Issues of Concern for Administrators & Counselors

 

Annual Compensatory Fund Audit

  • Documentation of At-risk in Current Year Cum Folder – Reviewed these students at least Once a Year – BEFORE Snapshot date --to be done by Counselor  (13 Criteria Check list & accompanying documentation in RED folder)
  • ONCE A YEAR (September-October) One-Year Old At-Risk Chart pulled but kept (kept for 2 years) ---Along with 504 information, ESL review, Dyslexia etc.
  • Acceleration Plans (Who, What, When, Where, Why, what fund, With WHAT materials and strategies-- Documentation) These are required to be in your Campus Plans must be current and reflect the Site-base Improvement Committee Agenda accompanied by Signature Sheets, and Recommendations, Minutes, and Board Approval of any policy changes.
  • Compensatory Budget should be Weighted for assistance of At-Risk students (supplies, tutorials)

 

Data-Driven Strategic Improvement Planning Graphic

 

At-Risk Lists

  • Criteria Sheets & Documentations in Cum RED Folders
  • List given to Campus PEIMS Clerk for entering codes in Computer from counselor
  • H.S. Campus -- ONCE a year: CATE codes--- Required 6 Year-Plans,  Internships, Work Program must have signatures in CATE folders (Blue Folders)  CATE is MOST likely to be audited next year.
  • Make sure that your Registrar is maintaining the color coded folders in the CUM folders
  • Who is the Dyslexia Person on your campus?
  • Who is the ESL Person on your campus?
  • Who is the 504 Person on your campus?
  • GT Program well documented on your campus?

 

High School Program List

  • Our new accountability system ranks us according to how many students finish the Recommended High School Program.  Dr Rousseau needs a list of all junior & seniors High school programs.
  • Heavily funded program codes should be assigned to all students who qualify for Internships, work programs, instead of “office aide”.  Must have parental contract.

 

TAKS Acceleration Classes: Please make sure all students who have not passed a portion of the TAKS are being serviced in a special setting (TAKS class, extra Core Subject class, tutorials, etc.)

 

11th & 12th graders need to be tutored on SAT & ACT.  REMEMBER that Collage entrance tests are also apart of the new accountability rating.

 

Attendance Review Policy

  • Review Data Entry procedures for attendance
  • Review results of TEA Leaver Audit discuss changes that need to be made at the campus’ levels.
  • Too many absences – Schedule Saturday Schools or make up
  • New Documentation Required for District Enrollment – See Cum Check List
  • Please have meeting with your secretaries and discuss the entire Attendance & Leaver Policies with them – Policy attached
  • Make sure the Curriculum Director has a copy of your designees on file
  • Make sure you have gone over the NEW job descriptions with your office folks.  These new job descriptions are now on the Website next to their pictures at:

You can find your job descriptions at:

Elementary: http://www.arp.sprnet.org/webmaster/Faculty/faculty.htm

Junior High: http://www.arp.sprnet.org/webmaster/Faculty/facultyJR.htm 

High School: http://www.arp.sprnet.org/webmaster/Faculty/facultyHS.htm 

Leaver Policy: http:/www.arp.sprnet.org/default/District/Policies/AttendanceMannual.doc    

  • Keep teachers & students off of the PEIMS computers – i.e. All secretaries' computers now have RSCCC on them
  • Make sure your Attendance Clerk Understands the TARDY policy adopted by the board.  The student receive detention…..not licks!!

 

Each campus must have site-base committee documentation that they have met (agendas), signature sheets, and documentation of minutes for Campus Improvement Plans that define the strategies and services provided for identified At-Risk Students.  All Arp Campuses are campus-wide Title 1 and MUST include in their Campus Improvement Plans a statement supporting the campus-wide Title 1 programs.

  • Accelerated Programs must be defined (Who? How Often? Where? When? What materials? Formative Assessments?   Remember that these programs must address students in a 10 to 1 setting.
  • All Title 1 campus-wide campuses MUST have a Campus Level Parental Involvement Policy and refer to it in the Campus Improvement Plan
  • Brochures should be created by each campus and made available to parents for new TAKS testing dates, retest dates, retention policies, explaining the Grade Placement Committee, explanation of acceleration programs and higher expectations

 

The district committee should meet before December with all campus improvement plans in place to complete District Improvement Plans for this year.

 

All paraprofessionals who were hired After Jan, 2002 MUST have the following qualifications IMMEDIATELY:

  • Have an A.S. Degree or comparable 48 hours college  OR
  • Get an Assessment through ESC7 after 3 day workshop.  Email Chris Little (clittle@esc7.net) if you have paraprofessionals on your campus hired AFTER Jan, 2002.

 

If you are going to have a sub for more than 4 consecutive weeks in one classroom, you must send the Parent Notification Letter home referring to lack of “highly qualified” teacher.

  • Please notify Dr. Rousseau when hiring a new employee so that all new employees are scheduled into the Confidentiality Workshop.  We have many aides working that have not had this inservice.
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District Forms

Please ask your secretaries to use the District Forms....NOT old copies

 

District Policy

 

  • Writing Initiatives -- Our lowest scores used to be in writing --not so any more!   It is imperative that all teachers have students produce writing samples that reflect the various types of writing required by the state.  "Journal" writing is great!.....but it DOES NOT satisfy the state requirements.  Writing samples should be produced, if not every day, then several times a week in all core classes. A writing sample is required on all benchmark tests. Writing samples are to be sent to the office of the Curriculum Director -- each teacher's two best samples and the two lowest skilled samples -- EACH 6 Weeks.  No exceptions!

 

INSERVICES

  • Half-days are to be utilized as Department Chair meetings & sometimes with full faculty to evaluate campus initiatives and to tweak curriculum calendars. Principals should monitor and participate in these meetings.
  • All new Teachers need the PDAS training through Region VII.
  • All Administrators responsible for PDAS evaluations & walkthroughs MUST take the 2 day training ILT to ILD to qualify
  • February 1st week is TCEA --some teachers from each campus may be gone during that week
  • Sitebase Committees are to submit requests for inservice each year following evaluation and generation of campus needs assessment (following TAKS).
  • The district reserves two days for new teachers and two days for district-wide inservice issues. The campuses should submit their campus inservice requests through the district calendar.  

 

Principal Yearly Budgets

  • Do NOT forget to turn in yearly budgets that itemize the following
    • Computer & Technology Updates (1/3 of your office)
    • Printer Cartridges & Printers for entire campus
    • The Business Manager requests  that Overhead Projectors also be placed in campus budgets.
    • Calculators – Take a needs assessment for calculators or manipulatives on your campus. 
    • Check with your Math teachers to make sure that ALL grades have the type of calculators needed for our scope & sequence
    • TAKS booklets for mandatory TAKS acceleration and tutorials materials for all those who do not pass
    • Don't forget Science equipment and consumable lab materials in your yearly budgets.
    • Plan for Grade Speed, mClass (TPRI), NovaNet, iStation, Rosetta Stone, Eduphoria (PDAS), and other software needs.

TEXT BOOK ADOPTIONS

  • When appropriate, please have all core teachers (K-12) work on the adoption committees for all core textbooks.  We will never have a good integrated curriculum if the departments adopt in isolation.  It is NOT necessary to adopt from the same publisher as they farm out each grade level text to individual authors without respect to coherent sequencing. It is however, necessary to build and tweak a coherent scope and sequence regardless of the textbook. This dynamic process should be documented and submitted to the district curriculum director for publishing.

Updated 08/04/07