Person: Joseph Patek

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ACISD BOARD PRIORITIES JULY 2018

1. Analyze current staffing patterns to restructure for maximum efficiency. Measures/Indicators:  Maintain staffing levels that are adequate and efficient to meet the district’s mission.  No efficiency measures implemented are to come at the expense of student success.

2. Enhance the ACISD workplace environment. Measures/Indicators:  Continue to assess the reasons why staff leave the district.  The end goal of efficient staffing cited in Priority 1 is to maximize a compensation plan that is competitive and an incentive for teacher retention.

3. Establish an instructional climate of high expectations. Measures/Indicators:  With accountability measures in place, allow flexibility for campus level administrators to implement instructional programs and practices that best serve the students on their campus.  Create opportunities for effective programs and professional development for campus administrators.

4. Develop a plan to address maximizing pre-K enrollment. Measures/Indicators:  Analyze enrollment figures and trends for mid-year and end of year planning for staffing purposes.  Investigate alternative services to maximize the pre-K enrollment, such as Child Find and other available programs.

5. Continue to practice an effective district-wide communication plan. Measures:/Indicators  Continue to enhance current communication strategies being utilized.  Implement a periodic Frequently Asked Questions (FAQ) process to inform the public of district programs and initiatives.  Report on current communication practices and services provided by Texas School Public Relations Association (TSPRA).

6. Maintain a safe school environment that addresses safety practices and includes meeting the emotional needs of staff and students.  Communicate to the board and community about safety programs that include training for all staff and students.  Coordinate safety programs with the various first-responders in ACISD.  Provide an annual report regarding safety related measures taken on school facilities.  Continue to report on incidents of alleged bullying and action taken.

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District: Aransas County ISD ATTN (NOTE) GENERAL INFORMATION ABOUT THIS UPDATE Legal Services Update Memo: New with this update, TASB Legal Services’ Legal Issues in Update 111 memo (available on myTASB at https://www.tasb.org/Services/Policy-Service/myTASB/Vantage- Points/documents/legal_issues_u111.aspx) describes common legal concerns specific to the local policies recommended in this update for your consideration prior to board adoption of any local policies. Lo- cal policies will not be sent for a separate review by Legal Services as part of the update process. If after reviewing the memo you have questions about any specific provisions in your local policies, please contact TASB Legal Services at 800-580-5345. References to Legislative Bills: Unless otherwise noted, references to legislative bills throughout these explanatory notes refer to Senate Bills (SB) or House Bills (HB) from the 85th Regular Legislative Ses- sion. All referenced bills have already gone into effect unless otherwise noted.

AF (LEGAL) INNOVATION DISTRICTS This legally referenced policy on innovation districts has been updated to include revised Administrative Code provisions effective January 31, 2018. These provisions address the areas of law from which an innovation district may not be exempted (see Prohibited Exemptions) and clarify a district's obligation to post the innovation plan on the district's website and, within 15 days of adoption, amendment, or renewal, provide a copy of the plan to TEA. (See Notice to TEA.)

AID (LEGAL) ACCOUNTABILITY FEDERAL ACCOUNTABILITY STANDARDS This legally referenced policy on federal accountability standards has been revised to include additional provisions from the Every Student Succeeds Act, including the elements of the required district plan, the identification of schools for support and improvement, and the district's required actions when schools are identified for support and improvement.

BBD (LEGAL) BOARD MEMBERS TRAINING AND ORIENTATION Revisions to this legally referenced policy on board member training are from revised Administrative Code rules effective June 13, 2018, which incorporate changes from SB 1566. Significant changes are as follows.  The State Board of Education (SBOE) shall commend board-superintendent teams that effectively implement the commissioner's trustee improvement and evaluation tool or any other tool approved by the commissioner.  Reporting of continuing education must occur at the last regular board meeting before an election of trustees. The minutes for that meeting must reflect whether each board member met or is deficient in the continuing education requirements and, if a trustee is deficient in training as of the anniversary of his or her joining the board, must be posted online within ten business days and until the trustee meets the requirements.  A board member must participate in a local district orientation within one year before or 120 days after the board member's election or appointment.  The annual team-building session must be at least three hours in length.

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 Each board member must complete a three-hour continuing education training every two years on evaluating student academic performance. This training may be completed up to one year before election and must be completed no later than 120 days after election or appointment. In the circumstances outlined in the policy, this training can also satisfy team-building training. TASB Legal Services has published three documents that provide more detailed information about these changes:  Texas School Board Member Continuing Education answers frequently asked questions about board member training as required by the SBOE.  Transitioning to New Time for Board Training Credit Announcements describes new reporting requirements for board member continuing education credit.  Board President Announcement on Continuing Education of Board Members offers board presidents instructions and a sample script for making the board’s annual announcement of training credit.

BBD (LOCAL) BOARD MEMBERS TRAINING AND ORIENTATION As described above at BBD(LEGAL), revised Administrative Code rules incorporate board member continuing education requirements from SB 1566. The law requires the board president to announce board member continuing education status at the last regular board meeting before trustee elections. The revisions to this local policy are recommended as best practice to promote transparency and clarify that the board president will annually announce the status of each board member’s continuing education at the last meeting before the district’s regular uniform election date, even if an election is not scheduled or held, such as when a district does not conduct annual elections or when an election is canceled. Please contact your policy consultant for an adjustment to this policy if your district will have a different practice for announcing continuing education credit when an election is not held.

BJC (LEGAL) SUPERINTENDENT CONTRACT This legally referenced policy has been revised to add an existing statutory provision allowing the board to amend the terms of a superintendent's term contract on the basis of a declared financial exigency.

BJCE (LEGAL) SUPERINTENDENT SUSPENSION/TERMINATION DURING CONTRACT This legally referenced policy on suspension or termination of a superintendent's contract has been revised to add provisions from existing rule, better match statutory wording, and delete a reference to an outdated case.

BJCG (LEGAL) SUPERINTENDENT RESIGNATION This legally referenced policy on superintendent resignation has been revised to better match statutory wording and to add a cross-reference to BJC, on superintendent contracts.

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BR (LEGAL) REPORTS Based on revised administrative rules effective June 13, 2018, we have added a reference to the required report regarding board member continuing education. (See item 7 and BBD(LEGAL), above.) A revision from SB 1664 clarifies that a district that does not participate in TRS ActiveCare is no longer required to file its compliance report with TRS. (See item 18 and CRD(LEGAL), below.)

CAA (LOCAL) FISCAL MANAGEMENT GOALS AND OBJECTIVES FINANCIAL ETHICS A revision to this policy on fraud and financial impropriety is recommended to clarify that reports of suspected impropriety may be made to a person who has authority to investigate the alleged activity, including the other individuals listed in the policy. This revision aligns the district's policy with Education Code 37.148, which prohibits a district from adopting a policy that requires an employee to report only to certain persons or peace officers a crime witnessed at the school. (See Reports.)

CBB (LEGAL) STATE AND FEDERAL REVENUE SOURCES FEDERAL This legally referenced policy addressing state and federal revenue sources has been significantly reworked to provide more complete coverage of the relevant laws on retirement and insurance contributions and EDGAR and to better match statutory wording. Other relevant purchasing policies within the policy manual have been updated with cross-references to this policy for additional legal requirements applicable to purchases with federal funds.

CDA (LEGAL) OTHER REVENUES INVESTMENTS We have moved the definition of "business organization" within this legally referenced policy to clarify that it only applies to the provisions at Sellers of Investments, requiring a district to provide a written copy of its investment policy to any business organization offering to engage in an investment transaction with the district.

CFA (LEGAL) ACCOUNTING FINANCIAL REPORTS AND STATEMENTS Revisions to this legally referenced policy on financial reports and statements are to incorporate new administrative rules effective January 3, 2018. The rules expand on statutory provisions addressing the annual local debt report, including what the report must address, the comptroller-developed form for the report, and submission and posting procedures.

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209 Explanatory Notes TASB Localized Policy Manual Update 111

CJA (LEGAL) CONTRACTED SERVICES CRIMINAL HISTORY Effective November 29, 2017, Administrative Code rules addressing criminal history of service contractors were repealed, prompting revisions throughout this legally referenced policy. Other changes were to reor- ganize the provisions for consistency with the criminal history requirements for certain public works contractors and to add an existing statutory provision about the district's authority to obtain DPS criminal history record information. Additional information may be found in TASB Legal Services' Criminal History Reviews of Contractor Em- ployees, which answers frequently asked questions about criminal background checks and contractor employees, including forms for contractors to certify compliance to the school district.

CJA (LOCAL) CONTRACTED SERVICES CRIMINAL HISTORY As permitted by law, text at Emergencies authorizes the district employee in charge of a facility to determine whether an employee of a contracting or subcontracting entity who does not have the required criminal history review, or who has a disqualifying conviction, will be permitted to enter the facility in an emergency. Additional information on criminal history reviews of contractor employees may be found in TASB Legal Services' eSource.

CKE (LEGAL) SAFETY PROGRAM/RISK MANAGEMENT SECURITY PERSONNEL Revisions to this legally referenced policy on security personnel include:  The addition of a court case that provides guidance on the Government Code Chapter 614 provisions addressing complaints against district peace officers; and  Additional detail from existing administrative rules on the school marshal program, including the option for a district to pay for the required marshal training and information on required reports to the Texas Commission on Law Enforcement (TCOLE) by the district and school marshal.

CLB (LEGAL) BUILDINGS, GROUNDS, AND EQUIPMENT MANAGEMENT MAINTENANCE The integrated pest management program provisions have been updated as a result of new administrative rules effective January 9, 2018. The policy revisions include new definitions, more details on the required notification to parents regarding application of pesticides, and the addition of provisions addressing Texas Department of Agriculture inspections and emergency exceptions to notice requirements.

CMD (LEGAL) EQUIPMENT AND SUPPLIES MANAGEMENT INSTRUCTIONAL MATERIALS CARE AND ACCOUNTING This legally referenced policy on instructional materials has been revised to better reflect statutory wording.

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CNB (LEGAL) TRANSPORTATION MANAGEMENT DISTRICT VEHICLES This legally referenced policy on district vehicles has been revised to better reflect statutory wording.

CO (LEGAL) FOOD SERVICES MANAGEMENT We have removed a state law provision addressing sanctions by the Texas Department of Agriculture that no longer aligns with federal law, and we have revised text to better match statutory wording.

CQA (LEGAL) TECHNOLOGY RESOURCES DISTRICT, CAMPUS, AND CLASSROOM WEBSITES We have deleted the requirement to post on the district's website locally determined performance ratings and compliance status, as the corresponding administrative rule was repealed effective December 5, 2017. Citations have also been adjusted.

CRD (LEGAL) INSURANCE AND ANNUITIES MANAGEMENT HEALTH AND LIFE INSURANCE This legally referenced policy on health and life insurance has been significantly reworked to provide more complete coverage of the relevant laws, to include revisions based on amended administrative rules effective November 14, 2017, and to better match statutory wording.

CRG (LEGAL) INSURANCE AND ANNUITIES MANAGEMENT DEFERRED COMPENSATION AND ANNUITIES Existing statutory provisions have been added regarding deferred compensation plans to include the requirement to designate a plan administrator, the plan administrator’s duties, and the factors for an investment product to be classified as a qualified investment product. Changes to the Annuities—Section 403(b) definitions are a result of amended administrative rules effective December 12, 2017. Other revisions are to reorder provisions for better flow and to better match statutory wording.

CS (LEGAL) FACILITY STANDARDS This legally referenced policy on facility standards has been significantly reworked to provide more complete coverage of the relevant laws, to include a recent attorney general opinion regarding application of the International Energy Conservation Code to public school buildings, and to better match statutory wording.

DBA (LEGAL) EMPLOYMENT REQUIREMENTS AND RESTRICTIONS CREDENTIALS AND RECORDS A change at Former Employees on page 18 is from amended administrative rules effective March 4, 2018, and allows an employee to "verify" rather than "sign" the original service record, which provides districts more flexibility in how the employee can confirm the service record.

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DBAA (LEGAL) EMPLOYMENT REQUIREMENTS AND RESTRICTIONS CRIMINAL HISTORY AND CREDIT REPORTS Amended administrative rules effective March 8, 2018, specify that the State Board for Educator Certifica- tion may sanction an educator who does not refuse to hire an applicant if the educator knew, or should have known through a criminal history review, that the applicant had been adjudicated for or convicted of having an inappropriate relationship with a minor. (See Refusal to Hire Convicted Applicants, Sanctions.)

DC (LEGAL) EMPLOYMENT PRACTICES Revisions to this legally referenced policy addressing employment of retirees are from amended administrative rules effective November 14, 2017. The changes describe additional employment relationships with retirees that are considered employment for purposes of the limits on employment after retirement and that must be reported for the first 12 full consecutive months after retirement. (See Employment of Retirees.)

DCE (LEGAL) EMPLOYMENT PRACTICES OTHER TYPES OF CONTRACTS An outdated case has been deleted from this legally referenced policy.

DEA (LOCAL) COMPENSATION AND BENEFITS COMPENSATION PLAN A recommended revision to this local policy is to clarify the district's current policy provision on compensation payments to employees during emergency closings. The revised text continues to reflect that the district will pay employees for their regular duty schedule during a closing but provides the board flexibility to decide otherwise through board action. In addition, the text requires the board, following a closure, to adopt a resolution or take other board action to establish the purpose and parameters for such payments. Revised text is recommended at Premium Pay During Disasters to align with the current Federal Emer- gency Management Agency (FEMA) Public Assistance Program and Policy Guide (PAPPG). The PAPPG provides that FEMA determines eligibility for public assistance funding for overtime, premium pay, and compensatory time costs based on the district's written policy in place before the disaster, provided the policy:  Does not make the wage payments contingent on federal funding;  Is applied uniformly regardless of whether there has been a presidential declaration of a disaster; and  Has nondiscretionary criteria for when the district activates various pay types. Based on this guidance, the policy recommendation authorizes premium pay during an emergency closing for a broader set of disasters, to include a disaster declared by a federal, state, or local official or the board. Please note that the availability of funds for reimbursement after a disaster includes a case-by-case determination by FEMA based on all of the eligibility requirements in the PAPPG and law. Districts should work with their attorney on these issues. See TASB Legal Services' Personnel Issues During School Closings for more information about compen- sating employees during school closings and the Regulations Resource Manual for supporting materials addressing pay during closings.

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DF (LEGAL) TERMINATION OF EMPLOYMENT Amended administrative rules effective March 8, 2018, specify that the State Board for Educator Certifica- tion may sanction an educator who does not discharge an employee if the educator knew, or should have known through a criminal history review, that the employee had been adjudicated for or convicted of having an inappropriate relationship with a minor. (See Discharge of Convicted Employees, Sanctions.)

DFBA (LEGAL) TERM CONTRACTS SUSPENSION/TERMINATION DURING CONTRACT An outdated case has been deleted from this legally referenced policy and, based on revised administrative rules effective March 8, 2018, citations have been updated.

DH (LEGAL) EMPLOYEE STANDARDS OF CONDUCT Additional provisions of the federal Drug-Free Workplace Act are included to provide a more complete explanation of the requirements.

DH (LOCAL) EMPLOYEE STANDARDS OF CONDUCT Most districts' policies at DH(LOCAL) provide that the district's prohibition against firearms on district property is not violated when a district employee who holds a Texas handgun license stores a handgun or other firearm in a locked vehicle in a district parking area, provided the handgun or other firearm is not loaded and is not in plain view. However, the interplay of state and federal law would permit a district to revise this policy to allow such an employee to have a loaded handgun or firearm under these circumstances. Please contact your policy consultant if you would like to revise the district's policy. TASB Legal Services has detailed information about firearms on school property and at school activities and the circumstances under which a school district may authorize personnel to carry firearms.

DHB (LEGAL) EMPLOYEE STANDARDS OF CONDUCT REPORTS TO STATE BOARD FOR EDUCATOR CERTIFICA- TION Changes to this legally referenced policy on reports to the State Board for Educator Certification are based on revised administrative rules effective March 8, 2018. The rules clarify reportable misconduct and require the report to address current employment status, including pending actions and whether law enforcement or another agency is involved.

DHE (LOCAL) EMPLOYEE STANDARDS OF CONDUCT SEARCHES AND ALCOHOL/DRUG TESTING Recommended text clarifies that the district may remove from duty and require testing of an employee if there is reasonable suspicion that the employee is under the influence of alcohol or drugs used in violation of district policy. The text also addresses consequences for an employee's refusal to comply with testing and for violation of the district's drug and alcohol policy.

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DI (LOCAL) EMPLOYEE WELFARE This local policy addressing drug-free awareness programs is recommended for deletion, as the content is adequately covered through the district's DH(LEGAL) and (LOCAL) policies. See DH(LEGAL) for the district's requirements under the federal Drug-Free Workplace Act.

