bowie independent school district · curriculum and resources for daily instruction. 3 principal...

Bowie Independent School District

Bowie High School

Improvement Plan

2015-2016

169-901-001 Date of Board Approval: 09-21-15

Revised: 09-16-15

Key to Title I School-Wide Components

Code Component

1 Comprehensive Needs Assessment 2 Reform Strategies

3 Instruction by Highly Qualified Teachers

4 High-Quality Professional Development

5 Strategies to Attract HQ Teachers

6 Strategies to Increase Parental Involvement 7 Transition

8 Teacher Decision-Making Regarding Assessments 9 Effective and Timely Assistance to Students

10 Coordination/Integration of Services

2015-2016

BHS Improvement Team

Name

Position/Role

Kelly Shackelford Principal

Amanda Stafford Assistant Principal

Jeanette Shaw Guidance Counselor

Becky Rodriguez Crisis Counselor

Jennifer Clement Special Education Teacher

Christy Baker Teacher

Candace Raines Teacher

Karen Barnes Teacher

Ronnie Mund Teacher

Dylan Stark Athletic Director

Koni Jones Parent

Jerry Cantwell Community Member

Kim Degler Business Representative

BISD Board Goals

Goal 1: The Board of Trustees of Bowie Independent School District will provide a culture of high expectations for academic success.

Goal 2: The Board of Trustees of Bowie Independent School District will provide the necessary support that fosters a high quality teaching and learning environment

that develops student success.

Goal 3: The Board of Trustees of Bowie Independent School District will continue to employ, support, and retain high quality administrators, faculty, and staff.

Goal 4: The Board of Trustees of Bowie Independent School District will support parent and community members to become involved in Bowie schools and in the

education of Bowie students.

No Child Left Behind (NCLB) Goals:

1. All students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. 2. All limited English proficient students will become proficient in English and reach high academic standards, at minimum attaining proficiency or better in reading/language

arts and mathematics. 3. All students will be taught by highly qualified teachers. 4. All students will be educated in learning environments that are safe, drug-free, and conducive to learning. 5. All students will graduate from high school.

Bowie ISD Improvement Plan and Thinking Maps, Hands-On Learning, and Marzano's Strategies

As Bowie ISD works towards the success of its students, faculty, and stakeholders, we have designed this plan with an eye to the future, embracing emerging technology and hoping to ensure an aligned and relevant curriculum. However, our desire is not to turn our backs on the hard work accomplished in the past few years as we still encourage the use of Thinking Maps, hands-on learning, and the scientifically-proven, research-based work of Dr. Marzano. We feel that these strategies are now a part of the culture of Bowie ISD, and therefore while still important to the future of our district, do not need to be explicitly stated on the District Improvement Plan. We still encourage the use of these strategies, and all teachers new to the district will receive training in the use of these strategies.

BOWIE ISD

Mission

It is our mission to promote the intellectual, emotional, social, and physical development of each

student and to create a flourishing environment and educational experience that empowers all

students to be successful at their highest level in order to lead a meaningful life in an ever-

changing world.

Nondiscrimination Notice

BOWIE ISD does not discriminate on the basis of race, color, national origin, sex, or disability in providing education services, activities, and programs, including vocational programs, in accordance with Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Educational Amendments of 1972; and section 504 of the rehabilitation Act

of 1973; as amended

Comprehensive Needs Assessment Process & Summary

CNA Process: The District and Campus Improvement Teams are selected each year based on district policy and include teachers, administrators, parents, community, and business representatives. The District Improvement Team meets periodically throughout the year as needed. An Improvement Planning Retreat is held in June each year to review the purpose and importance of conducting a Comprehensive Needs Assessment with the District Improvement Team and special program representatives. The District and Campus Improvement Plans are evaluated to determine if Performance Objectives have been met and to determine if designated Strategies have been completed effectively. A Comprehensive Needs Assessment is conducted for the district and each campus that includes the review of assessment data from a variety of sources such as AYP Reports, TAPR, Accountability, TPRI, and program evaluations. Data is collected at multiple levels including multi-year data in some cases. Surveys are conducted to gain information from a variety of sources. Data from various program areas such as CTE, Title I, Technology, Professional Development, Student Assessment, and School Safety are included. After the data is reviewed and analyzed, the DIT sets priorities and makes recommendations for strategic initiatives to be implemented in the District and Campus Improvement Plans. The Campus Improvement Teams meet following the District Improvement Team Meeting to ensure that a comprehensive, focused approach is implemented throughout the district and to ensure clear alignment exists between identified needs described in the Comprehensive Needs Assessment, the District's Performance Objectives and Strategies, and the Campus Strategies. At least once each two years, an evaluation will be conducted to evaluate the SMDM procedures and staff development activities. A public meeting is held in December or January of each year to disseminate the results of the TAPR report to the public.