DP (LEGAL) PERSONNEL POSITIONS Provisions on principal certification have been updated to provide a more complete explanation of the requirements.

E (LEGAL) INSTRUCTION The E Section table of contents has been revised to add a code, ELA, to address partnership charters and to revise the title of EL to Campus or Program Charters. In addition, EJ is being deleted from the manual, and that code has been removed from the table of contents.

EB (LEGAL) SCHOOL YEAR Effective with the 2018–19 school year, HB 2442 revised the Education Code provision addressing the length of a school year to clarify that the required 75,600 minutes are for operation, not just instruction. HB 2442 also included provisions allowing the commissioner to reduce funding if the district provides fewer than 75,600 minutes of operation and exemptions from the minimum minutes of operation for certain instructional programs.

EC (LEGAL) SCHOOL DAY Effective with the 2018–19 school year, HB 2442 deleted the statutory provision requiring a school day to be at least seven hours long and a day of instruction to include 420 minutes of instruction. As a result, we have removed those provisions from this legally referenced policy.

EFB (LEGAL) INSTRUCTIONAL RESOURCES LIBRARY MEDIA PROGRAMS A citation has been added to the revised standards for school library programs, which were adopted by the Texas State Library and Archives Commission effective March 8, 2018. A district must consider the standards in developing, implementing, or expanding library services.

EHAD (LEGAL) BASIC INSTRUCTIONAL PROGRAM ELECTIVE INSTRUCTION Driver education provisions have been revised to include existing provisions about the requirements for a driver education course and to replace detailed information on student eligibility with reference to the appropriate subchapter of the Administrative Code.

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EHBAB (LEGAL) SPECIAL EDUCATION ARD COMMITTEE AND INDIVIDUALIZED EDUCATION PRO- GRAM At Individualized Education Program, a revision to item 11, based on changes to the Administrative Code effective February 15, 2018, requires the ARD committee to consider appropriate transition issues beginning no later than when a student reaches 14 years of age.

EHBAD (LEGAL) SPECIAL EDUCATION TRANSITION SERVICES A revision at Individual Transition Planning is based on changes to the Administrative Code effective Feb- ruary 15, 2018, which align the rules with the Education Code.

EHBAE (LEGAL) SPECIAL EDUCATION PROCEDURAL REQUIREMENTS Citations have been updated throughout this legally referenced policy based on changes to the Adminis- trative Code effective February 15, 2018, and additional detail from existing law has been added to the notice required when a student reaches the age of 18. (See page 7.)

EHBC (LEGAL) SPECIAL PROGRAMS COMPENSATORY/ACCELERATED SERVICES At Compensatory Education Allotment, we have removed outdated provisions that capped the percentage of compensatory education funds that could be used for DAEP expenditures, that addressed the development of college preparatory courses for the 2014–15 school year, and that addressed partnerships with community colleges for dropout recovery programs.

EHBD (LEGAL) SPECIAL PROGRAMS FEDERAL TITLE I This legally referenced policy on federal Title I requirements has been revised to include additional provisions on fiscal requirements, including maintenance of effort, the use of funds to supplement state and local funds, and prohibited uses of funds.

EHDD (LEGAL) ALTERNATIVE METHODS FOR EARNING CREDIT COLLEGE COURSE WORK/DUAL CREDIT Provisions at Dual Credit Programs have been revised as a result of amended administrative rules effective February 15, 2018. In addition to updating definitions, the amended rules require dual-credit partnership agreements to address defined sequences of courses where applicable. An amendment to the Administrative Code effective February 28, 2018, provides that the Texas Success Initiative (TSI) is the only assessment instrument approved by the Texas Higher Education Coordinating Board for evaluating a student's enrollment in a developmental course offered by a community college. (See Remedial Programs.)

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EI (LEGAL) ACADEMIC ACHIEVEMENT Provisions at Notation on Transcript or Diploma, applicable to students who entered grade 9 before the 2014–15 school year, have been moved to this code without revision from EJ(LEGAL).

EIC (LEGAL) ACADEMIC ACHIEVEMENT CLASS RANKING Provisions regarding automatic admission have been updated to reflect current law. In addition, detailed notification requirements about automatic admission have been added from revised administrative rules effective February 14, 2018.

EIF (LEGAL) ACADEMIC ACHIEVEMENT GRADUATION Specific provisions addressing students who entered grade 9 prior to the 2012–13 school year have been replaced with a reference to the relevant Administrative Code provisions. Based on amendments to administrative rules effective February 15, 2018, references to prior school years have also been adjusted in the provisions addressing graduation of students receiving special education services. New administrative rules effective May 3, 2018, implement SB 463 and permit a district to award a diploma to an individual who entered grade 9 before the 2011–12 school year and has completed the applicable curriculum requirements, but who has not successfully passed the relevant exit-level assessment required for graduation after at least three tries. To graduate, the student must meet the alternative requirements for graduation in 19 Administrative Code 74.1027(c) or the local alternative requirements approved by the board. Information to assist districts in developing graduation requirements for board approval was e-mailed to districts in April 2018.

EJ (LEGAL) ACADEMIC GUIDANCE PROGRAM This code is being deleted. Provisions on academic counseling have been moved to FFEA(LEGAL) to house all counselor-related duties in the same code. Provisions regarding notations on transcripts or di- plomas have been moved to EI(LEGAL).

EKB (LEGAL) TESTING PROGRAMS STATE ASSESSMENT Conduct that violates the security and confidentiality of a state assessment has been updated to match the 2018 Test Security Supplement. The list of penalties has also been updated to permit the imposition of additional conditions or restrictions upon a certificate to facilitate the rehabilitation and professional development of the educator or to protect students, parents, school officials, or personnel.

EKBA (LEGAL) STATE ASSESSMENT ENGLISH LANGUAGE LEARNERS/LEP STUDENTS Several provisions have been deleted from this legally referenced policy based on the repeal of administrative rules effective March 27, 2018. The repeal aligned the commissioner rules with current law and removed inapplicable language related to the elimination of the Texas Assessment of Knowledge and Skills (TAKS).

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EL (LEGAL) CAMPUS OR PROGRAM CHARTERS In addition to the title change, provisions addressing partnership charters have been moved to ELA(LEGAL).

ELA (LEGAL) CAMPUS OR PROGRAM CHARTERS PARTNERSHIP CHARTERS This new legally referenced policy includes material on partnership charters, previously at EL(LEGAL), and has been updated to include several existing statutory provisions and new material from administrative rules adopted effective March 30, 2018. The administrative rules provide significant guidance for districts that choose to contract with a partner to operate a district campus to receive accountability benefits in accordance with Education Code 11.174 and financial benefits in accordance with Education Code 42.2511. TEA has additional information about the partnership process on its website.

FD (LEGAL) ADMISSIONS Provisions at Pest Control Information have been updated as a result of new administrative rules effective January 9, 2018. The revisions add more detail about the notification to parents regarding application of pesticides that is required upon a child's registration for school.

FEA (LOCAL) ATTENDANCE COMPULSORY ATTENDANCE A revision is recommended at Armed Services Enlistment to more accurately track the relevant statute, which requires a district to excuse a student 17 years of age or older for up to four days during the student's enrollment in high school to pursue military enlistment.

FEB (LEGAL) ATTENDANCE ATTENDANCE ACCOUNTING This legally referenced policy on attendance accounting has been revised to better match statutory wording and to add appropriate cross-references.

FFAA (LEGAL) WELLNESS AND HEALTH SERVICES PHYSICAL EXAMINATIONS Changes to the spinal screening provisions are from revised administrative rules effective January 1, 2018, and include new parent notification requirements, adjustments to the screening schedule, and guidance on the transfer of spinal screening records.

FFAB (LEGAL) WELLNESS AND HEALTH SERVICES IMMUNIZATIONS Provisions regarding immunization records have been updated to more closely track statutory wording.

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FFEA (LEGAL) STUDENT ASSISTANCE PROGRAMS/COUNSELING COMPREHENSIVE GUIDANCE PROGRAM Provisions on academic counseling have been moved from EJ(LEGAL) to this code in order to house all counselor-related duties in the same code.

FFH (LEGAL) STUDENT WELFARE FREEDOM FROM DISCRIMINATION, HARASSMENT, AND RE- TALIATION A note has been added to this policy to provide a reference to FB(LEGAL), which addresses discrimination on the basis of disability, sex, and other protected characteristics.

FOCA (LEGAL) PLACEMENT IN A DISCIPLINARY ALTERNATIVE EDUCATION SETTING DISCIPLINARY ALTERNATIVE EDUCATION PROGRAM OPER- ATIONS Effective with the 2018–19 school year, HB 2442 repealed the Education Code provision that required a school day for a DAEP to be between seven and ten hours long. That provision has now been removed from this legally referenced policy.

FOF (LEGAL) STUDENT DISCIPLINE STUDENTS WITH DISABILITIES Two existing provisions have been added to this legally referenced policy on students with disabilities to provide more complete coverage of the relevant laws. At Expulsion, the provision addresses the requirements to invite the administrator of the county JJAEP to an ARD committee meeting to discuss the discretionary expulsion of a student with a disability. On page 4 at Services During Removal, the provision requires the district to convene, for a student with a disability expelled under a discretionary expulsion, an ARD committee to reconsider placement in a JJAEP if the JJAEP notifies the district that the student's educational or behavioral needs cannot be met in the JJAEP.

GBA (LEGAL) PUBLIC INFORMATION PROGRAM ACCESS TO PUBLIC INFORMATION Based on changes from SB 256, we have updated the name of the Address Confidentiality Program for Victims of Family Violence, Sexual Assault or Abuse, Stalking, or Trafficking of Persons. (See Crime Vic- tims on page 7.)

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GKA (LOCAL) COMMUNITY RELATIONS CONDUCT ON SCHOOL PREMISES Most districts' policies at GKA(LOCAL) provide that the district's prohibition against firearms on district property is not violated when a Texas handgun license holder stores a handgun or other firearm in a locked vehicle in a district parking area, provided the handgun or other firearm is not loaded and is not in plain view. However, the interplay of state and federal law would permit a district to revise this policy to allow such an individual to have a loaded handgun or firearm under these circumstances. Please contact your policy consultant if you would like to revise the district's policy. TASB Legal Services has detailed information about firearms on school property and at school activities and the circumstances under which a school district may authorize personnel to carry firearms.

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(LOCAL) Policy Comparison Packet

This packet is generated by an automated process that compares the updated policy to the district’s current policy, as found in TASB Policy Service records. In this packet, you will find: • Policies being recommended for revision (annotated) • New policies (not annotated) Policies recommended for deletion are not included. If you want to include the text of these policies in the information given to the Board, you may download them from Policy On Line. . Annotations are shown as follows. • Deletions are shown in a red strike-through font: deleted text. • Additions are shown in a blue, bold font: new text. • Blocks of text that have been moved without alteration are shown in green, with double underline and double strike-through formatting to distinguish the text’s destination from its origin: moved text becomes moved text. • Revision bars appear in the right margin, as above.

NOTE: While the annotation software competently identifies simple changes, large or complicated changes—as in an extensive rewrite—may be more difficult to follow. In addition, Policy Service’s recent migration to Word 2013 causes some margin notes to appear as a tracked change where no change has taken place.

For further assistance in understanding policy changes, please refer to the explanatory notes in your Localized Policy Manual update packet or contact your policy consultant. [email protected] 800-580-7529 512-467-0222

220 Aransas County ISD 004901

BOARD MEMBERS BBD TRAINING AND ORIENTATION (LOCAL)

Public Information The Superintendent shall fulfill the responsibilities of the public in- Coordinator formation coordinator and shall receive, on behalf of Board members, the training specified by Government Code 552.012. [See GBAA] Reporting The Board President shall announce the status of each Board Continuing member’s continuing education credit. The announcement shall be Education Credit made annually at the last regular Board meeting before the Dis- trict’s uniform election date, whether or not an election is held. The announcement shall be reflected in the meeting minutes and, when necessary, posted on the District’s website in accordance with law.

DATE ISSUED: 7/16/20184/28/2011 ADOPTED: 1 of 1 UPDATE 11190 BBD(LOCAL)-A 221 Aransas County ISD 004901

FISCAL MANAGEMENT GOALS AND OBJECTIVES CAA FINANCIAL ETHICS (LOCAL)

All Trustees, employees, vendors, contractors, agents, consultants, volunteers, and any other parties who are involved in the District’s financial transactions shall act with integrity and diligence in duties involving the District’s fiscal resources.

Note: See the following policies and/or administrative regulations regarding conflicts of interest, ethics, and financial oversight:  Code of ethics: for Board members—BBF for employees—DH  for Board members—BBF  for employees—DH  Financial conflicts of interest:  for public officials—BBFA  for all employees—DBD  for vendors—CHE  Compliance with state and federal grant and award requirements: CB, CBB  Financial conflicts and gifts and gratuities regarding federal funds: CB, CBB  Systems for monitoring the District’s investment program: CDA  Budget planning and evaluation: CE  Compliance with accounting regulations: CFC  Activity fund management: CFD  Criminal history record information for employees: DBAA, DC  Disciplinary action for fraud by employees: DCD, DCE, and DF series

Fraud and Financial The District prohibits fraud and financial impropriety, as defined be- Impropriety low, in the actions of its Trustees, employees, vendors, contractors,

DATE ISSUED: 7/16/201810/1/2015 ADOPTED: 1 of 4 UPDATE 111103 CAA(LOCAL)-A 222 Aransas County ISD 004901

FISCAL MANAGEMENT GOALS AND OBJECTIVES CAA FINANCIAL ETHICS (LOCAL)

agents, consultants, volunteers, and others seeking or maintaining a business relationship with the District. Definition Fraud and financial impropriety shall include but not be limited to:: 1. Forgery or unauthorized alteration of any document or account belonging to the District. 2. Forgery or unauthorized alteration of a check, bank draft, or any other financial document. 3. Misappropriation of funds, securities, supplies, or other Dis- trict assets, including employee time. 4. Impropriety in the handling of money or reporting of District financial transactions. 5. Profiteering as a result of insider knowledge of District information or activities. 6. Unauthorized disclosure of confidential or proprietary information to outside parties. 7. Unauthorized disclosure of investment activities engaged in or contemplated by the District. 8. Accepting or seeking anything of material value from contractors, vendors, or other persons providing services or materials to the District, except as otherwise permitted by law or District policy. [See CB, DBD] 9. Inappropriately destroying, removing, or using records, furni- ture, fixtures, or equipment. 10. Failure to provide financial records required by federal, state, or local entities. 11. Failure to disclose conflicts of interest as required by law or District policy. 12. Any other dishonest act regarding the finances of the District. 13. Failure to comply with requirements imposed by law, the awarding agency, or a pass-through entity for state and federal awards. Financial Controls Each employee who supervises or prepares District financial re- and Oversight ports or transactions shall set an example of honest and ethical behavior and shall actively monitor his or her area of responsibility for fraud and financial impropriety. Fraud Prevention

DATE ISSUED: 7/16/201810/1/2015 ADOPTED: 2 of 4 UPDATE 111103 CAA(LOCAL)-A 223 Aransas County ISD 004901

FISCAL MANAGEMENT GOALS AND OBJECTIVES CAA FINANCIAL ETHICS (LOCAL)

The Superintendent or designee shall maintain a system of internal controls to deter and monitor for fraud or financial impropriety in the District. Reports Any person who suspects fraud or financial impropriety in the Dis- trict shall report the suspicions immediately to a person with authority to investigate the suspicions, including any supervisor, the Superintendent or designee, the Board President, or local law enforcement. Reports of suspected fraud or financial impropriety shall be treated as confidential to the extent permitted by law. Limited disclosure may be necessary to complete a full investigation or to comply with law. All employees involved in an investigation shall be advised to keep information about the investigation confidential. Protection from Neither the Board nor any District employee shall unlawfully retali- Retaliation ate against a person who in good faith reports perceived fraud or financial impropriety. [See DG] Fraud Investigations In coordination with legal counsel and other internal or external departments or agencies, as appropriate, the Superintendent, Board President, or a designee shall promptly investigate reports of potential fraud or financial impropriety. Response If an investigation substantiates a report of fraud or financial impropriety, the Superintendent or designee shall promptly inform the Board of the report, the investigation, and any responsive action taken or recommended by the administration. If an employee is found to have committed fraud or financial impropriety, the Superintendent or designee shall take or recommend appropriate disciplinary action, which may include termination of employment. If a contractor or vendor is found to have committed fraud or financial impropriety, the District shall take appropriate action, which may include cancellation of the District’s relationship with the contractor or vendor. When circumstances warrant, the Board, Superintendent, or designee may refer matters to appropriate law enforcement or regulatory authorities. In cases involving monetary loss to the District, the District may seek to recover lost or misappropriated funds. The final disposition of the matter and any decision to file a criminal complaint or to refer the matter to the appropriate law enforcement or regulatory agency for independent investigation shall be made in consultation with legal counsel. Federal Awards The District shall disclose, in a timely manner in writing to the Disclosure federal awarding agency or pass-through entity, all violations of

DATE ISSUED: 7/16/201810/1/2015 ADOPTED: 3 of 4 UPDATE 111103 CAA(LOCAL)-A 224 Aransas County ISD 004901

FISCAL MANAGEMENT GOALS AND OBJECTIVES CAA FINANCIAL ETHICS (LOCAL)

federal criminal law involving fraud, bribery, or gratuity violations potentially affecting a federal grant award. [See CBB] Analysis of Fraud After any investigation substantiates a report of fraud or financial impropriety, the Superintendent or designee shall analyze conditions or factors that may have contributed to the fraudulent or im- proper activity. The Superintendent or designee shall ensure that appropriate administrative procedures are developed and implemented to prevent future misconduct. These measures shall be presented to the Board for review.

DATE ISSUED: 7/16/201810/1/2015 ADOPTED:ADOPTED: 4 of 4 UPDATE 111103 CAA(LOCAL)-A 225 Aransas County ISD 004901

CONTRACTED SERVICES CJA CRIMINAL HISTORY (LOCAL)

Emergencies In an emergency due to a health or safety concern, a reasonably unforeseeable situation, or other exigent circumstance, the District employee who is in charge of the facility shall be authorized to determine whether an employee of a contracting or subcontracting entity who does not have the required criminal history record information (CHRI) review or who has a disqualifying conviction will be permitted to enter a District facility. If allowed to enter the facility, the employee of the contracting or subcontracting entity shall be accompanied by a District employee at all times.

DATE ISSUED: 7/16/2018 ADOPTED: 1 of 1 UPDATE 111 CJA(LOCAL)-A 226 Aransas County ISD 004901

COMPENSATION AND BENEFITS DEA COMPENSATION PLAN (LOCAL)

The Superintendent shall recommend an annual compensation plan for all District employees. The compensation plan may include wage and salary structures, stipends, benefits, and incentives. [See also DEAA] The recommended plan shall support District goals for hiring and retaining highly qualified employees. The Board shall review and approve the compensation plan to be used by the District. The Board shall also determine the total compensation package for the Superintendent. [See BJ series] Pay Administration The Superintendent shall implement the compensation plan and establish procedures for plan administration consistent with the budget. The Superintendent or designee shall classify each job title within the compensation plan based on the qualifications, duties, and market value of the position. Annualized Salary The District shall pay all salaried employees over 12 months in equal monthly or bimonthly installments, regardless of the number of months employed during the school year. Salaried employees hired during the school year shall be paid in accordance with administrative regulations. Pay Increases The Superintendent shall recommend to the Board an amount for employee pay increases as part of the annual budget. The Super- intendent or designee shall determine pay adjustments for individual employees, within the approved budget following established procedures. Mid-Year Pay A contract employee’s pay may be increased after performance on Increases the contract has begun only if authorized by the compensation plan Contract of the District or there is a change in the employee’s job assign- Employees ment or duties during the term of the contract that warrants additional compensation. Any such changes in pay that do not conform with the compensation plan shall require Board approval. [See DEA(LEGAL) for provisions on pay increases and public hearing requirements]

NoncontractNon The Superintendent may grant a pay increase to a noncontract em- -Contract ployee after duties have begun because of a change in the em- Employees ployee’s job assignment or to address pay equity. The Superinten- dent shall report any such pay increases to the Board at the next regular meeting. Pay During Closing During an emergency closureclosing for which the workdays are not scheduled to be made up at a later date, all employees shall continue to be paid for their regular duty schedule unless otherwise provided by Board action. Following an emergency closure, the regardless of whether the employees are required to report to work. The Board shall adopt a, by resolution or take other Board action

DATE ISSUED: 7/16/20185/30/2017 ADOPTED: 1 of 2 UPDATE 111LDU 2017.02 DEA(LOCAL)-B1X 227 Aransas County ISD 004901

COMPENSATION AND BENEFITS DEA COMPENSATION PLAN (LOCAL)

establishing, set the purpose and parameters for such payments.payment during closings and reflect the purpose served by the expenditure. [See EB for the authority to close schools] Premium Pay Nonexempt employees who are required to work during an emer- During Disasters gency closing for a disaster, as declared by a federal, state, or local official or the Board, shall be paid at the rate of one and one- half times their regular rate of pay for all hours worked up to 40 hours per week. Overtime for time worked over 40 hours in a week shall be calculated and paid according to law. [See DEAB] The Su- perintendent or designee shall approve payments and ensure that accurate time records are kept of actual hours worked during emergency closings.

DATE ISSUED: 7/16/20185/30/2017 ADOPTED:ADOPTED: 2 of 2 UPDATE 111LDU 2017.02 DEA(LOCAL)-B1X 228 Aransas County ISD 004901

EMPLOYEE STANDARDS OF CONDUCT DHE SEARCHES AND ALCOHOL/DRUG TESTING (LOCAL)

Reasonable The District reserves the right to conduct searches when the Dis- Suspicion Searches trict has reasonable suspicion to believe that a search will uncover evidence of work-related misconduct. The District may search the employee, the employee’s personal items, work areas, lockers, and private vehicles parked on District premises or worksites or used in District business. Searches that reveal a violation of the District’s standards of conduct may result in disciplinary action. [See DH] Reasonable The District may remove an employee from duty and require test- Suspicion Alcohol ing if there is reasonable suspicion that the employee is under the and Drug Testing influence of alcohol or drugs used in violation of District policy. The determination of reasonable suspicion may be based on specific observations of the appearance, behavior, speech, or body odors of the employee whose motor ability, emotional equilibrium, or mental acuity seems to be impaired while on duty or other relevant information. Any employee who is asked to submit to drug or alcohol testing shall be given the opportunity to provide relevant information about prescription or nonprescription medications that may affect the screening. A District employee who refuses to comply with a directive to submit to testing based upon reasonable suspicion shall be subject to disciplinary action, up to and including termination. A District employee confirmed to have violated the District’s policy pertaining to alcohol or drugs may be subject to disciplinary action. [See DF series and DH]

Note: The following provisions apply to employees who are covered by the federal Department of Transportation (DOT) rules.

Federally Required In accordance with DOT rules, the District shall establish an alco- DOT Testing hol and controlled substances testing program to help prevent acci- Program dents and injuries resulting from the misuse of alcohol and controlled substances by the drivers of commercial motor vehicles, including school buses. The primary purpose of the testing program is to prevent impaired employees from performing safety- sensitive functions. The Superintendent shall designate a District official who shall be responsible for ensuring that information is disseminated to employees covered under this testing program regarding prohibited driver conduct, alcohol and controlled substances tests, and the consequences that follow positive test results.

DATE ISSUED: 7/16/20184/28/2015 ADOPTED: 1 of 3 UPDATE 111102 DHE(LOCAL)-X 229 Aransas County ISD 004901

EMPLOYEE STANDARDS OF CONDUCT DHE SEARCHES AND ALCOHOL/DRUG TESTING (LOCAL)

Drug-Related The following constitute drug-related violations under the DOT Violations rules: 1. Refusing to submit to a required test for alcohol or controlled substances. 2. Providing an adulterated, diluted, or substituted specimen on an alcohol or controlled substances test. 3. Testing positive for alcohol, at a concentration of 0.04 or above, in a post-accident test. 4. Testing positive for controlled substances in a post-accident test. 5. Testing positive for alcohol, at a concentration of 0.04 or above, in a random test. 6. Testing positive for controlled substances in a random test. 7. Testing positive for alcohol, at a concentration of 0.04 or above, in a reasonable suspicion test. 8. Testing positive for controlled substances in a reasonable suspicion test. An employee who operates a commercial motor vehicle, including a bus, and commits a drug-related DOT violation as defined above shall not be eligible for reinstatement as a driver. Alcohol Results In accordance with DOT rules, a driver tested under this policy and Between 0.02 and found to have an alcohol concentration of 0.02 or greater, but less 0.04 than 0.04, shall be suspended from driving duties for at least 24 hours. [In the event of a positive test result for alcohol of 0.02 or greater, see the disciplinary consequences at District-Imposed Conse- quencesDISTRICT-IMPOSED CONSEQUENCES, below.] Reasonable Only supervisors specifically trained in accordance with federal Suspicion DOT regulations may, based upon reasonable suspicion, remove a Testing driver from a safety-sensitive position and require testing for alcohol and/or controlled substances. The determination of reasonable suspicion shall be based on specific observations of the appearance, behavior, speech, or body odors of the driver whose motor ability, emotional equilibrium, or mental acuity seems to be impaired. Such observations must take place just preceding, during, or just after the period of the workday that the driver is on duty. The observations may include indication of the chronic and withdrawal effects of controlled substances. Within 24 hours of the ob-

DATE ISSUED: 7/16/20184/28/2015 ADOPTED: 2 of 3 UPDATE 111102 DHE(LOCAL)-X 230 Aransas County ISD 004901

EMPLOYEE STANDARDS OF CONDUCT DHE SEARCHES AND ALCOHOL/DRUG TESTING (LOCAL)

served behavior, the supervisor shall provide a signed, written record documenting the observations leading to a controlled sub- stance reasonable suspicion test. District-Defined An employee violates District policy if he or she tests positive for Violations alcohol at a concentration of 0.02 or greater. District-Imposed In addition to the consequences established by federal law, a Dis- Consequences trict employee confirmed to have violated the District’s policy pertaining to alcohol or controlled substances shall be subject to Dis- trict-imposed discipline, as determined by his or her supervisor and the Superintendent. Such discipline may include any appropriate action from suspension without pay during the period of removal from safety-sensitive functions, up to and including termination of employment. [See DF series] In cases where a driver is also employed in a nondriving capacity by the District, disciplinary action imposed for violation of alcohol and controlled substances policies shall apply to the employee’s functions and duties that involve driving. Additionally, upon recommendation of the employee’s supervisor, disciplinary measures up to and including termination of employment with the District may be considered.

DATE ISSUED: 7/16/20184/28/2015 ADOPTED:ADOPTED: 3 of 3 UPDATE 111102 DHE(LOCAL)-X 231 Aransas County ISD 004901

EMPLOYEE WELFARE DI (LOCAL)

Drug-Free The District shall maintain a drug-free environment and shall estab- Awareness Program lish, as needed, a drug-free awareness program complying with federal requirements. [See DH] The program shall provide applicable information to employees in the following areas: 1. The dangers of drug use and abuse in the workplace. 2. The District’s policy of maintaining a drug-free environment. [See DH(LOCAL)] 3. Drug counseling, rehabilitation, and employee assistance programs that are available in the community, if any. 4. The penalties that may be imposed on employees for violation of drug use and abuse prohibitions. [See DH(LOCAL)] Employee All fees or charges associated with drug/alcohol abuse counseling Responsibility or rehabilitation shall be the responsibility of the employee.

DATE ISSUED: 2/25/2010 ADOPTED: 1 of 1 UPDATE 87 DI(LOCAL)-A 232 Aransas County ISD 004901

ATTENDANCE FEA COMPULSORY ATTENDANCE (LOCAL)

Students in violation of the compulsory attendance law shall be reported to the District attendance officer, who may institute court action as provided by law. Excused Absences In addition to excused absences required by law, the District shall excuse absences for the following purposes. Higher Education The District shall excuse a student for up to two days during the Visits student’s junior year and up to two days during the student’s senior year to visit an accredited institution of higher education. A student shall be required to submit verification of such visits in accordance with administrative regulations. Armed Services The District shall excuse a student 17 years of age or older for up Enlistment to four days during his or her enrollment in higha school year for activities related to pursuing enlistment in a branch of the U.S. Armed Services or Texas National Guard. A student shall be required to submit verification of such activities in accordance with administrative regulations. Early Voting or The District shall excuse a student for up to two days per school Election Clerk year to serve as an early voting or election clerk. A student shall be required to submit verification of service in accordance with administrative regulations. [For extracurricular activity absences, see FM.] Withdrawal for The District may initiate withdrawal of a student under the age of Nonattendance 19 for nonattendance under the following conditions: 1. The student has been absent ten consecutive school days; and 2. Repeated efforts by the attendance officer and/or principal to locate the student have been unsuccessful. [For District-initiated withdrawal of students 19 or older, see FEA(LEGAL).] Students Attending Students who are homeschooled are exempt from the compulsory Homeschools attendance law to the same extent as students enrolled in other private schools. Adequate documentation of homeschooling for withdrawal shall consist of either a statement of withdrawal in accordance with FD(LOCAL) indicating the date homeschooling began, or a signed and dated letter from a parent or guardian indicating that his or her child is being homeschooled and the date the homeschooling began.

DATE ISSUED: 7/16/201811/6/2017 ADOPTED: 1 of 2 UPDATE 111109 FEA(LOCAL)-A 233 Aransas County ISD 004901

ATTENDANCE FEA COMPULSORY ATTENDANCE (LOCAL)

The District may request from a parent or guardian a letter of as- surance that a child is being educated using a curriculum designed to meet basic education goals of reading, spelling, grammar, mathematics, and a study of good citizenship. Enforcing If a parent or guardian refuses to submit a requested statement or Compulsory letter, or if the District has evidence that a school-aged child is not Attendance being homeschooled within legal requirements, the District may investigate further and, if warranted, shall pursue legal action to enforce the compulsory attendance law.

DATE ISSUED: 7/16/201811/6/2017 ADOPTED:ADOPTED: 2 of 2 UPDATE 111109 FEA(LOCAL)-A 234

Vantage Points A Board Member’s Guide to Update 111

Please note: Vantage Points is an executive summary, prepared specifically for board members, of the TASB Localized Update. The topic-by-topic outline and the brief descriptions focus attention on key issues to assist local officials in understanding changes found in the policies. The description of policy changes in Vantage Points is highly summarized and should not substitute for careful attention to the more detailed, district-specific Explanatory Notes and the policies within the localized update packet. We welcome your comments or suggestions for improving Vantage Points. Please write to us at TASB Policy Service, P.O. Box 400, Austin, TX 78767- 0400, e-mail us at [email protected], or call us at 800-580-7529 or 512-467-0222. For more information about Policy Service, visit our website at http://policy.tasb.org.

This information is provided for educational purposes only to facilitate a general understanding of the law or other regulatory matter. This information is neither an exhaustive treatment on the subject nor is this intended to substitute for the advice of an attorney or other professional adviser. Consult with your attorney or professional adviser to apply these principles to specific fact situations.

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Update 111 focuses on updating (LEGAL) policies that were affected by changes in law from the 85th Legislative Session and recent administrative rule changes. Several (LOCAL) policies have been updated to better align with changes in law or administrative rules or for organizational and restruc- turing purposes.

Innovation Policy AF(LEGAL) has been updated to include provisions from revised Ad- Districts ministrative Code rules that address the laws from which an innovation district may not be exempted and clarify a district’s posting and notification responsibilities regarding an innovation plan.

Accountability Additional provisions from the Every Student Succeeds Act (ESSA) have been included in AID(LEGAL) to address the requirements for the district’s plan that must be in place to receive certain Title I funds, the identification of schools needing support and improvement, and the district’s required actions when schools in the district are identified for support and improvement.

District Significant changes have been made at BBD(LEGAL) to reflect revised Ad- Governance ministrative Code rules, including:

Board Training ■ Information addressing the State Board of Education (SBOE) com- mendations for board-superintendent teams that effectively implement the commissioner’s trustee improvement and evaluation tool or any other tool approved by the commissioner;

■ Clarification that team building must be at least three hours in length and that the local orientation can occur one year before or 120 days after the board member’s election or appointment; and

■ Stemming from Senate Bill 1566 (85th Legislative Session), the new requirement that each board member must complete a three-hour continuing education training every two years on evaluating student performance.

The administrative rules also specify that the report on board members’ continuing education must occur at the last regular board meeting before the board election and that this information must be reflected in the board meeting minutes. If a board member is deficient in continuing education credit as of the anniversary of his or her joining the board, in addition to the deficiency being announced during the board meeting, the deficiency must be posted on the district’s website within ten business days of the meeting and must remain posted until the trustee meets the requirements.

See TASB Legal Services’ eSource on TASB.org for detailed information about the new reporting requirements.

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BBD(LOCAL) POLICY CONSIDERATIONS

The changes in the administrative rules have also been addressed at BBD(LOCAL). As a best practice to promote transparency, the recommended text provides that the board president will annually announce the status of a board member’s continuing education credit at the last regular board meeting before the district’s regular uniform election date, even if an election is not scheduled or held. If the district will have a different practice, a policy adjustment will be needed.

Superintendent Revisions have been made to several policies addressing the superintendent’s employment, including BJCE(LEGAL) to remove a reference to an outdated Fifth Circuit court case and BJCG(LEGAL) to align the policy text with statute. The text now included in BJC(LEGAL) is existing statutory text permitting the board to amend the terms of a superintendent contract on the basis of a declared financial exigency.