Summary of Prior Year's Evaluation: While reviewing the 2014-2015 Campus Improvement Plan, the CIT agreed to change the BISD Long Range Goals to make them reflect the new BISD Board Goals. Priority Needs were edited to reflect new CNA findings detailed below. The CIT also agreed to change multiple Goals and Objectives to reflect the new priorities and CNA findings. A review of strategies determined most strategies were effective in 2015-2015, as there were multiple areas of growth revealed in 2015 campus data. As a result, the CIT agreed to keep most strategies in the plan, eliminating only a few that would no longer be an emphasis. The CIT also added new strategies to each goal to reflect new initiatives or action plans for 2015-2016.

BISD Planning Retreat Summary of CNA Data Analysis Findings:

Problem Statements:

1. There are not enough GT or Advanced Placement services for high achieving students.

2. At-risk population increased significantly.

3. Overall Level III scores in Eng. I, II, & Biology were below state average.

4. Surveys indicated a need for more consistency in enforcing campus procedures, rules, and regulations as they relate to staff and student discipline.

5. Staff surveys indicated a desire for improved communication processes.

6. STAAR-A passing percentages were low on English I, II, and Biology.

Demographics & Perceptions Data Analysis Findings:

Strengths:

All teachers are HQ

All paras are TOPS trained

Average year of experience of each teacher is 13.4

Adequate staff for highest needs.

Yearly Improvement Committees meet yearly to review school safety requirements

Enrollment increased in 2013-2014.

12:1 student to teacher ratio

Challenges:

No direct Gt Services, few AP offerings

At-risk increased from 708 to 841

Student Learning Data Analysis Findings:

Strengths:

Alg. I Level III was 23% compared to 16% Region & 20% State

US Hist. Level III was 28% compared to Region 21% & State 28%

Level II passing rates for Eng. I (81%) & Eng. II (82%) were above state averages of 71% & 73%

Alg. I Level II ECD student passing rate was 96%

Challenges:

Biology Level III was 6% compared to Region 10% & State 18%

Biology Level II pass rate (91%) was below state average (94%)

Only 67% of ECD students passed the Eng. I and II EOCs

Level III passing rates in Eng. I, II, and Biology were low

Perceptions Data Analysis:

Strengths:

The environment at BHS is safe.

Access to technology is high

Many opportunities for students to be involved in co-curricular and extra-curricular activities

Positive working environment (co-working, supporting each other, trust, pride)

Principal is open to suggestions, appreciates staff, is trust-worthy, treats staff fairly

Support from office staff is strong

Challenges:

Campus procedures, rules, and regulations concerning staff & student code of conduct need to be consistently and fairly enforced

Staff desire better communication

More feedback on performance is needed

Ideas for addressing parent concerns are needed

Surveys revealed a desire for increased tolerance and understanding of all students

School Processes Data Analysis Findings:

Strengths:

Parent Involvement Opportunities

Technology

Participation rate in athletics for boys and girls is high and about equal

Challenges:

Need for more AP classes

Need for more security cameras

Career Clusters decreased

STAAR A performance was low on Biology, Eng. I, and Eng. II EOCs

ESL performance was low on Eng. I & Eng. II

IDENTIFIED PRIORITIES:

1. Improve Level III Scores on English I, English II, & Biology EOCs.

2. Improve staff communication.

3. Improve STAAR-A performance on the English I, English II, and Biology EOCs.

4. Improve consistency in enforcing campus procedures & rules.

5. Increase then number of Advanced Placement services for high achieving students.

Goal 1: Bowie High School will provide a culture of high expectations for academic excellence in order for students to receive a well-balanced and appropriate education preparing them for success in their personal and professional goals.

Objective 1: Bowie High School student performance on the state assessment will increase by 5% at Level II and Level III in Biology, English I, and English II in STAAR EOC exams

Objective 2: Bowie High School will continue to expand post-secondary education opportunities to provide students additional options for college and career readiness.

Objective 3: Bowie High School will seek new and innovative ways to communicate with staff, and parents.

Strategies/Action Steps SW Component

Person(s) Responsible

Timelines Resources Evaluation Formative/Summative

1.1 BHS will continue the teacher/student goal setting initiative to foster individual motivation and accountability to improve student learning.