Similar to the revision at BJCE(LEGAL), references to the outdated court case have been deleted from DCE(LEGAL) and DFBA(LEGAL).

Reports The list of reports at BR(LEGAL) has been updated to include the report on board member continuing education training and to remove the requirement for a district not participating in TRS ActiveCare to file a compliance report with TRS, although the district must still prepare a compliance report.

Finances Policy CBB(LEGAL) has been significantly reworked to provide more thor- ough coverage of the relevant laws on retirement and insurance contributions Federal Funds and the Education Department General Administrative Regulations (EDGAR).

Financial Revisions to CFA(LEGAL), the policy on financial reports and statements, in- Reports corporate new administrative rules that address the district’s annual local debt report.

Investments The definition of “business organization” has been moved in CDA(LEGAL) to clarify that it only applies to the provisions on sellers of investments, which require a district to provide a written copy of its investment policy to any business organization offering to engage in an investment with the district.

Financial Ethics CAA(LOCAL) POLICY CONSIDERATIONS

CAA(LOCAL) addresses fraud and financial impropriety. Local policy language is recommended to clarify that fraud reports may be made to any person with authority to investigate the alleged activity, including to any of the other individuals currently listed in the policy. This aligns the policy text

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with state law, which prohibits a district from requiring an employee to report only to certain persons a crime witnessed at the school.

Safety and Effective November 29, 2017, Administrative Code rules addressing criminal Security history of service contractors were repealed, which prompted revisions throughout CJA(LEGAL). Provisions have been reorganized for consistency Criminal History with the criminal history requirements for certain public contractors, and existing statutory provisions were added to address the district’s authority to obtain Department of Public Safety (DPS) criminal history record information.

CJA(LOCAL) POLICY CONSIDERATIONS

Policy CJA(LOCAL) includes provisions as permitted by state law that authorize the district employee in charge of a facility to determine whether an employee of a contracting or subcontracting entity, who does not have the required criminal history review or who has a disqualifying conviction, will be permitted to enter a district facility in an emergency accompanied by district staff.

Regarding employees, DBAA(LEGAL) has been revised to include amended administrative rules specifying that the State Board for Educator Certification (SBEC) may sanction an educator who hires an applicant even if the educator knew that applicant had been adjudicated for or convicted of having an inappropriate relationship with a minor.

Security Revisions at CKE(LEGAL), addressing security personnel, include a refer- Personnel ence to a court case regarding complaints against district peace officers. Ad- ditional details from administrative rules on the school marshal program were added, which permit the district to pay for required marshal training and address required reports to the Texas Commission on Law Enforcement (TCOLE).

Firearms DH(LOCAL) AND GKA(LOCAL) POLICY CONSIDERATIONS

Most districts' policies at DH(LOCAL) and GKA(LOCAL) provide that the district's prohibition against firearms on district property is not violated when a Texas handgun license holder, whether an employee or a non-employee, stores a handgun or other firearm in a locked vehicle in a district parking area, provided the handgun or other firearm is not loaded and is not in plain view. However, the interplay of state and federal law would permit a district to revise this policy to allow such a person to have a loaded handgun or firearm under these circumstances. If the board would

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like to revise these policies to permit loaded firearms, have your superintendent contact the district’s policy consultant.

District The integrated pest management program (IPM) provisions have been up- Operations dated in CLB(LEGAL) as a result of new administrative rules effective Janu- ary 9, 2018. The revisions include new definitions, more details on the re- Pest quired parental notifications regarding application of pesticides [also added at Management FD(LEGAL)], and new provisions to address emergency exceptions to the notice requirements and potential waivers from inspections.

Facility Significant revisions have been made to CS(LEGAL), the policy on facility Standards standards, to provide more complete coverage of relevant laws, to include a recent attorney general opinion regarding application of the International En- ergy Conservation Code to public school buildings, and to better match statutory wording.

Other District Other legally referenced policies addressing district operations have also Operations been updated, including:

■ The deletion of outdated administrative rules in CQA(LEGAL) that required the district to post locally determined performance ratings and compliance status on the district’s website.

■ Minor revisions to CNB(LEGAL) to better reflect statute regarding district vehicles.

■ The removal of a state law provision in CO(LEGAL), regarding food services, that was no longer aligned with federal law.

Curriculum and EHAD(LEGAL) has been revised to include current administrative require- Instruction ments for a driver education course.

Instruction Provisions addressing dual credit programs have been revised in EHDD(LEGAL) to reflect amended administrative rules, which require dual- credit partnership agreements to address defined sequences of courses where applicable.

Instructional Policy EFB(LEGAL) has been updated to include the revised standards for Materials school library programs adopted by the Texas State Library and Archives Commission. A district must consider the standards in developing, implementing, or expanding its library services.

The changes at CMD(LEGAL) regarding instructional materials have been made to more closely match statutory provisions.

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Campus ELA(LEGAL) is a new legally referenced policy that includes material on part- Charters nership charters. The new administrative rules provide significant guidance for districts that choose to contract with a partner to operate a district campus to receive accountability and financial benefits in accordance with state law. With the addition of this new legally referenced policy, all provisions addressing partnership charters have been removed from EL(LEGAL).

School Calendar Effective with the 2018–19 school year, House Bill 2442 (85th Legislative Session) impacted two legally referenced policies, EB(LEGAL) and EC(LEGAL).

Policy EB(LEGAL) has been revised to clarify that the required 75,600 minutes are for operation, not just instruction. Provisions also permit the commissioner to reduce funding to a district providing fewer than 75,600 minutes of operation. New provisions also allow exemptions from the minimum minutes of operation for certain instructional programs.

Removed from EC(LEGAL) is the provision requiring a school day to be at least seven hours long and a day of instruction to include 420 minutes of instruction, since this requirement has been deleted from statute.

A similar revision has been made at FOCA(LEGAL) to remove the requirement that a school day at a disciplinary alternative education placement (DAEP) program be between seven and ten hours long.

State At EKB(LEGAL), the policy addressing state assessments, the list of conduct Assessments that violates the security and confidentiality of a state assessment has been updated to match the 2018 Test Security Supplement. The list of penalties has also been updated to permit the imposition of additional conditions or restrictions upon an SBEC certificate to aid in the rehabilitation and professional development of the educator who violated test security or confidentiality or to protect students, parents, school officials, or personnel. EKBA(LEGAL) has been revised to remove outdated provisions associated with the repeal of administrative rules and the removal of inapplicable language related to the Texas Assessment of Knowledge and Skills (TAKS).

Special Legally referenced policies addressing special education services have been Education updated to reflect:

■ Current Administrative Code rules on transition planning [see EHBAB(LEGAL) and EHBAD(LEGAL)]; and

■ Appropriate legal citations and additional details in existing law regarding the transfer of rights to adult students [see EHBAE(LEGAL)].

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Special Outdated provisions that capped the percentage of compensatory education Programs funds that could be used for DAEP expenditures and that addressed the development of college preparatory courses for the 2014–15 school year have been removed from EHBC(LEGAL).

EHBD(LEGAL), addressing Title I funds, has been revised to include additional provisions on fiscal requirements, including maintenance of effort, the use of funds to supplement state and local funds, and prohibited uses of funds.

Graduation Provisions regarding notification about automatic admission requirements have been added to EIC(LEGAL) in response to administrative rule changes.

At EIF(LEGAL), in addition to adjusting the school years for applicable provision and including references to relevant Administrative Code provisions, we have added new administrative rules implementing Senate Bill 463 (85th Leg- islative Session). The new rules permit a district to award a diploma to an individual who entered grade 9 before the 2011–12 school year and who has completed the applicable curriculum requirements, but who has not successfully passed the relevant exit-level assessment required for graduation after at least three tries. To graduate, the student must meet the alternative requirements for graduation in the Administrative Code or the local alternative requirements approved by the board. Information to assist districts in developing these requirements for board approval was e-mailed to superintendents, administrative assistants, and policy contacts on April 30, 2018.

Employment Amended administrative rules are reflected at DF(LEGAL), the policy that addresses termination of an employee. The new rules specify that SBEC can sanction an educator who does not discharge an employee if the educator knew that the employee had been adjudicated for or convicted of having an inappropriate relationship with a minor. [See also DBAA for information on sanctions against an educator who does not refuse to hire an applicant with the same criminal history described here.]

Policy DC(LEGAL), addressing employment of retirees, has been revised based on amended administrative rules to describe additional employment relationships with retirees that are considered “employment relationships” for purposes of the limits on employment after retirement. Additional revisions have been made regarding the required monthly certified statement of employment.

A minor change at DBA(LEGAL) is from amended administrative rules and permits an employee to verify rather than sign his or her original service record.

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Insurance CRG(LEGAL), addressing annuities, has been revised to align with amended administrative rules and reorganized for a more appropriate flow. The revisions at CRD(LEGAL) have been made to incorporate other changes to administrative rules and to better match statute.

Compensation DEA(LOCAL) POLICY CONSIDERATIONS*

*The changes to this policy will only be applicable to districts that currently have language in their policy authorizing pay to employees during emergency closings or that have text addressing premium pay for employees required to work during an emergency closure. We have revised this local policy to clarify the district's current policy provision on compensation payments to employees during emergency closings. The revised text creates a default for the board to pay employees for their regular duty schedule during a closing, but provides the board flexibility to decide otherwise through board action. In addition, the text requires the board, following a closure, to adopt a resolution or take other board action to establish the purpose and parameters for such payments. For those districts with policies permitting premium pay during disasters, the text has been aligned with the current Federal Emergency Manage- ment Agency (FEMA) Public Assistance Program and Policy Guide (PAPPG). The PAPPG provides that FEMA determines eligibility for public assistance funding for overtime, premium pay, and compensatory time costs based on the district's written policy in place before the disaster, provided the local policy:  Does not make the wage payments contingent on federal funding;  Is applied uniformly regardless of whether there has been a presidential declaration of a disaster; and  Has nondiscretionary criteria for when the district activates various pay types. Based on that guidance, the policy revisions recommended in this update replace text limiting premium pay to a federally declared disaster and instead authorize premium pay during an emergency closing for a broader set of disasters, to include a disaster declared by a federal, state, or local official or the board. Please note that the availability of funds for reimbursement after a disaster includes a case-by-case determination by FEMA based on all of the eligibility requirements in the PAPPG and law.

Employee Additional provisions from the federal Drug-Free Workplace Act were in- Conduct cluded at DH(LEGAL) to provide a more complete explanation of the requirements.

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DI(LOCAL) POLICY CONSIDERATIONS

With the changes at DH(LEGAL) described above and those made to DH(LOCAL) in Update 109, we recommend the deletion of DI(LOCAL), which addresses the drug-free awareness program.

DHE(LOCAL) POLICY CONSIDERATIONS

The recommended revisions in DHE(LOCAL), which addresses searches and alcohol/drug testing of employees, are to clarify that a district may remove from duty and require testing of an employee if there is reasonable suspicion that the employee is under the influence of alcohol or drugs used in violation of district policy. The new text also addresses consequences for an employee's refusal to comply with testing and for violation of the district's drug and alcohol policy.

Recent changes to SBEC rules prompted revisions to DHB(LEGAL) to clarify reportable employee misconduct and to require the report to address current employment status, including pending actions and whether law enforcement or another agency is involved.

Counseling / Provisions on academic counseling have been moved from EJ(LEGAL) to Academic FFEA(LEGAL), which will now result in all counselor-related duties being Guidance housed in one code. Provisions on transcript and diploma notations that were previously at EJ(LEGAL) have been moved to EI(LEGAL).

Certification Provisions on principal certification have been updated to provide a more complete explanation of the requirements.

Student Issues FEA(LOCAL) POLICY CONSIDERATIONS Attendance A recommended revision to this local policy on compulsory attendance requires the district to excuse a student who is 17 years of age or older for up to four days during the student’s enrollment in high school in order for the student to pursue enlistment in the armed services.

At FEB(LEGAL), the policy on attendance accounting, revisions have been made to better align the text with statute and to add appropriate cross-references.

244

Physical Legally referenced policies on wellness and health services have been re- Examinations / vised as follows: Immunizations ■ Spinal screening provisions have been updated at FFAA(LEGAL); and

■ Provisions at FFAB(LEGAL) regarding immunization records have been revised to more accurately reflect current statute.

Student Conduct To facilitate locating the appropriate policy when circumstances warrant, a note has been added to FFH(LEGAL), the legally referenced policy on sexual harassment, to provide a reference to FB(LEGAL), which addresses discrimination on the basis of disability, sex, and other protected characteristics.

FOF(LEGAL) includes additional information on requirements when expelling a student with a disability.

245

Alicia Luttman, Director of Special Education August is a busy month for special education. All of the educational diagnosticians have returned. We have already started testing students for special education. We are also scheduling ARD (Admission, Review and Dismissal) committee meetings to discuss testing that was completed at the end of the school year or over the summer. We are working to make our paperwork more user friendly for teachers. CPI (Crisis Prevention and Intervention) classes are also scheduled to aid our teachers and paraprofessionals in dealing with hard to handle students. Jessica Robbins, Director of Secondary Curriculum & Special Programs: This month was full of preparations for our new and returning teachers. New Teacher Orientation was a great success. We delivered necessary professional development and information sessions to ensure that teachers new to the district have some foundation for the important work they will start this week with their campuses. I spent some time collaborating with Library Media Specialists to align their supports to the goals campuses have for curriculum and instruction in the upcoming year. We also presented our 9th annual Media Fair and have already received positive feedback. ACISD staff presented engaging and helpful sessions to their colleagues, and this speaks to the strong in-house capacity we have within the system. Denise Poland and I finalized and presented a day to teachers to prepare their curriculum maps for the year. It’s one of the busiest times of year in the office, and we are proud of the work that campuses are doing as they welcome students back on August 22nd. Denise Poland, Director of Elementary Curriculum & Special Programs: This month has been busy planning and preparing to support our teachers to ensure student success. We continue to work towards providing a quality GT program to meet the unique talents of our gifted learners. To help accomplish this task, twenty-two of our teachers completed their 30-hour GT training at the beginning of the month and are excited to work with our students. With the help of our assistant principal team and various departments, we also provided three days of learning to our new ACISD teachers. Our new teachers were immersed in learning about our community, school and programs. I’ve also had an opportunity to spend some time collaborating with a team of Live Oak teachers to create two engaging learning environments for our K-2 science labs with the generous support of our Education Foundation. The labs will provide hands-on learning experiences for our youngest learners. Our 2018-2019 school year is off to a great start!

Molly Adams, Director of Federal Programs: The counseling department is busy with new to district registration. We are also only a few days away from rolling out the telemedicine clinic provided by UTMB and the Meadows Foundation. Students will be able to begin sessions with a child psychiatrist or two clinical social workers as soon as Aug. 22nd. We have figured out a way to make it easier for the teachers to view a student’s 504 accommodations and are putting the final touches on this. I am still waiting on TEA to process the 18-19 ESSA grant application but am beginning the 17-18 ESSA compliance report and the Title V compliance report.

246 Setup Notes

For the Month Ended July 31, 2018 This line changes monthly Beginning Fund Balance, 09/01/17 This line changes at the beginning of the year, in the first month of September Ending Fund Balance, 07/31/18 This line changes monthly ------Beginning of Period 07/01/18------This line changes monthly (Investment Report) ------End of Period 07/31/18------This line changes monthly (Investment Report) Year-To-Date as of July, 2018 This line changes monthly (Investment Report)

247 Aransas County Independent School District Board Reports, Business Affairs Section For the Month Ended July 31, 2018

Table of Contents

Page

Combined Interim Balance Sheet, All Governmental Funds…………………………… 1

Interim Statement of Revenue/Resources and Expenditures/Uses and Fund Balance: General Fund ……..…………….……………………………………………………………. 2 Revenue Detail…………………………………………………………………………….. 3 Special Revenue Fund……………………………………………………………………….. 4 Debt Service Fund…………………………………………………….……………………… 5

Statement of Cash Flows……………………………………………………………………….. 6

Investment Report………………………………………………………………………………. 7

Tax Report………………………………………………………………………………………… 8

Child Nutrition Report……………………………………………………………………………9

Transportation Report………………………………………….………………………………..10-11

Utility Report………………….………………………………………………………….. 12

Staffing Report………………………………………………………………………………….. 13

248 Aransas County Independent School District Combined Interim Balance Sheet - Governmental Budgeted Fund Types For the Month Ended July 31, 2018

Child Debt General Nutrition Service Memo Code Description Fund Fund Fund Total Current Assets ASSETS Cash & Temporary Investments: 1100-19 Cash $ 895,330 258,107 14,428 - 1,167,865 1120 Current Investment 14,367,943 - 6,302,272 - 20,670,215 1100 Total Cash/Current Investments 15,263,273 258,107 6,316,700 - 21,838,080 Receivables: 1210 Property Taxes-Current - - - - - 1220 Property Taxes-Delinquent 2,360,685 - 185,107 - 2,545,792 1230 Allowance for Uncollectible Taxes (1,331,545) - (70,068) - (1,401,613) 1240 Due from Other Governments 64,452 - - - 64,452 1250 Accrued Interest - - - - - 1260 Due from Other Funds 1,267 - - - 1,267 1290 Sundry Receivables - 40 - - 40 1200 Total Receivables 1,094,859 40 115,039 - 1,209,938 Inventories and Other Assets: 1300 Inventories, at Cost 254,106 - - - 254,106 1400 Other Current Assets (192,744) (17,235) - - (209,979) 13X-16xx Other Current Assets 61,362 (17,235) - - 44,127 1000 Total Current Assets 16,419,494 240,912 6,431,739 - 23,092,145 Resources: 5010 Estimated Revenue 35,090,296 2,176,614 2,990,548 - 40,257,458 5020 Estimated Other Resources - - - - - 5030 Less: Realized Revenues 35,187,905 1,544,612 3,290,743 - 40,023,260 7060 Realized Other Resources 41,206 - 2,509 - 43,715 5000 Unrealized Revenue (138,815) 632,002 (302,704) - 190,483 Total Assets and Resources $ 16,280,679 872,914 6,129,035 - 23,282,628 LIABILITIES AND FUND EQUITY Current Liabilities: 2110 Accounts Payable $ - - - - - 2120 Other Current Liabilities 8,521 - - - 8,521 2140 Interest Payable - - - - - 2150 Payroll Deductions and Withholdings 159,390 - - - 159,390 2160 Accrued Wages Payable 995,196 - - - 995,196 2170 Due to Other Funds 1,000,073 99 - - 1,000,172 2180 Due to Other Governments - - - - - 2190 Due to Other - - - - - 2100 Total Current Liabilities 2,163,180 99 - - 2,163,279

2210 Accrued Expenses - - - - - 2300 Deferred Revenues - (Note 2) 27,530 - - - 27,530 2400 Bond Issue Cost Payable - - - - - 2500 Bonded Debt Payable - - - - - 2600 Deferred Inflow of Resources 1,029,140 - 115,039 2900 Due to Other - - - - - 2000 Total Liabilities 3,219,850 99 115,039 - 3,334,988 Uses: 6010 Appropriations 36,491,415 2,218,378 2,990,548 - 41,700,341 6020 Appropriations, Other Uses - - - - - 6050 Less: Expenditures 31,282,473 1,740,994 2,002,902 - 35,026,369 8060 Other Uses 106,060 - - - 106,060 6030 Encumbrances 331,921 56,563 - - 388,484 6000 Unencumbered Balance 4,770,961 420,821 987,646 - 6,179,428 4000 Reserve for Encumbrances: 331,921 56,563 - - 388,484 Fund Balance: 3410 Reserved for Non-Spendable 61,362 (17,235) - - 44,127 3590 Restricted Fund Balance (Note 3) 3,245,000 - - - 3,245,000 3600 Unassigned (Note 1) 4,638,141 412,665 5,026,350 - 10,077,156 3000 Total Fund Balance 7,944,503 395,431 5,026,350 - 13,366,284 Total Liabilities and Fund Balance $ 16,280,679 872,914 6,129,035 - 23,282,628

Note 1: Unaudited Year 2017-2018 Note 2: $0 is deferred revenue from the state Note 3: ACISD Board of Trustees approved a designated fund balance on 8/17/2017 for the tentative purposes of constructing, improving or renovating school facilities, including the purchase of school buses and equipment not funded by bonded debt and also to self-insure for higher insurance deductibles and to cover contingencies for potential increases in insurance premiums above the amounts proposed in the budget for FY 2017-18.

Page 1

249 Aransas County Independent School District Interim Statement of Revenues and Expenditures, Resources and Uses, and Fund Balance General Fund For the Month Ended July 31, 2018

------FY17-18------Official Y-T-D Amended Y-T-D Actual to Percent of FY16-17 FY15-16 FY14-15 Code Description Budget Budget Budget Audited Audited Audited Revenues: 5700 Local $ 31,637,284 32,821,968 -1,184,684 103.74% 29,848,973 29,742,832 28,184,217 5800 State 3,083,012 2,076,164 1,006,848 67.34% 4,917,104 4,715,713 5,228,919 5900 Federal 370,000 289,774 80,226 78.32% 454,623 412,591 443,374 5030 Total Revenue 35,090,296 35,187,906 -97,610 100.28% 35,220,700 34,871,136 33,856,510

Expenditures: 11 Instruction 16,355,510 14,432,362 1,923,148 88.24% 16,253,811 15,999,678 15,566,284 12 Instructional Resources and Media Services 252,738 208,544 44,194 82.51% 248,565 272,128 260,624 13 Curriculum and Instructional Staff Development 550,228 441,681 108,547 80.27% 484,880 524,789 426,980 21 Instructional Leadership 234,420 174,731 59,689 74.54% 205,279 202,638 221,398 23 School Leadership 1,632,765 1,558,212 74,553 95.43% 1,642,498 1,495,342 1,503,071 31 Guidance, Counseling and Evaluation Services 1,271,416 1,084,300 187,116 85.28% 1,198,950 1,090,277 1,029,126 33 Health Services 244,856 223,631 21,225 91.33% 230,311 225,817 231,501 34 Student Transportation 1,269,968 1,039,910 230,058 81.88% 1,740,765 1,561,940 1,421,917 35 Food Services 0 0 0 0.00% 0 0 0 36 Co-Curricular/Extracurricular Activities 1,255,114 1,107,676 147,438 88.25% 1,165,009 1,108,604 1,184,443 41 General Administration 1,641,837 1,465,869 175,968 89.28% 1,574,821 1,588,291 1,603,871 51 Plant Maintenance & Operations 5,337,990 4,479,102 858,888 83.91% 5,494,892 5,314,000 4,951,470 52 Security and Monitoring Services 251,686 242,241 9,445 96.25% 242,714 316,992 250,799 53 Data Processing Services 497,574 434,156 63,418 87.25% 504,915 463,232 464,911 61 Community Services 75,940 63,633 12,307 83.79% 61,228 62,531 61,769 71 Debt Service 243,858 195,153 48,705 80.03% 243,669 243,310 243,798 81 Facilities Acquisition & Construction 0 0 0 0.00% 0 418,593 524,066 91 Contracted Instr'l Svs Btw Public Schools 5,300,000 4,055,756 1,244,244 76.52% 4,629,643 4,014,003 4,458,120 92 Incremental Costs Associated with WADA Purchase 0 0 0 0.00% 0 0 0 93 Payments to Fiscal Agent/Member Districts 0 0 0 0.00% 0 0 0 99 Other Intergovernmental Charges 75,515 75,515 0 100.00% 74,908 69,505 68,961 6050 Total Expenditures 36,491,415 31,282,472 5,208,943 85.73% 35,996,858 34,971,670 34,473,109

Other Resources and (Uses): 7900 Other Resources 0 41,206 -41,206 0.00% 0 0 55,899 8060 Other Uses 0 106,060 -106,060 0.00% 0 0 0 7X & 8X Total Other Resources and (Uses) 0 -64,854 64,854 0.00% 0 0 55,899

1200 Excess of Revenues & Other Resources Over (Under) Expenditures & Other Uses -1,401,119 3,840,580 -5,241,699 -274.11% (776,158) (100,534) (560,700)

Fund Balance and Reserves: 3000 Beginning Fund Balance, 09/01/17 3410 Reserve for Non-Spendable (Note 1) 242,170 242,170 0 100.00% 242,170 227,177 273,962 3590 Committed Fund Balance (Note 2) 3,245,000 3,245,000 0 100.00% 3,500,000 3,000,000 3,000,000 0100 Unaasigned Fund Balance (Note 1) 5,858,452 5,858,452 0 100.00% 6,379,610 6,995,137 7,509,052 Total Reserve and Fund Balance/Equity 9,345,622 9,345,622 0 100.00% 10,121,780 10,222,314 10,783,014 3000 Prior Period Adujstments 0 0 0 0 0 0 0 3000 Ending Fund Balance, 07/31/18 $ 7,944,503 13,186,202 -5,241,699 165.98% 9,345,622 10,121,780 10,222,314

Note 1: 2017-2018 Unaudited Note 2: ACISD Board of Trustees approved a designated fund balance on 8/17/17 for the tentative purposes of constructing, improving or renovating school facilities, including the purchase of school buses and equipment not funded by bonded debt and also to self-insure for higher insurance deductibles and to cover contingencies for potential increases in insurance premiums above the amounts proposed in the in the current year budget.

Page 2

250 Aransas County Independent School District Comparison of General Fund Revenue For the Month Ended July 31, 2018

FY17-18 FY17-18 Percentage Remaining Revenue Revenue of Revenue FY16-17 FY15-16 FY14-15 Ref. Amended Realized Revenue To Be Revenue Revenue Revenue Account Description Code Budget Realized Realized Audited Audited Audited Local Revenue: Taxes, Current Year Levy 5711.00 $ 29,838,052 30,037,559 100.67% -199,507 28,659,225 28,288,037 27,027,129 Taxes, Prior Year 5712.00 600,000 443,693 73.95% 156,307 422,245 638,898 504,346 Taxes, Other (e.g., P & I) 5719.00 430,000 387,656 90.15% 42,344 435,797 541,914 401,404 Services Rendered to Othr Sch Dist 5729.00 431,732 431,732 100.00% 0 0 0 0 Tuition & Fees 5739.00 0 0 0.00% 0 0 0 0 Earn from Temp Deposits & Investments 5742.00 130,000 217,288 167.14% -87,288 138,948 80,464 43,373 Rent 5743.00 7,500 450 6.00% 7,050 13,262 13,758 9,468 Gifts & Bequests (Undesignated) 5744.00 0 0 0.00% 0 0 33,397 0 Insurance Proceeds 5745.00 0 1,187,229 0.00% -1,187,229 0 5,954 0 Other Revenue Fm Local Sources 5749.00 105,000 72,328 68.88% 32,672 95,855 71,807 111,727 Athletic Activities 5752.00 85,000 43,928 51.68% 41,072 82,985 67,184 82,921 Misc. Revs Fm Intermed. Sources 5769.00 10,000 105 1.05% 9,895 656 1,419 3,849 Total Local Revenue 31,637,284 32,821,968 103.74% -1,184,684 29,848,973 29,742,832 28,184,217

State Revenue: Per Capita Apportionment 5811.00 629,800 557,839 88.57% 71,961 1,233,658 552,548 790,348 FSP Act Entitlements 5812.00 1,318,212 1,517,530 115.12% -199,318 2,320,229 2,837,384 3,171,632 Other FSP Act Revenues 5819.00 0 0 0.00% 0 0 0 0 State Program Distribution Distr by TEA 5829.00 0 795 0.00% -795 6,614 6,494 5,503 TRS/TRS Care - On-Behalf Pmt 5831.00 1,135,000 0 0.00% 1,135,000 1,356,603 1,319,287 1,261,436 State of TX Gov't Agencies 5839.00 0 0 0.00% 0 0 0 0 Total State Revenue 3,083,012 2,076,164 67.34% 1,006,848 4,917,104 4,715,713 5,228,919

Federal Revenue: Distribution by the TEA 5929.xx 20,000 0 0.00% 20,000 30,000 28,900 15,448 Sch Hlth and Rel Svs - SHARS) 5931.00 200,000 159,752 79.88% 40,248 254,426 226,456 277,063 Medicaid Adm Claiming Pgm - MAC 5932.00 0 0 0.00% 0 0 0 0 Distribution by the Federal Govt 5949.00 150,000 130,022 86.68% 19,978 170,197 157,235 150,863 Total Federal Revenue 370,000 289,774 78.32% 80,226 454,623 412,591 443,374

Total Revenue 35,090,296 35,187,906 100.28% -97,610 35,220,700 34,871,136 33,856,510

Other Resource : Sale of Real and Personal Property 7912.00 0 41,206 0.00% -41,206 0 0 55,899 Loan Proceeds (Non current) 7913.00 0 0 0.00% 0 0 0 0 Operating Transfers In 7915.00 0 0 0.00% 0 0 0 0 Special Items 7918.00 0 0 0.00% 0 0 0 0 Extraordinary Items 7919.00 0 0 0.00% 0 0 0 0 Insurance Recover 7956.00 0 0 0.00% 0 0 0 0 Total Other Resources 0 41,206 0.00% -41,206 0 0 55,899

Total Revenue & Other Resources $ 35,090,296 35,229,112 100.40% -138,816 35,220,700 34,871,136 33,912,409

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251 Aransas County Independent School District Interim Statement of Revenues and Expenditures, Resources and Uses, and Fund Balance Special Revenue Fund For the Month Ended July 31, 2018

------FY17-18------Official Y-T-D Amended Y-T-D Actual to Percent of FY16-17 FY15-16 FY14-15 Code Description Budget Budget Budget Audit Audit Audited Revenues: 5700 Local $ 1,043,518 2,120,228 -1,076,710 203.18% 965,566 1,119,778 1,148,067 5800 State 870,763 871,760 -997 100.11% 184,929 100,956 166,079 5900 Federal 3,818,852 3,038,513 780,339 79.57% 3,388,845 3,633,551 3,425,028 5030 Total Revenue 5,733,133 6,030,501 -297,368 105.19% 4,539,340 4,854,285 4,739,174

Expenditures: 11 Instruction 2,178,745 2,856,237 -677,492 131.10% 2,047,594 2,233,794 2,211,500 12 Instructional Resources and Media Services 41,100 29,071 12,029 70.73% 71,185 68,937 59,515 13 Curriculum and Instructional Staff Development 388,189 162,937 225,252 41.97% 226,102 196,189 232,711 21 Instructional Leadership 0 0 0 0.00% 0 4,116 0 23 School Leadership 23,244 20,296 2,948 87.32% 15,544 18,614 21,411 31 Guidance, Counseling and Evaluation Services 2,578 2,059 519 79.87% 0 6,036 6,969 33 Health Services 392 0 392 0.00% 0 0 807 34 Student Transportation 428 0 428 0.00% 100,000 16,000 0 35 Food Services 2,166,878 1,740,740 426,138 80.33% 2,008,399 2,087,938 1,954,071 36 Co-Curricular/Extracurricular Activities 46,707 49,527 -2,820 106.04% 117,399 126,616 127,109 41 General Administration 12,087 5,440 6,647 45.01% 698 3,345 2,354 51 Plant Maintenance & Operations 932,988 5,568 927,420 0.60% 15,711 55,319 17,367 52 Security and Monitoring Services 915 0 915 0.00% 0 0 0 53 Data Processing Services 0 0 0 0.00% 0 0 0 61 Community Services 85,315 80,754 4,561 94.65% 79,278 96,907 98,701 71 Debt Service 0 0 0 0.00% 0 0 0 81 Facilities Acquisition & Construction 0 0 0 0.00% 0 0 0 91 Contracted Instr'l Svs Btw Public Schools 0 0 0 0.00% 0 0 0 92 Incremental Costs Associated with WADA Purchase 0 0 0 0.00% 0 0 0 93 Payments to Fiscal Agent/Member Districts 0 0 0 0.00% 0 0 0 95 Payments to Juvenile Justice AEP Programs 0 0 0 0.00% 0 0 0 6050 Total Expenditures 5,879,566 4,952,629 926,937 84.23% 4,681,910 4,913,811 4,732,515

Other Resources and (Uses): 7060 Other Resources 0 0 0 0.00% 0 0 0 8060 Other Uses 0 0 0 0.00% 0 0 0 7X & 8X Total Other Resources and (Uses) 0 0 0 0.00% 0 0 0

1200 Excess of Revenues & Other Resources Over (Under) Expenditures & Other Uses -146,433 1,077,872 -1,224,305 -736.09% -142,570 -59,526 6,659

Fund Balance and Reserves: Beginning Fund Balance, 09/01/17 3410 Reserve for Non-spendable 0 0 0 0.00% 0 0 0 0100 Restricted Fund Balance 613,379 613,379 0 100.00% 755,949 815,475 807,816 Total Reserve and Fund Balance/Equity 613,379 613,379 0 100.00% 755,949 815,475 807,816 3000 Prior Period Adujstments 0 0 0 0 0 0 1,000 3000 Ending Fund Balance, 07/31/18 $ 466,946 1,691,251 -1,224,305 362.19% 613,379 755,949 815,475

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252 Aransas County Independent School District Interim Statement of Revenues and Expenditures, Resources and Uses, and Fund Balance Debt Service Fund For the Month Ended July 31, 2018