2 Teachers, Principal 2015-2016 Local Completed Goal Setting Forms and Progress Monitoring after CBA & STAAR

1.1 To monitor student learning, core-content area teachers will administer Curriculum Based Assessments once each six weeks, in addition to at least one benchmark assessment prior to state assessment testing in the spring. All assessment data will be entered into DMAC and analyzed to determine instructional needs.

2,8 Teachers, Curriculum Director, Principals

CBAs-At least once each six weeks Benchmark-At least once second semester

Local DMAC reports, test grades

1.1 BHS will provide scheduled time for classroom teachers to participate in horizontal and vertical team planning to analyze student performance data and plan for aligned instruction to increase student achievement.

8 Principal August Local Master Schedule

1.1 Teachers will use district approved curriculum and resources for daily instruction.

3 Principal and Asst. Principal

August- May Local Campus Calendar, Meeting Documentation

1.1 BHS administrators will serve as instructional leaders by participating in team planning meetings, and conducting walk-throughs to verify students are receiving high-quality aligned instruction.

2,3 Campus Principals 2015-2016 Local DMAC walk-through reports

1.1 Each teacher will provide the campus principal with a one-page scope and sequence document outlining TEKS taught each six weeks.

3 Teachers, principal Local Local Scope and Sequence posted on classroom webpage Principal checklist

1.1 Bowie High School will maintain appropriate student teacher ratios and provide additional class-size reduction teachers where appropriate.

1 Principal, Counselor, CTE Coordinator

Aug.-May Title II Part A

PEIMS Report, TAPR Report

1.1 Teachers will model and utilize highly effective teaching practices in daily instruction including Kagan Cooperative Learning, Thinking Maps, and Marzano’s Academic Vocabulary.

3,4 Principal Aug.-May Local Walk-through observations

1.1 BHS will provide specific educational opportunities targeted to advanced & gifted students which promote Level III performance on the state assessment.

9 Gifted and Talented Coordinator, Principal, Asst. Principal

Aug.-May Local State performance Level III reports

1.2 Add additional course offerings to CTE program to improve endorsement strands.

9,10 CTE Coordinator, Principal, Counselors

Aug. CTE/Carl Perkins Grant

Course Catalog, PEIMS Reports, Program Evaluations

1.2 Explore additional opportunities to expand course offerings through NCTC.

10 Counselors, Principal Aug. Local Course Catalog, PEIMS Reports, Program Evaluations

1.2 CTE advisory council will coordinate with Nocona ISD to develop joint CTE strategies as required by the Carl Perkins Grant.

10 Curriculum/Federal Programs Director

Aug. – May Carl Perkins Grant

Meeting Documentation

1.2 Investigate opportunities for online/distance learning classes.

9,10 Principal, Counselor Aug.-May Local Master Schedule and course offerings

1.3 Add a weekly email/memo/message to staff about upcoming events and activities at the campus.

1 Principal Aug. - May Local Email records

1.3 Investigate “Classroom Manager”, “Living Tree”, and “Remind” as a way to help keep parents informed about the day to day activities and expectations throughout the school year.

1 Principal, Teachers Aug. Local Survey results

Goal 2: BHS will seek to close the achievement gap between all students and demographic sub-populations to ensure the success of all students.

Objective 1: BHS will ensure special education students receive high quality instruction in their least restrictive environment to close the achievement gap by 10%.

Objective 2: BHS will address the needs of the at-risk population to close the achievement gap by 10%.

Objective 3: BHS will be in compliance with all special program requirements such as LEP, GT, SPED, Dyslexia, etc.


Person(s) Responsible Timelines Resources Evaluation Formative/Summative

2.1 Instructional staff will receive ongoing training and support for successful implementation of Inclusion and Co-teaching practices.

2,4 Principal Aug.-May

Local and Title

Professional Development Certificates, Surveys

2.1 Instructional staff will receive training to better understand the needs of students with disabilities.

4 Principal Aug.-May

Local and Title

ESC 9 Professional Development Certificates and Teacher Surveys

2.1 New teachers will receive training on writing PLAAF statements.

4 Principal/Special Education Lead Teacher

August Local Sign-in Sheets at training

2.2 Instructional staff will receive training in at-

risk criteria and student needs. State & Local

at-risk criteria records will be maintained by

counselors who will also update TxEIS. At-risk

criteria are attached to this document as a

separate record.

4,9 Principal and Counselors

August Local Training Documentation

2.2 BHS will ensure at-risk students have the opportunity to participate in compensatory education programs targeted to their specific needs, including AEP, Credit Recovery, RtI, the Alternative Learning Center, summer school, and software intervention programs such as Compass Odyssey.

9,10 Principal and Asst. Principal

Aug. – May

SCE Funds Program Participation and Performance Reports, student schedules

2.2 BHS will provide accelerated instruction and summer school for those students who don't meet minimum standards on the state assessment on EOC exams.

9 Principal June SCE Funds SSI Documentation and Accelerated Instruction plans.

2.2 BHS will make use of available technology systems such as DMAC, TxEIS, & eSPED to identify and track special student populations & perform record-keeping tasks required for 504, RtI, and SPED.

9,10 Principal Aug.-May

Local DMAC, TxEIS, and eSPED reports

2.2 BHS will have a person or persons designated as RtI, 504, & SPED, leads who will be trained & responsible for entering student documentation into those electronic programs.

4,10 Principal, RtI specialist, Special Education Teacher

Aug.-May

Local and Title

DMAC, eSPED, and Staff duty reports

2.3 . A Gifted & Talented (G/T) Program will be provided to qualified students according to BISD board policy as written in compliance with the Texas State Plan for the Education of Gifted/Talented Students

10 GT Coordinator Aug.-May

GT, Local Campus Course Schedule

2.3 Dyslexia program will be provided to those students who qualify. Students will be served through the Section 504 program and may also qualify for accommodations under that program in addition to dyslexia services.

9,10 504 Coordinator, Dyslexia Coordinator, Curriculum Director

Aug.-May

Local Campus Course Schedule, Meeting Documentation

Goal 3: BISD will recruit and retain high-quality and highly-qualified staff while providing on-going and relevant professional development which translates into student engagement.

Objective 1: 100% of Bowie High School instructional staff will attend research-based professional development to implement strategies which enhance student engagement and learning.

Objective 2: 100% of BHS staff will be highly qualified as defined by ESEA/NCLB.

Objective 3: BHS will employ practices designed to recruit and retain high-quality and highly-qualified staff.




3.1 Instructional staff will receive yearly training on updates to the state assessment and accountability system, including changes to allowable accommodations.

4 Curriculum Director/Principal

Aug. Local Professional Development Documentation

3.1 Instructional staff will attend professional development opportunities specific to their grade, subject, and BHS adopted curriculums as well as for other resources utilized for instruction.

4 Principal Aug. - July Local and Title 1 Professional Development

3.1 Instructional staff will receive RtI, 504, & Dyslexia training yearly.

4, 10 Curriculum Director, ESC 9 specialist

Aug.- July Local and Title 1 Professional Development Documentation

3.1 All BHS Teachers will be encouraged to complete 30 hours of GT Foundation Training (maintaining a 6 hour update yearly), their ESL certification, &/or SIOP Training as appropriate for their teaching assignment.

4,10 Principal Yearly until endorsements or certifications are achieved.

BISD will reimburse teachers for the cost of the ESL certification test.

Training and Certificates

3.1 New Instructional staff will receive training in district initiatives including Kagan's Cooperative Learning,

4 Principal Within the first year of employment.

Local Certificates of completion

Thinking Maps, & Marzano's Academic Vocabulary.

3.1 Instructional staff will receive training & updates in the use of BISD electronic resources including TxEIS, DMAC, TEKS Resource System, eBackpack, and Office 365.

4 Instructional Technology Coordinator

Aug.-May Local Round Robin Aug Staff Development Trainings

3.1 Instructional staff will receive professional development specific to technology integration and the use of iPads, Mimeo Boards & devices, etc. for teaching and learning.

2,4 Principal and Campus Tech.

Aug. Local Teacher orientation

3.1 All BISD teachers and staff will receive child abuse reporting, FERPA, Parental Involvement, and other required Title 1 trainings yearly.

10 Principal/Ass. Principal, Counselors

Yearly in August prior to the first day of school.

Local Round Robin Staff development sign in sheets

3.2 All new teachers employed by Bowie High School will be Highly Qualified for their teaching assignment before employment.

3 Principal Aug. Local Certification and HQ documentation

3.2 All paraprofessionals hired by BHS

will be Highly Qualified when hired or

will complete online professional

training through Region 4 or in person

at Region 9 before the first day of

work.

3 Principal Aug. Local HQ documentation, TOP training completion certificate

3.3 New teachers (first year or new to the district) will be provided with mentor teachers and will participate in BISD's mentoring program.