------FY17-18------Official Y-T-D Amended Y-T-D Actual to Percent of FY16-17 FY15-16 FY14-15 Code Description Budget Budget Budget Audited Audited Audited Revenues: 5700 Local $ 2,678,460 3,111,744 -433,284 116.18% 3,087,518 2,683,028 3,106,937 5800 State 48,878 47,113 1,765 96.39% 48,934 52,144 0 5900 Federal 263,210 131,887 131,323 50.11% 262,926 263,208 261,796 5030 Total Revenue 2,990,548 3,290,744 -300,196 110.04% 3,399,378 2,998,380 3,368,733

Expenditures: 11 Instruction 0 0 0 0.00% 0 0 0 12 Instructional Resources and Media Services 0 0 0 0.00% 0 0 0 13 Curriculum and Instructional Staff Development 0 0 0 0.00% 0 0 0 21 Instructional Leadership 0 0 0 0.00% 0 0 0 23 School Leadership 0 0 0 0.00% 0 0 0 31 Guidance, Counseling and Evaluation Services 0 0 0 0.00% 0 0 0 33 Health Services 0 0 0 0.00% 0 0 0 34 Student Transportation 0 0 0 0.00% 0 0 0 35 Food Services 0 0 0 0.00% 0 0 0 36 Co-Curricular/Extracurricular Activities 0 0 0 0.00% 0 0 0 41 General Administration 0 0 0 0.00% 0 0 0 51 Plant Maintenance & Operations 0 0 0 0.00% 0 0 0 52 Security and Monitoring Services 0 0 0 0.00% 0 0 0 53 Data Processing Services 0 0 0 0.00% 0 0 0 61 Community Services 0 0 0 0.00% 0 0 0 71 Debt Service 2,990,548 2,002,902 987,646 66.97% 2,494,571 2,491,534 2,513,033 81 Facilities Acquisition & Construction 0 0 0 0.00% 0 0 0 91 Contracted Instr'l Svs Btw Public Schools 0 0 0 0.00% 0 0 0 92 Incremental Costs Associated with WADA Purchase 0 0 0 0.00% 0 0 0 93 Payments to Fiscal Agent/Member Districts 0 0 0 0.00% 0 0 0 95 Payments to Juvenile Justice AEP Programs 0 0 0 0.00% 0 0 0 6050 Total Expenditures 2,990,548 2,002,902 987,646 66.97% 2,494,571 2,491,534 2,513,033

Other Resources and (Uses): 7060 Other Resources 0 2,509 -2,509 0.00% 0 0 0 8060 Other Uses 0 0 0 0.00% 0 0 0 7X & 8X Total Other Resources and (Uses) 0 2,509 -2,509 0.00% 0 0 0

1200 Excess of Revenues & Other Resources Over (Under) Expenditures & Other Uses 0 1,290,351 -1,290,351 0.00% 904,807 506,846 855,700

Fund Balance and Reserves: Beginning Fund Balance, 09/01/17 3410 Reserve for Non-Spendable 0 0 0 0.00% 0 0 0 0100 Restricted Fund Balance (Note 1) 5,026,350 5,026,350 0 100.00% 4,121,543 3,614,697 2,758,997 Total Reserve and Fund Balance/Equity 5,026,350 5,026,350 0 100.00% 4,121,543 3,614,697 2,758,997 3000 Prior Period Adujstments 0 0 0 0 0 0 0 3000 Ending Fund Balance, 07/31/18 $ 5,026,350 6,316,701 -1,290,351 125.67% 5,026,350 4,121,543 3,614,697

Note 1 - $2,138,878 of restricted fund balance is payment for QSCB bond due August 2026

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253 Aransas County Independent School District Statement of Cash Flows For the Month Ended July 31, 2018

Child Debt Capital General Nutrition Service Projects Proprietary Memo Fund Fund Fund Fund Fund Total

1. Cash Flows From Operating Activities: Receipts from taxes $ 440,409 0 42,659 0 0 483,068 Receipts from tuition 0 0 0 0 0 0 Receipts from extra-curricular 0 0 0 0 0 0 Receipts from the State 69,340 0 0 0 0 69,340 Receipts from Federal 100,363 10,053 0 0 0 110,416 Other receipts 40,232 165 11,830 0 0 52,227 Payments for payroll -1,709,518 -66,557 0 0 0 -1,776,075 Payments for trade payables -409,748 -2,503 0 0 0 -412,251 Other payments -674,995 0 0 0 0 -674,995 Net Cash Inflows (Outflows) From Operating Activities -2,143,917 -58,842 54,489 0 0 -2,148,270

2. Cash Flows From Capital and Related Financing Activities Proceeds from capital debt 0 0 0 0 0 0 Capital contributions 0 0 0 0 0 0 Proceeds from sale of capital assets 0 0 0 0 0 0 Other resources 0 0 0 0 0 0 Purchase of capital assets 0 0 0 0 0 0 Principal and interest paid on capital debt 0 0 0 0 0 0 Debt issuance payment 0 0 0 0 0 0 Other payments 0 0 0 0 0 0 Net Cash Provided (Used) by Capital and Related Financing Activities 0 0 0 0 0 0

4. Net Increase (Decrease) in Cash and Cash Equivalents -2,143,917 -58,842 54,489 0 0 -2,148,270

5. Beginning Cash Balance 07/01/18 17,407,190 316,949 6,262,211 0 0 23,986,350

6. Ending Cash Balance 07/31/18 $ 15,263,273 258,107 6,316,700 0 0 21,838,080

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254 Aransas County Independent School District For the Month Ended July 31, 2018 All Funds Combined

------Current Period ------Cusip Buy ------BeginningMaturity of Period 07/01/18------Interest------End of Period 07/31/18------Buy ID-Fund Description Number Date Date Face Amount Book Value Market Value Matured/Sold Purchased Earned Face Amount Book Value Market Value Yield* WAM

MONEY MARKET FUNDS AND INVESTMENT POOLS xxxxx-Debt TexPool N/A 7/1/18 07/31/18 $87,692.66 $87,692.66 $87,692.66 $0.00 $0.00 $140.74 $87,833.40 $87,833.40 $87,833.40 1.8896 1 xxxxx-General TexStar N/A 7/1/18 07/31/18 $626,580.68 $626,580.68 $626,580.68 $0.00 $0.00 $1,009.19 $627,589.87 $627,589.87 $627,589.87 1.8965 1 xxxxx-General Texas Term N/A 7/1/18 07/31/18 $6,366,369.38 $6,366,369.38 $6,366,369.38 $3,000,000.00 $2,017,252.60 $10,695.08 $5,394,317.06 $5,394,317.06 $5,394,317.06 1.9600 1 xxxxx-General MBIA N/A 7/1/18 07/31/18 $2,321,325.39 $2,321,325.39 $2,321,325.39 $674,995.00 $1,500,000.00 $3,705.53 $3,150,035.92 $3,150,035.92 $3,150,035.92 2.2300 1 xxxxx-Debt MBIA N/A 7/1/18 07/31/18 $3,113,005.23 $3,113,005.23 $3,113,005.23 $0.00 $38,650.00 $5,903.13 $3,157,558.36 $3,157,558.36 $3,157,558.36 2.2300 1 xxxxx-Debt-Principal MBIA-Bond Series 2011A N/A 7/1/18 07/31/18 $3,051,097.54 $3,051,097.54 $3,051,097.54 $0.00 $0.00 $5,783.40 $3,056,880.94 $3,056,880.94 $3,056,880.94 2.2300 1 Subtotal $15,566,070.88 $15,566,070.88 $15,566,070.88 $3,674,995.00 $3,555,902.60 $27,237.07 $15,474,215.55 $15,474,215.55 $15,474,215.55 2.0727 1

Commercial Paper xxxxx-General TX Term - CP Pool 1217-00 12/18/2017 3/19/2018 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 0.0000 0 xxxxx-General TX Term - CP Pool 1217-00 1/10/2018 4/9/2018 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 0.0000 0 xxxxx-General TX Term - CP Pool 1217-00 1/9/2018 6/7/2018 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 0.0000 0 xxxxx-General TX Term - CP Pool 1217-00 1/9/2018 7/10/2018 $2,000,000.00 $2,016,399.35 $2,016,399.35 $2,000,000.00 $0.00 $853.24 $0.00 $0.00 $0.00 0.0000 0 xxxxx-General TX Term - CP Pool 1217-00 1/9/2018 8/6/2018 $2,000,000.00 $2,016,588.97 $2,016,588.97 $0.00 $0.00 $2,972.59 $2,000,000.00 $2,019,561.56 $2,019,561.56 1.7500 6 xxxxx-General TX Term - CP Pool 1217-00 1/26/2018 5/31/2018 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 0.0000 0 xxxxx-General TX Term - CP Pool 1217-00 2/6/2018 5/31/2018 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 0.0000 0 xxxxx-General TX Term - CP Pool 1217-00 2/16/2018 8/15/2018 $1,000,000.00 $1,007,693.25 $1,007,693.25 $0.00 $0.00 $1,766.60 $1,000,000.00 $1,009,459.85 $1,009,459.85 2.0800 15 xxxxx-General TX Term - CP Pool 1217-00 3/20/2018 6/21/2018 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 0.0000 0

Subtotal $5,000,000.00 $5,040,681.57 $5,040,681.57 $2,000,000.00 $0.00 $5,592.43 $3,000,000.00 $3,029,021.41 $3,029,021.41 1.9150 9

AGENCY SECURITIES Agency Notes xxxxx-General Federal Farm Credit 3133EJPY9 5/21/2018 5/21/2019 $500,000.00 $501,291.75 $501,291.75 $0.00 $0.00 $976.69 $500,000.00 $502,268.44 $502,268.44 2.3000 294

Subtotals: $500,000.00 $501,291.75 $501,291.75 $0.00 $0.00 $976.69 $500,000.00 $502,268.44 $502,268.44 2.3000 294 255 CERTIFICATES OF DEPOSIT xxxxx-General 1st Community B 8000503 10/18/2016 10/18/2018 $200,000.00 $203,402.08 $203,402.08 $0.00 $0.00 169.88 $200,000.00 $203,571.96 $203,571.96 1.0000 79 xxxxx-General Prosperity 89000652 10/16/2016 10/16/2017 $0.00 $0.00 $0.00 $0.00 $0.00 0.00 $0.00 $0.00 $0.00 0.0000 0 xxxxx-General Value Bank 91041425 10/20/2016 10/20/2017 $0.00 $0.00 $0.00 $0.00 $0.00 0.00 $0.00 $0.00 $0.00 0.0000 0 xxxxx-General Suntide FCU 5125 10/28/2016 10/28/2017 $0.00 $0.00 $0.00 $0.00 $0.00 0.00 $0.00 $0.00 $0.00 0.0000 0 xxxxx-General Charter Bank 21792 4/9/2017 4/9/2018 $0.00 $0.00 $0.00 $0.00 $0.00 0.00 $0.00 $0.00 $0.00 0.0000 0 xxxxx-General Navy Army FCU 1765309 4/29/2017 4/29/2018 $0.00 $0.00 $0.00 $0.00 $0.00 0.00 $0.00 $0.00 $0.00 0.0000 0 xxxxx-General Multi Bank Security 02587DR26 5/10/2017 11/13/2018 $248,000.00 $252,249.64 $252,249.64 $0.00 $0.00 315.92 $248,000.00 $252,565.56 $252,565.56 1.5000 105 xxxxx-General Multi Bank Security 12481G-AE-7 10/20/2017 10/19/2018 $250,000.00 $252,611.12 $252,611.12 $0.00 $0.00 318.68 $250,000.00 $252,929.80 $252,929.80 1.5000 80 xxxxx-General PenFed/Suntide 7522083-56-2 10/27/2017 10/27/2018 $250,000.00 $252,724.41 $252,724.41 $0.00 $0.00 341.93 $250,000.00 $253,066.34 $253,066.34 1.6100 88 xxxxx-General Multi Bank Security 25460F-BE-5 11/2/2017 11/2/2018 $249,000.00 $251,631.72 $251,631.72 $0.00 $0.00 338.52 $249,000.00 $251,970.24 $251,970.24 1.6000 94 xxxxx-General Multi Bank Security 949763-NR-3 2/28/2018 3/28/2019 $249,000.00 $250,678.20 $250,678.20 $0.00 $0.00 422.96 $249,000.00 $251,101.16 $251,101.16 2.0000 240 xxxxx-General Navy Army FCU 1765309-02 4/30/2018 5/30/2019 $250,000.00 $250,840.82 $250,840.82 $0.00 $0.00 420.41 $250,000.00 $251,261.23 $251,261.23 1.9800 303

Subtotals: $1,696,000.00 $1,714,137.99 $1,714,137.99 $0.00 $0.00 $2,328.30 $1,696,000.00 $1,716,466.29 $1,716,466.29 1.5986 143

SUMMARY: Face Amount Ledger Balance Market Value Matured/Sold Purchased Interest Face Amount Ledger Balance Market Value Buy Yield WAM Money Market Funds and Pools 15,566,070.88 15,566,070.88 15,566,070.88 3,674,995.00 3,555,902.60 27,237.07 15,474,215.55 15,474,215.55 15,474,215.55 2.0727 1 Commercial Paper 5,000,000.00 5,040,681.57 5,040,681.57 2,000,000.00 0.00 5,592.43 3,000,000.00 3,029,021.41 3,029,021.41 1.9150 9 Agency Securities 500,000.00 501,291.75 501,291.75 0.00 0.00 976.69 500,000.00 502,268.44 502,268.44 2.3000 294 Certificates of Deposit 1,696,000.00 1,714,137.99 1,714,137.99 0.00 0.00 2,328.30 1,696,000.00 1,716,466.29 1,716,466.29 1.5986 143 Total Portfolio $22,762,070.88 $22,822,182.19 $22,822,182.19 $5,674,995.00 $3,555,902.60 $36,134.49 $20,670,215.55 $20,721,971.69 $20,721,971.69 1.9716 21

* Note: The TexPool, TexStar, TX Term and MBIA yields are based on the following "simple basis" calculation -- daily interest posted to pool divided by daily invested balance multiplied by 365 days. TexPool, TX Term and TexStar are compounded monthly, while MBIA compounds interest daily.

The approved Investment Officers of Aransas County ISD acknowledge that this report on investment activities for the period stated above is substantially in compliance with the district's investment policy, the Public Funds Investment Act, and Generally Accepted Accounting Principles (GAAP).

Kathy Henderson Joseph Patek Prepared By ______Kathy Henderson Joseph Patek Page 7 Aransas County Independent School District Tax Report For the Month Ended July 31, 2018

------FY17-18------General Debt Service Memo FY17-18 FY16-17 FY15-16 FY14-15 Description Fund (M&O) Fund Total YTD Audited Audited Audited Current Month

5711-Taxes, Current Year Levy $370,624 $36,338 $406,962 $32,982,659 $31,620,281 $30,849,973 $30,042,638 5712-Taxes, Prior Years $32,159 $2,967 $35,126 $486,447 $461,790 $699,023 $553,194 5719-Penalties/Interest/Other $37,370 $3,354 $40,724 $420,384 $472,864 $583,084 $438,517 5749-Miscellaneous Revenue $256 $0 $256 $2,680 $3,845 $3,212 $3,010 Total Revenue Realized for Month $440,409 $42,659 $483,068 $33,892,170 $32,558,779 $32,135,292 $31,037,359

July 2018 July 2017 Difference March Difference Percent Collected of 2017 Current Levy per Aransas County Tax Assessor 97.67% 97.59% 0.08% -1.47% 419 due to Number of residents electing quarterly payments 887 341 546 disaster plan Year-To-Date (YTD)

Total Revenue Realized $30,868,908 $3,020,583 $33,889,491 $33,889,491 $32,554,935 $32,132,080 $31,034,348 Total Budgeted Tax Revenue $30,868,052 $2,677,460 $33,545,512 $33,545,512 $32,593,794 $32,485,546 $31,243,886 Percentage of Total Budgeted Tax Revenue Collected 100.00% 112.82% 101.03% 101.03% 99.88% 98.91% 99.33%

Current Year Taxes Collected $30,037,559 $2,945,100 $32,982,659 $32,982,659 $31,620,281 $30,849,973 $30,042,638 Current Year Taxes Budgeted $29,838,052 $2,640,460 $32,478,512 $32,478,512 $31,526,794 $31,418,546 $30,176,886 Percentage of Current Tax Revenue Realized to Budget 100.67% 111.54% 101.55% 101.55% 100.30% 98.19% 99.56%

Total Tax Levy, 2017 Tax Year $30,795,874 $3,019,451 $33,815,325 $33,815,325 $32,296,546 $31,426,006 $30,708,950 Total Adjusted Tax Levy, 2017 TaxYear $30,753,036 $3,015,213 $33,768,249 $33,768,249 $32,213,168 $31,373,422 $30,651,884 Percentage of 2017 Tax Levy to Adjusted Levy 100.14% 100.14% 100.14% 100.14% 100.26% 100.17% 100.19%

Current Tax Rate $1.060000 $0.103930 $1.163930 $1.16393 $1.16952 $1.15600 $1.15600

Other Tax Information Tax Year 2017 Tax Year 2017 Tax Year 2016 Tax Year 2015 Tax Year 2014 Total Appraised Value Per Tax Roll ------$3,340,313,469 $3,340,313,469 $3,171,693,170 $3,135,822,829 $3,029,741,384 Total Appraised Value For School Tax Purposes ------$3,046,894,152 $3,046,894,152 $2,893,910,158 $2,858,736,155 $2,803,320,897 Tax Levy Loss Due to "Tax Freeze" ------$1,648,390 $1,648,390 $1,548,254 $1,620,984 $1,700,019 Other Adjustments and Discounts ------$0 $0 $0 $0 $0 Tax Refunds Paid YTD ------$0 $0 $0 $0 $0 Lawsuits Pending: Number of Suits Pending ------235 235 237 267 264 Number of Suits Filed this Month ------0 51 39 61 78 Number of Suits Settled this Month ------6 51 68 58 55 Total Amount of Tax Base Settled------$ 71,607 $226,308 $382,154 $648,745 $356,817

Notes:

------FY 2017-2018------Current Year Total Cumulative % Collected Levy YTD Collected Current Yr Levy Tax Yr 2017 $33,768,249 $32,982,659 97.67%

------FY 2016-2017------Current Year Total Cumulative % Collected Levy YTD Collected Current Yr Levy Tax Yr 2016 $32,214,046 $31,436,891 97.59%

------FY 2015-2016------Current Year Total Cumulative % Collected Levy YTD Collected Current Yr Levy Tax Yr 2015 $31,373,692 $30,699,165 97.85%

Page 8

256

Aransas County Independent School District Child Nutrition Report For the Month Ended July 31, 2018

------FY17-18------Live Oak Fulton Rockport- Rockport- Little Bay 1-3 4-5 Fulton Fulton Total Total FY16-17 Total Total Total Primary Learning Learning Middle High Monthly Cumulative Cumulative FY16-17 FY15-16 FY14-15 School Center Center School School District Y-T-D Prior Y-T-D Audited Audited Audited Student Membership & Attendance: Student Membership # 0 0 0 0 0 0 2,714 3,256 3,256 3,245 3,276 Average Daily Attendance 0 0 0 0 0 0 2,575 3,119 3,119 3,110 3,187 Enrollment as a Percent % 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 94.9% 95.8% 95.8% 95.8% 97.3%

Average Daily Participation (ADP): Reimbursable Breakfast # 0 0 0 0 0 0 7,302 10,845 10,845 11,480 11,624 Reimbursable Lunch 0 0 0 0 0 0 16,672 23,036 23,036 25,665 25,749 A La Carte & Meal Equivalents 0 0 0 0 0 0 3,006 5,364 5,364 6,669 7,345 Total Average Daily Participation # 0 0 0 0 0 0 26,980 39,245 39,245 43,814 44,718

Reimbursable Breakfast: Paid # 0 0 0 0 0 0 0 33,909 33,909 36,733 38,645 Reduced 0 0 0 0 0 0 0 10,013 10,013 11,635 13,123 Free 0 0 0 0 0 0 129,811 139,878 139,878 138,584 137,156 Total Reimbursable # 0 0 0 0 0 0 129,811 183,800 183,800 186,952 188,924

Reimbursable Lunch: Paid # 0 0 0 0 0 0 0 127,405 127,405 149,468 146,329 Reduced 0 0 0 0 0 0 0 24,882 24,882 28,524 28,920 Free 0 0 0 0 0 0 296,299 245,799 245,799 244,625 241,087 Total Reimbursable 0 0 0 0 0 0 296,299 398,086 398,086 422,617 416,336 A La Carte & Meal Equivalents 0 0 0 0 0 0 53,782 94,629 94,629 112,027 118,325 Total Reimb. & A La Carte Meals # 0 0 0 0 0 0 350,081 492,715 492,715 534,644 534,661

Revenues: Local Breakfast $ 0 0 0 0 0 0 0 36,708 38,635 39,585 36,851 Local Lunches 0 0 0 0 0 0 0 283,619 299,313 333,308 311,585 Local A La Carte & Meal Equivalents 0 0 0 0 0 124 94,186 180,805 190,718 224,797 235,541 Federal Reimbursement 0 0 0 0 0 141,551 1,409,169 1,374,554 1,404,285 1,362,378 1,317,238 Other 0 41 41,257 41,437 51,625 50,377 51,512 Total Revenues $ 0 0 0 0 0 141,716 1,544,612 1,917,123 1,984,576 2,010,445 1,952,727

Expenses: 6100 Payroll $ 67,169 801,367 879,520 892,201 884,064 869,461 6200 Contracted Services 582 58,893 56,583 57,862 53,449 43,298 6300 Supplies & Materials 143,431 812,421 949,890 1,014,524 1,059,330 1,025,510 6400 Other Operating 91 5,907 8,906 10,026 11,858 4,366 6600 Capital Outlay 0 62,406 34,139 34,139 79,531 11,734 Total Expenses $ 211,273 1,740,994 1,929,038 2,008,752 2,088,232 1,954,369

Other Resources & Uses (Net) $ 0 0 0 0 0 0 Excess of Revenues & Resources Over (Under) Expenses& Uses $ -69,557 -196,382 -11,915 -24,176 -77,787 -1,642

Beginning Fund Balance, 09/01/17 437,194 437,194 461,370 461,370 539,157 540,799

Ending Fund Balance, 07/31/18 367,637 240,812 449,455 437,194 461,370 539,157

Cumulative Days 0 143 184 188 192 195 Average Revenue Per Day $ 0 10,801 10,419 10,556 10,471 10,014 Average Expense Per Day 0 12,175 10,484 10,685 10,876 10,022 Net Revenue Over (Under) Expense $ 0 -1,373 -65 -129 -405 -8

Page 9

257 Aransas County Independent School District Transportation Report For the Month Ended July 31, 2018

------CURRENT YEAR-TO-DATE------HISTORY-TO-DATE----- Diesel Date of 6631 Remain 6311 6245 6319 6429 Avg Body Engine or Primary Purch Original Book Life Depr ----Fuel---- Contract Supplies Insurance Total$ Odometer CPM Total $ Odometer Cost Per Item # Veh# Year Make Type Cap Type Size Gas Use License# Yr/Mo/Day Cost Value In Months Cost Gal Cost Repairs & Tires Costs Y-T-D Y-T-D Y-T-D H-T-D H-T-D Mile 1 23 2000 Int'l Bus 75 Int'l T 444E D Reg 792-904 7/17/2000 59,383 0 0 0 220.1 432 0 495 300 1,227 1331 0.92 100,892 183,690 N/A 2 24 2000 Int'l Bus 75 Int'l T 444E D Reg 792-905 7/17/2000 59,383 0 0 0 27.0 53 0 45 300 398 114 3.49 84,205 174,030 N/A 3 25 2003 Int'l Bus 77 Int'l DT 466 D Reg 859-040 8/26/2003 58,401 324 1 3,569 418.4 821 0 129 322 4,841 2,385 2.03 147,022 244,015 N/A 4 26 2004 Int'l Bus 77 Int'l DT 466 D Reg 859-041 8/26/2003 59,577 331 1 3,641 2,515.9 4,938 0 1,021 322 9,921 18,887 0.53 129,960 211,216 N/A 5 46 2004 Int'l Bus 77 Int'l DT 466 D Reg 874-952 5/14/2004 63,400 3,522 10 3,874 1,311.2 2,573 272 315 322 7,357 8,658 0.85 140,802 213,189 0.7 6 47 2004 Int'l Bus 77 Int'l DT 466 D Reg 874-953 5/14/2004 63,400 3,522 10 3,874 1,031.7 2,025 4,791 1,638 322 12,650 6,365 1.99 145,709 160,559 0.9 7 48 2004 Int'l Bus 47 Int'l DT 460 D SE 878-284 7/20/2004 62,092 4,139 12 3,795 176.2 346 0 2,501 322 6,963 1,216 5.73 119,808 144,808 0.8 8 59 2004 Thomas Bus 24 Mercedes 6.4 D SE 894-840 2/21/2005 61,375 6,478 19 3,751 103.9 204 0 27 322 4,304 724 5.94 112,472 183,218 0.6 9 54 2005 Int'l Bus 77 Int'l DT466 D Reg 885-728 11/17/2004 65,446 5,817 16 3,999 1,948.7 3,824 0 1,901 322 10,047 11,377 0.88 160,729 233,014 0.7 10 55 2005 Int'l Bus 77 Int'l DT466 D Reg 885-730 11/17/2004 65,446 5,817 16 3,999 737.9 1,448 393 2,204 322 8,367 4,573 1.83 143,672 200,206 0.7 11 56 2005 Int'l Bus 77 Int'l DT466 D Reg 885-729 11/17/2004 65,446 5,817 16 3,999 1,204.6 2,364 3,787 1,634 322 12,107 6,973 1.74 153,384 211,460 0.73 12 63 2006 Thomas Bus 14 Chev 6 cy G Activity 100-1401 11/28/2006 41,519 9,226 40 2,537 778.3 1,380 0 861 322 5,100 6,865 0.74 60,200 87,262 0.69 13 62 2007 Thomas Bus 29 Cat 6 cy D SE 226-970 6/5/2006 69,460 13,506 35 4,245 1,224.5 2,403 0 548 524 7,720 8,078 0.96 118,489 176,396 0.67 14 64 2008 Int'l Bus 84 Int'l 6 Cy D Reg 100-1419 8/31/2007 96,137 26,171 49 5,875 1,188.5 2,333 1,602 2,109 524 12,443 5,380 2.31 123,278 89,329 1.38 15 66 2009 Thomas Bus 78 Mercedes 6 Cy D Reg 103-7205 3/12/2008 82,591 25,695 56 5,047 1,634.0 3,207 9,001 4,448 524 22,227 12,899 1.72 120,020 119,357 1.01 16 67 2009 Int'l Bus 77 Int'l V8 D Reg 103-7207 3/14/2008 83,079 25,847 56 5,077 2,635.7 5,173 2,098 3,531 524 16,403 17,025 0.96 144,744 211,832 0.68 17 68 2009 Int'l Bus 77 Int'l V8 D Reg 103-7206 3/24/2008 83,079 25,847 56 5,077 1,743.4 3,422 5,876 2,106 524 17,005 11,562 1.47 147,831 181,711 0.81 18 69 2008 Thomas Bus 57 Cummins 6 cyl D SE 106-5783 5/28/2009 85,705 33,330 70 5,238 2,034.6 3,993 540 1,484 524 11,779 17,867 0.66 104,603 163,092 0.64 19 70 2008 Thomas Bus 77 Cummins 6 cyl D SE 106-5790 10/19/2009 86,935 36,223 75 5,313 305.1 599 227 1,558 524 8,220 2,051 4.01 96,993 112,979 0.86 20 71 2011 Int'l Bus 77 Duromax 6 cyl D Reg 108-2501 1/27/2010 81,277 35,220 78 4,967 1,256.7 2,466 2,559 1,715 524 12,231 8,236 1.49 101,779 134,300 0.76 21 73 2011 Thomas Bus 84 Cummins 6 cyl D Reg 110-5425 10/15/2010 118,604 57,325 87 7,248 1,523.9 2,991 6,443 211 524 17,417 8,742 1.99 126,885 110,344 1.15 22 74 2011 Thomas Bus 84 Cummins 6 cyl D Reg 110-5426 10/15/2010 118,604 57,325 87 7,248 1,311.6 2,574 0 1,797 524 12,143 8,312 1.46 102,376 76,188 1.34 23 75 2003 Chev Trlblz 6 Chev 6 cyl G District 108-2521 9/29/2010 9,660 0 0 0 501.5 889 0 251 267 1,407 8,073 0.17 27,253 155,265 0.18 258 24 76 2012 Thomas Bus 57 Cummins 6 cyl D SE 110-5443 5/23/2011 90,000 47,000 94 5,500 1,346.0 2,642 1,301 4,141 524 14,108 10,279 1.37 89,571 107,013 0.84 25 77 2012 Int'l Bus 77 Int'l 6 cyl D Reg 110-5449 9/9/2011 87,500 47,639 98 5,347 1,720.3 3,376 176 143 524 9,566 10,442 0.92 82,509 109,120 0.76 26 78 2012 Int'l Bus 77 Int'l 6 cyl D Reg 110-5450 9/20/2011 87,500 47,639 98 5,347 1,207.0 2,369 4,727 840 524 13,807 7,615 1.81 94,863 109,237 0.87 27 79 2008 Chev Tr 5 Chev V8 G Director 113-6688 3/8/2013 14,500 0 0 0 614.7 1,090 0 486 267 1,843 9,478 0.19 25,278 119,333 0.21 28 80 2013 Chev Suburb 8 Chev V8 G District 114-8987 2/7/2014 35,000 0 0 0 628.7 1,114 0 8 283 1,405 13,978 0.10 41,910 81,026 0.52 29 81 2015 Bluebird Bus 84 Cummins 9.0 L CNG Reg 117-3157 10/29/2014 151,538 113,654 135 9,261 0.0 3,461 0 1,700 524 14,946 9,219 1.62 57,626 36,483 0.52 30 82 2015 Bluebird Bus 84 Cummins 9.0 L CNG Reg 117-3156 10/29/2014 151,538 113,654 135 9,261 0.0 2,745 1,016 2,042 524 15,588 6,949 2.24 59,739 30,167 1.58 31 84 2013 Chev Tr 4 Chev V8 CNG/gas Transp 121-8050 8/5/2015 33,600 0 0 0 366 1,115 0 0 275 1,390 6,607 0.21 40,845 24,775 1.98 32 85 2013 Chev Tr 4 Chev V8 CNG/gas Transp 121-8049 8/5/2015 33,600 0 0 0 372.1 820 0 0 275 1,095 6,950 0.16 37,038 18,549 1.65 33 86 2016 Bluebird Bus 84 Cummins 9.0 L CNG Reg 131-7330 1/15/2016 153,796 128,163 150 9,399 0 4,082 425 1,608 524 16,038 9,910 1.62 44,901 27,381 2.00 34 87 2016 Bluebird Bus 84 Cummins 9.0 L CNG Reg 131-7331 1/15/2016 153,796 128,163 150 9,399 0 1,987 1,217 617 524 13,744 7,203 1.91 40,342 20,842 1.64 35 88 2018 Freightl Bus 54 Cummins 220 HP D SE 134-1490 11/17/2016 101,451 90178.67 160 6199.8 1625.3 3,190 0 101 524 10,015 11,806 0.85 19,381 21,685 1.94 36 1 2018 Thomas Bus 72 ISB G 6.7 CNG Reg 135-2504 2/3/2017 127,771 115703.7 163 7808.2 0 2,283 59 0 524 10,674 9,652 1.11 21,108 13,958 0.89 37 2 2018 Thomas Bus 72 ISB G 6.7 CNG Reg 135-2505 2/3/2017 127,771 115,704 163 7,808 0 2299 75 108 524 10,814 8762 1.23 21,444 14,913 1.51 38 3 2018 Thomas Bus 72 ISB G 6.7 CNG Reg 135-2506 2/3/2017 127,771 115,704 163 7,808 0 1389 6,466 38 524 16,225 5806 2.79 26,747 10,466 1.44 39 4 2018 Thomas Bus 72 ISB G 6.7 CNG Reg 135-2516 8/25/2017 128,228 120392 169 7836 0 2,409 0 0 524 10,769 8,307 1.30 11,450 10,247 2.56 40 5 2018 Thomas Bus 72 ISB G 6.7 CNG Reg 135-2519 8/25/2017 128,228 120392 169 7836 0 1,856 0 0 524 10,216 7,741 1.32 10,885 9,435 1.12 41 6 2018 Thomas Bus 72 ISB G 6.7 CNG Reg 135-2517 8/25/2017 128,228 120,392 169 7,836 0 3,987 0 0 524 12,347 16,135 0.77 12,347 17,845 1.15 42 7 2018 Thomas Bus 72 ISB G 6.7 CNG Reg 135-2518 8/25/2017 128,228 120,392 169 7,836 0 3,218 0 0 524 11,578 11,251 1.03 11,578 12,961 0.69 43 8 2018 Thomas Bus 72 ISB G 6.7 CNG Reg 135-2520 8/25/2017 128,228 120,392 169 7,836 0 3,150 0 17 524 11,527 12,378 0.93 11,527 12,378 0.89

Total 3,758,271 2,046,646 3,144 214,692 33,714 99,038 53,051 44,378 18,811 429,970 368,161 1.17 3,474,195 4,585,274 0.76

Page 10 TRANSPORTATION REPORT; PAGE 2:

Unleaded Gasoline Diesel Fuel Gallons Gallons Meter Measured Cost Per Total Fuel Meter Measured Cost Per Total Fuel Gallons Used and Cost of Fuel Purchased Reading In Tank (2) Gallon (1) Cost Reading In Tank (2) Gallon (1) Cost

Reading Last Day Prior Month 167,740.7 2,130.0 608,757.1 4,381.0

Add First Purchase Made During Month 0.0 0 $0.00 0.0 0 0.00 Add Second Purchase Made During Month 0.0 0 $0.00 0.0 0.0000 0.00 Add Third Purchase Made During Month 0.0 0 $0.00 0.0 0 0.00 Add Fourth Purchase Made During Month 0.0 0 $0.00 0.0 0 0.00 Add Fifth Purchase Made During Month 0.0 0 $0.00 0.0 0 0.00 Total Gallons Available During Month 0.0 0.0

Reading Last Day Current Month 168,754.6 1,102.0 608,896.8 4,243.0 Total Gallons Pumped From Tank 1,013.9 1,028.0 139.7 138.0

Total Gallons Used By Sp Ed Buses Per Pump Log 0.0 0.0 Total Gallons Used By Other Buses Per Pump Log 0.0 130.6 Total Gallons Used By Transportation Vehicles 147.2 0.0 Total Gallons Used By Other Depts Per Pump Log 872.2 9.3 Total Gallons Used Per Pump Log 1,019.4 $1.773 $1,807 139.9 $1.963 $274.57

Difference in Gallons Used Under (Over) 5.5 $1.773 $10 0.2 $1.963 $0 Gallons Pumped vs Stick Readings

Note 1 - Cost per gallon is based on the weighted average cost for regular unleaded and diesel fuel.