5 Principal Aug. Local Mentor assignment

3.3 BHS will supplement salaries for identified teachers and

5 Principal Aug. - July SCE Time Sheets

paraprofessionals who provide extended-day math, reading, and science support and to provide for small group and computer assisted instruction as part of a school-wide program.

Goal 4: BHS will encourage and promote a climate that engages the community and families in the education of their children.

Objective 1: Increase parent and community involvement by implementing a variety of strategies and activities which promote positive communication and result in student success.

Objective 2: Parents and community members will be encouraged to participate in multiple campus events and transition opportunities to foster positive experiences beyond the normal school day and throughout the district.



4.1 All BHS employees will adhere to a service-

oriented focus.

2,6 Principal/Teachers Aug.-May Local PDAS Evaluations

4.1 BHS will continue to expand the "Team Bowie" moto and seek additional opportunities to engage the community, businesses, parents, faculty, and staff in all efforts to promote unity, pride, and student success.

2,5,6 Principal/Teachers Aug.-May Local End of year Survey

4.1 Parent surveys will be utilized to determine additional needs and avenues for parent involvement, to coordinate existing organizations such as the PTO and Booster Clubs, and to recruit additional parents to serve on the Parent Involvement Committee.

1,6,10 Principal Aug. - May

Local Parent Surveys

4.1 Principal will meet with the parent/guardian of any student that withdraws to Home School or is not enrolling in another public or private school in order to prevent dropout identification. Withdrawal to Homeschool Documentation must be signed by the parent/guardian at the time of withdrawal.

1,10 Principal Aug. - May

Local Homeschool withdraw form

4.2 BHS will conduct one after-school function per semester.

6 Principal Aug. – May

Local School Calendar of events

4.2 Each campus will have at least one transition activity in the spring for students who will be entering the campus for the first time in the fall of

7 Principal/Counselors May Local School Calendar

the next school year. BHS will provide support or advertising materials to parents regarding transition activities at each campus as needed.

4.3 BHS will develop attendance strategies to ensure a 95% or higher attendance rate

1,2 Campus Teams 2015-2016

Local Documentation of Strategies Implemented

4.3 BHS will monitor students at-risk of dropping out of school and provide necessary intervention

1,9, Principals, Counselors, Teachers

2015-2016

Local PEIMS

Goal 5: Bowie ISD will model a safe and drug free environment that is positively conducive to student success.

Objective 1: Provide a comprehensive program to increase student awareness of the dangers and effects of drug and alcohol use and violence prevention.

Objective 2: Provide model programs that encourage students to develop strength of character and become responsible citizens of our community.

Objective 3: BISD will ensure that 100% of campuses have effective emergency response procedures in place to ensure the safety of students and staff.



5.1 Provide resources for staff on the prevention of bullying and school violence, discipline management, and including materials for the education of students on suicide awareness and prevention, violence prevention and intervention, conflict resolution, sexual harassment and dating violence.

4,9,10 Crisis Counselor 2015-2016

Local Training Sign-in Sheet

5.1 Student survey regarding bullying, school violence, and drug/alcohol awareness will be administered to determine program needs and impact.

4,9,10 Principal/Crisis Counselor

Yearly in the spring

Local Student Survey results

5.2 Continue the EPIC character development student of the month program.

2 Principal Monthly Local Student of the Month page on HS website

5.2 BHS will seek to utilize community members to educate all students on the dangers of drugs and alcohol.

4,9,10 Principal, Counselors, and SRO

Aug. – May

Local School Calendar of events

5.3 Emergency Operations Plan maintained and updated as needed. Safety audit, fire marshal, and health inspections conducted as required by law. Provide MSDS training for teachers as required by law.

1,2,9 SRO and school nurse Aug. – May

Local EOP manual

5.3 The Bowie ISD and its Board of Trustees has adopted a policy regarding bullying. Refer to Board Policies FFI (Legal) and FFI (Local). The District prohibits bullying or retaliation against anyone involved in the complaint process. To obtain assistance and intervention, any student who believes that he or she has experienced bullying should immediately report the alleged acts to a teacher, counselor, principal, or other District employee. Any District employee who suspects or receives notice that a student or group of students has or may have experienced bullying shall immediately notify the principal orally or in writing. Refer to the above listed board policies for more information.

9,10 Supt. Aug.- May

Local Board Reports, Discipline Records

5.3 All Bowie ISD employees will report suspected child abuse and neglect and sexual abuse as required by Texas law to Child Protective Services. All new educators will be provided training in sexual abuse awareness and prevention as required by SB 471.