Note 2 - Variances between the meter reading and gallons measured by "sticking" the tank on the last business day of each month may be due to temperature variances and/or evaporation.

Page 11

259 Aransas County Independent School District Summary of Utilities Expenditures

Utilities - Water/Wastewater/Sanitation Utilities - Electricity ------Year Ended------Y-T-D----- * ------Year Ended------Y-T-D----- * 2012-13 2013-14 2014-15 2015-16 2016-17 2016-17 2017-18 2012-13 2013-14 2014-15 2015-16 2016-17 2016-17 2017-18 Campus/Dept Actual Actual Actual Actual Actual Actual Actual Campus/Dept Actual Actual Actual Actual Actual Actual Actual High School 71,585 74,951 75,475 69,775 67,977 65,434 52,194 High School 460,669 406,686 436,933 367,572 367,650 332,638 253,929 Middle School 23,506 24,610 24,540 25,740 28,093 27,402 21,500 Middle School 164,352 105,526 103,534 94,568 101,924 92,477 81,129 Fulton Elem 11,118 9,607 10,013 10,742 11,897 11,373 7,788 Fulton Elem 97,012 128,431 130,894 101,958 103,078 95,100 89,554 Live Oak Elem 25,257 28,171 19,196 20,357 28,094 18,834 11,293 Live Oak Elem 209,106 227,767 169,240 135,848 129,008 117,980 108,330 Little Bay 14,246 17,478 15,802 14,819 16,452 16,025 6,370 Little Bay 73,702 67,169 64,873 54,032 52,105 47,554 17,488 Maintenance/ Other 8,605 7,689 21,149 27,679 24,407 22,671 19,312 Maintenance/ Other 79,864 115,073 117,778 97,785 94,554 84,763 79,822 Total Cost (1) 154,317 162,506 166,175 169,112 176,920 161,739 118,457 Total Cost (1) 1,084,705 1,050,652 1,023,252 851,763 848,319 770,512 630,252 Total Usage (1) 74,234 79,673 71,892 74,506 80,453 68,998 56,135 Total Usage (1) 6,905,661 8,028,376 8,128,346 8,491,509 8,616,341 7,710,698 6,060,851 Cost Per 100 Gallon 2.079 2.040 2.311 2.270 2.199 2.344 2.110 Cost Per Kilowatt 0.157 0.131 0.126 0.100 0.098 0.100 0.104

* Year-To-Date as July 31, 2018 * Year-To-Date as July 31, 2018 Note 1 - 2016-17 is 11 months of invoices and 2017-18 is 9 months of invoices, Note 1 - 2016-17 is 11 months of invoices and 2017-18 is 10 months of invoices due to Harvey one month in 2017-18 will not be invoiced

Utilities - Telephone/WAN/Internet Utilities - Natural Gas ------Year Ended------Y-T-D----- * ------Year Ended------Y-T-D----- * 2012-13 2013-14 2014-15 2015-16 2016-17 2016-17 2017-18 2012-13 2013-14 2014-15 2015-16 2016-17 2016-17 2017-18 Campus/Dept Actual Actual Actual Actual Actual Actual Actual Campus/Dept Actual Actual Actual Actual Actual Actual Actual High School 14,037 12,087 11,151 10,520 9,227 8,454 6,939 High School 6,592 14,608 20,110 8,509 8,546 8,235 5,435 Middle School 7,934 6,852 7,802 7,903 7,352 6,912 5,551 Middle School 2,935 3,680 2,461 1,891 2,113 2,026 1,041 Fulton Elem 3,878 4,807 5,081 5,833 5,560 5,314 3,991 Fulton Elem 1,374 5,088 5,036 2,072 1,967 1,907 2,755 Live Oak Elem 5,402 6,864 7,132 7,520 7,358 6,915 6,333 Live Oak Elem 1,824 13,310 6,603 5,608 2,284 2,193 3,591 Little Bay 3,527 3,449 3,624 3,841 3,679 3,344 2,867 Little Bay 273 1,148 1,325 509 291 272 237 Maintenance/ Other 108,875 97,132 98,137 132,102 112,070 105,471 99,174 Maintenance/ Other 1,698 3,513 6,607 4,484 5,075 4,351 5,664 Transportation 10,588 10,615 10,503 10,409 11,488 10,593 8,855 Total Cost 14,696 41,347 42,142 23,073 20,276 18,984 18,723 Special Ed 686 684 688 689 595 556 483 Total Usage 16,786 49,164 56,540 34,021 23,842 22,445 33,663 Total Cost 154,927 142,490 144,118 178,817 157,329 147,559 134,193 Cost Per 100 Cubic Foot 0.875 0.841 0.745 0.678 0.850 0.846 0.556 Total Number of Lines 175 177 178 184 179 179 179 Cost Per Line 885.30 805.03 809.65 971.83 878.93 824.35 749.68 * Year-To-Date as July 31, 2018 Monthly Cost Per Line 73.77 67.09 67.47 80.99 73.24 74.94 68.15 Note 1 - 2016-17 is 11 months of invoices and 2017-18 is 9 months of invoices, due to Harvey one month in 2017-18 will not be invoiced * Year-To-Date as July 31, 2018 Note 1 - We get 80% erate rebate on internet and WAN circuits Note 2 - Includes land lines & cell phones

Page 12

260 Aransas County Independent School District Comparison of Authorized to Filled Staffing Positions in FTEs For the Month Ended July 31, 2018

General Fund FTEs Special Fund FTEs All Funds FTEs FTEs FTEs FTEs Over Percent of Over Percent of Over Percent of Official FTEs (Under) Auth FTEs Official FTEs (Under) Auth FTEs Official FTEs (Under) Auth FTEs By Function Budget Filled Budget Employed Budget Filled Budget Employed Budget Filled Budget Employed Instruction 11-6119 Teachers, Other Professionals 235.18 227.72 -7.46 96.83% 7.75 7.71 -0.04 99.48% 242.93 235.43 -7.50 96.91% 11-6129 Paraprofessional & Support 37.37 34.26 -3.11 91.68% 33.00 31.00 -2.00 93.94% 70.37 65.26 -5.11 92.74%

Instructional Resources and Media Services 12-6119 Librarians 2.00 2.00 0.00 100.00% 0.00 0.00 0.00 0.00% 2.00 2.00 0.00 100.00% 12-6129 Paraprofessional & Support 0.00 0.00 0.00 0.00% 0.00 0.00 0.00 0.00% 0.00 0.00 0.00 0.00%

Curriculum and Instructional Staff Development 13-6119 Teachers, Other Professionals 3.30 3.30 0.00 100.00% 0.00 0.00 0.00 0.00% 3.30 3.30 0.00 100.00% 13-6129 Paraprofessional & Support 2.00 2.00 0.00 100.00% 0.00 0.00 0.00 0.00% 2.00 2.00 0.00 100.00%

Instructional Leadership 21-6119 Asst. Supt. & Other Professionals 1.00 1.00 0.00 100.00% 0.00 0.00 0.00 0.00% 1.00 1.00 0.00 100.00% 21-6129 Paraprofessional & Support 2.00 2.00 0.00 100.00% 0.00 0.00 0.00 0.00% 2.00 2.00 0.00 100.00%

School Leadership (Site-Based Management) 23-6119 Principal and Asst. Principals 14.00 14.00 0.00 100.00% 0.00 0.00 0.00 0.00% 14.00 14.00 0.00 100.00% 23-6129 Paraprofessional & Support 12.50 13.00 0.50 104.00% 0.00 0.00 0.00 0.00% 12.50 13.00 0.50 104.00%

Guidance, Counseling and Evaluation 31-6119 Counselors and Assessment Staff 15.00 15.00 0.00 100.00% 0.00 0.00 0.00 0.00% 15.00 15.00 0.00 100.00% 31-6129 Paraprofessional & Support 3.00 3.00 0.00 100.00% 0.00 0.00 0.00 0.00% 3.00 3.00 0.00 100.00%

Health Services 33-6119 Nurses 1.00 1.00 0.00 100.00% 0.00 0.00 0.00 0.00% 1.00 1.00 0.00 100.00% 33-6129 Paraprofessional & Support 4.00 4.00 0.00 100.00% 0.00 0.00 0.00 0.00% 4.00 4.00 0.00 100.00%

Pupil Transportation Services 34-6119 Director 1.00 1.00 0.00 100.00% 0.00 0.00 0.00 0.00% 1.00 1.00 0.00 100.00% 34-6129 Paraprofessional & Support 28.24 19.91 -8.33 70.50% 0.00 0.00 0.00 0.00% 28.24 19.91 -8.33 70.50%

Child Nutrition Services 35-6119 Director/Supervisors 0.00 0.00 0.00 0.00% 1.00 1.00 0.00 100.00% 1.00 1.00 0.00 100.00% 35-6129 Paraprofessional & Support 0.00 0.00 0.00 0.00% 32.87 29.39 -3.48 89.41% 32.87 29.39 -3.48 89.41%

Co-Curricular Activities 36-6119 Director/Supervsors 1.57 1.57 0.00 100.00% 0.00 0.00 0.00 0.00% 1.57 1.57 0.00 100.00% 36-6129 Paraprofessional & Support 1.00 1.00 0.00 100.00% 0.00 0.00 0.00 0.00% 1.00 1.00 0.00 100.00%

Governance and General Administration 41-6119 Supt. & Asst. Superintendents 4.00 4.00 0.00 100.00% 0.00 0.00 0.00 0.00% 4.00 4.00 0.00 100.00% 41-6129 Paraprofessional & Support 8.00 7.00 -1.00 87.50% 0.00 0.00 0.00 0.00% 8.00 7.00 -1.00 87.50%

Plant Maintenance and Operations 51-6119 Director/Safety Officer/Technicians 2.00 2.00 0.00 100.00% 0.00 0.00 0.00 0.00% 2.00 2.00 0.00 100.00% 51-6129 Paraprofessional & Support 51.00 47.00 -4.00 92.16% 0.00 0.00 0.00 0.00% 51.00 47.00 -4.00 92.16%

Security and Monitoring Services 52-6119 Director/Safety Officer/Technicians 3.00 3.00 0.00 100.00% 0.00 0.00 0.00 0.00% 3.00 3.00 0.00 100.00% 52-6129 Paraprofessional & Support 0.00 0.00 0.00 0.00% 0.00 0.00 0.00 0.00% 0.00 0.00 0.00 0.00%

Data Processing Services 53-6119 Manager & Other Professionals 3.00 3.00 0.00 100.00% 0.00 0.00 0.00 0.00% 3.00 3.00 0.00 100.00% 53-6129 Paraprofessional & Support 2.00 2.00 0.00 100.00% Others0 .coded00 to0. 0Function0 0 .1100 0.00% 2.00 2.00 0.00 100.00%

Community Services 61-6119 Director/Supervior 0.00 0.00 0.00 0.00% 1.00 1.00 0.00 100.00% 1.00 1.00 0.00 100.00% 61-6129 Paraprofessional & Support 0.00 0.00 0.00 0.00% 0.00 0.00 0.00 0.00% 0.00 0.00 0.00 0.00% TOTAL 437.16 413.76 -23.40 94.65% 75.62 70.10 -5.52 92.70% 512.78 483.86 -28.92 94.36% FTE -- Means "full time equivalent staff."

Page 13

261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 August 2018 Operations Board Report

Summertime – Fun time. Lots going on in preparation of the new school year.

Say goodbye to the White Gym slab. Camacho crushed it all up and hauled it away.

Rock engineering showed up to do core drill testing of the proposed new White Gym site.

279

New roof started at the Martha Luigi Auditorium

280

Renovations taking place at the Green Gym dressing rooms.

Robert Miller and Arnoldo Salazar “Sal” removing the rusted out boiler room doors on the back of the MS. Finished product below with new doors.

281

NorthStar quickly addresses any leaking of roofs by setting up fancy diverter rigs. It is common to see setups like the above picture of one of LOLC classrooms throughout the district. The hopes were that roofs would be repaired before school started but that did not happen. NorthStar has been re-rigging these setups to allow for instruction once it became clear that there was no chance of getting the roofs finished before the start of school.

Basically they setup the diverters above the drop ceiling and run a single hose down to a single trash can to allow for minimal disruption to operations in each classroom. This is a much better setup.

282

DLC office in the works

DLC Office mostly completed. Just need to add chairs, computers, phones, etc.

New Carpet in DLC offices and upgraded exterior lighting.

283

More upgraded lighting and some softer colors painted in front of DLC.

Bus drive almost completed in the back of DLC. I was promised it will be functional before the start of school.

284

NEW LOLC playground equipment installed and operational paid for with grant funds from Rebuild Texas.

New doors installed at Martha Luigi Auditorium

285

Electrified access installed on RFHS Kitchen door for added security.

Additional iPad carts for DLC and Chromebook carts for RFHS paid for with grant funds. It takes quite a while to unbox the devices, configure them and install into the cabinets. Summer workers did a great job with these

286

MS Gym cross-court volleyball lines painted.

DJ Flores and Dereck Jedlicka painting the MAXA room

MAXA Looking Good after a fresh coat of paint.

287

New doors installed leading from RFHS History hallway to Echo Gym/E-Hall. Glass is scheduled to be installed on August 21, 2018.

Scott Electric and A to Z fencing moved the security gate behind Live Oak, further northward so we can add protection for DLC staff and students.

288

Andy Dominguez, Long Cao and David Dreyer spreading mulch around the new Fulton playground equipment while James Arambula gets another scoop in the background to bring them.

Working on this area on the NorthEast side of the Fulton gym. Removing the fence, bringing in some fill dirt to spread around and make level. Then we will lay down some base and move the Morgan storage building from Little Bay over to this area so that the Fulton PE coaches have some storage. We will be reinstalling the fence to keep the students out of the AC units along the outside of the building.

289

Rick Hoyt overseeing Simplex Grinnell inspectors of our overhead sprinkler systems and fire extinguishers on campuses.

We brought in some crushed concrete to lay down for DLC staff parking around the DLC Gym.

290

Kyle Bradley, Jimmy Vela and John Crady moving stuff around at DLC.

Mike Nowotny, Augie Garcia and Alex Bardin (Summer Worker) hooking up all of the ceiling mounted speakers back up to the sound system in the RFHS commons. They were disconnected when the ceiling tiles were replaced.

291

Mary Martin and Jennifer Ramos delivering trash cans to classrooms at LOLC. Dana Little scrubbing floors ahead of waxing at RFHS.

John Staples and Mike Nowotny took down all of the old TV’s at OLD Rockport School. I think we made a good investment in those TV’s; a couple were 25 years old.

292

Parking lot behind band hall was striped so that the marching band can practice in the mornings. The area that they usually march on, over by the field house, will be needed for student parking due to construction of the new white gym. This should work out better for the band due to its close proximity to their classroom.

Fulton portable classrooms – ramps and walkways are in place. Fencing being installed now and covered awnings to follow soon.

293

Rick Hoyt installing door scopes on the B-Hall computer lab doors at RFHS for added security. Many of the doors have windows so that you can see who is knocking but these doors did not. We are also installing those on the new Fulton portable classrooms so that they can see who is knocking.

294