4,9,10 Principal and Crises Counselor

Aug. Local Training log

5.3 Bowie High School will implement a security plan to ensure all doors to the building remain locked or building is supervised at all times.

9,10 Principal, Athletic Director, Fine Arts Director, SRO, and all teachers/sponsors

Aug. – May

Local Security plan

5.3 Bowie High School will seek to add security camera’s to increase coverage of parking lot to prevent theft and inappropriate mischief

9.10 Principal and District Technology Department

Aug. - May

Local Number of security cameras.

Goal 6: Bowie ISD will promote the use of 21st Century technology to enhance teaching and learning for student success.

Objective 1: 100% of BISD teachers will utilize available technology to engage students and promote learning.

Objective 2: BISD will utilize current technology to communicate with parents and community.

Objective3: BISD will maintain the technology infrastructure to ensure connectivity.




6.1 Expand opportunities for teachers to integrate technology with instruction through the use of student showcases (websites, parent nights, etc.)

1 Instructional Technology Coordinator, Curriculum Director, Principal, Campus BLTs

Aug.-May Local End of year teacher survey

6.1 Provide assistance to teachers in need of classroom management strategies and expectations in the use of technology in the classroom.

4 Instructional Technology Coordinator, Curriculum Director, Principal, Campus BLTs

Aug.-May Local End of year Survey

6.1 Continue the 1:1 initiative at the secondary level and adding additional devices throughout the district for teacher and student instructional use at all grade levels.

2 Technology Director, Principals

Aug.-May Local Survey

6.1 Instructional staff will be trained in using electronic programs such as TxEIS, DMAC, eBackpack, and Office 365 to support data analysis and the innovative use of technology for instruction & learning.

4 Instructional Technology Coordinator, PEIMS Coordinator, Campus BLTs

Aug. Local Training Sign-in sheets

6.2 Provide support materials/training to parents regarding the use of electronic programs such as TxEIS for student registration and the BISD Parent Portal for communicating student attendance and grades.

6 Bowie HS office staff and administration

Aug.-Sept. Local Website Resources, Communication Records

6.3 Infrastructure for wifi connectivity will be maintained for the efficient & effective use of technology by all BHS employees.

2,10 Technology Director

Sept. Local Survey

6.3 BHS computer operating systems will be upgraded to Office 2014 which is necessary to implement the Office 365 initiative.

2,10 Technology Director

Jan. Local Technology Report

Bowie ISD At-Risk Student Eligibility Criteria (Texas Education Code, Section 29.081):

A student at risk of dropping out of school includes each student who is under 21 years of age and who:

1. is in prekindergarten, kindergarten or grade 1, 2, or 3 and did not perform satisfactorily on a readiness test or assessment instrument administered during the current school year;

2. is in grade 7, 8, 9, 10, 11, or 12 and did not maintain an average equivalent to 70 on a scale of 100 in two or more subjects in the foundation curriculum

during a semester in the preceding or current school year or is not maintaining such an average in two or more subjects in the foundation curriculum in the current semester;

3. was not advanced from one grade level to the next for one or more school years; (NOTE: prekindergarten or kindergarten students who did not advance to the next grade level only as the result of the request of the student’s parents are excluded from this identification; effective school year 2009-2010.)

4. did not perform satisfactorily on an assessment instrument administered to the student under Subchapter B, Chapter 39, and who has not in the previous , or current school year subsequently performed on that instrument or another appropriate instrument at a level equal to at least 110 percent of the level of satisfactory performance on that instrument;

5. is pregnant or is a parent;

6. has been placed in an alternative education program in accordance with Section 37.006 during the preceding or current school year;

7. has been expelled in accordance with Section 37.007 during the preceding or current school year;

8. is currently on parole, probation, deferred prosecution, or other conditional release;

9. was previously reported through the Public Education Information Management System (PEIMS) to have dropped out of school;

10. is a student of limited English proficiency, as defined by Section 29.052;

11. is in the custody or care of the Department of Protective and Regulatory Services or has, during the current school year, been referred to the department by a school official, officer of the juvenile court, or law enforcement official.

12. is homeless, as defined by 42 U.S.C. Section 11302, and its subsequent amendments; or 13. resided in the preceding school year or resides in the current school year in a residential placement facility in the district, including a detention facility,

substance abuse treatment facility, emergency shelter, psychiatric hospital, halfway house, or foster group home.

bowie independent school district · curriculum and resources for daily instruction. 3 principal...

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