2004-2005 No Child Left Behind - Blue Ribbon Schools Program
U.S. Department of Education
Cover Sheet Type of School: __ Elementary __ Middle __ High X K-12
Name of Principal Mrs. Anna Marie Garcia
(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the official records)
Official School Name San Isidro Schools
(As it should appear in the official records)
School Mailing Address P.O. Box 10 / Farm Road 1017______
(If address is P.O. Box, also include street address)
San Isidro TX 78588-0010___
City State Zip Code+4 (9 digits total)
County Starr School Code Number 214-902______
Telephone (956)481-3108______Fax (956)481-3244______
Website/URL www.siisd.org______E-mail ______
I have reviewed the information in this application, including the eligibility requirements on page 2, and certify that to the best of my knowledge all information is accurate.
Date______
(Principal’s Signature)
Name of Superintendent* Mr. Miguel Garcia______
(Specify: Ms., Miss, Mrs., Dr., Mr., Other)
District Name San Isidro Independent School District Tel (956)481-3106______
I have reviewed the information in this application, including the eligibility requirements on page 2, and certify that to the best of my knowledge it is accurate.
Date______(Superintendent’s Signature)
Name of School Board
President/Chairperson Mr. Exiquio Saenz______
(Specify: Ms., Miss, Mrs., Dr., Mr., Other)
I have reviewed the information in this package, including the eligibility requirements on page 2, and certify that to the best of my knowledge it is accurate.
Date______
(School Board President’s/Chairperson’s Signature)
PART I ELIGIBILITY CERTIFICATION
[Include this page in the school’s application as page 2.]
The signatures on the first page of this application certify that each of the statements below concerning the school's eligibility and compliance with U.S. Department of Education, Office of Civil Rights (OCR) requirements is true and correct.
1. The school has some configuration that includes grades K-12. (Schools with one principal, even K-12 schools, must apply as an entire school.)
2. The school has not been in school improvement status or been identified by the state as "persistently dangerous" within the last two years. To meet final eligibility, the school must meet the state’s adequate yearly progress requirement in the 2004-2005 school year.
3. If the school includes grades 7 or higher, it has foreign language as a part of its core curriculum.
4. The school has been in existence for five full years, that is, from at least September 1999 and has not received the 2003 or 2004 No Child Left Behind – Blue Ribbon Schools Award.
5. The nominated school or district is not refusing the OCR access to information necessary to investigate a civil rights complaint or to conduct a districtwide compliance review.
6. The OCR has not issued a violation letter of findings to the school district concluding that the nominated school or the district as a whole has violated one or more of the civil rights statutes. A violation letter of findings will not be considered outstanding if the OCR has accepted a corrective action plan from the district to remedy the violation.
7. The U.S. Department of Justice does not have a pending suit alleging that the nominated school, or the school district as a whole, has violated one or more of the civil rights statutes or the Constitution's equal protection clause.
8. There are no findings of violations of the Individuals with Disabilities Education Act in a U.S. Department of Education monitoring report that apply to the school or school district in question; or if there are such findings, the state or district has corrected, or agreed to correct, the findings.
PART II DEMOGRAPHIC DATA
All data are the most recent year available.
DISTRICT (Questions 12 not applicable to private schools)
1. Number of schools in the district: 1 Elementary schools
Middle schools
1 Junior high schools
1 High schools
_____ Other
__3___ TOTAL
2. District Per Pupil Expenditure: ___$7696_____
Average State Per Pupil Expenditure: ___$8029_____
SCHOOL (To be completed by all schools)
3. Category that best describes the area where the school is located:
[ ] Urban or large central city
[ ] Suburban school with characteristics typical of an urban area
[ ] Suburban
[ ] Small city or town in a rural area
[X ] Rural
4. ____5__ Number of years the principal has been in her/his position at this school.
If fewer than three years, how long was the previous principal at this school?
5. Number of students as of October 1 enrolled at each grade level or its equivalent in applying school only:
Grade / # of Males / # of Females / Grade Total / Grade / # of Males / # of Females / Grade TotalPreK / 10 / 5 / 15 / 7 / 8 / 8 / 16
K / 8 / 8 / 16 / 8 / 10 / 10 / 20
1 / 5 / 4 / 9 / 9 / 10 / 8 / 18
2 / 9 / 6 / 15 / 10 / 14 / 7 / 21
3 / 9 / 12 / 21 / 11 / 11 / 6 / 17
4 / 14 / 7 / 21 / 12 / 7 / 7 / 14
5 / 10 / 13 / 23 / Other
6 / 16 / 6 / 22
TOTAL STUDENTS IN THE APPLYING SCHOOL ® / 248
[Throughout the document, round numbers to avoid decimals.]
6. Racial/ethnic composition of ___4__ % White
the students in the school: ___0__ % Black or African American
__96__ % Hispanic or Latino
___0__ % Asian/Pacific Islander
___0__ % American Indian/Alaskan Native
100% Total
Use only the five standard categories in reporting the racial/ethnic composition of the school.
7. Student turnover, or mobility rate, during the past year: 7%___
(This rate should be calculated using the grid below. The answer to (6) is the mobility rate.)
(1) / Number of students who transferred to the school after October 1 until the end of the year. / 6(2) / Number of students who transferred from the school after October 1 until the end of the year. / 10
(3) / Subtotal of all transferred students [sum of rows (1) and (2)] / 16
(4) / Total number of students in the school as of October 1 / 245
(5) / Subtotal in row (3) divided by total in row (4) / .065
(6) / Amount in row (5) multiplied by 100 / 6.53
8. Limited English Proficient students in the school: 21 %
___52__Total Number Limited English Proficient
Number of languages represented: ____1____
Specify languages: Spanish
9. Students eligible for free/reduced-priced meals: 82%__
Total number students who qualify: __207___
If this method does not produce an accurate estimate of the percentage of students from lowincome families or the school does not participate in the federallysupported lunch program, specify a more accurate estimate, tell why the school chose it, and explain how it arrived at this estimate.
10. Students receiving special education services: 17%__
____43___ Total Number of Students Served
Indicate below the number of students with disabilities according to conditions designated in the Individuals with Disabilities Education Act.
____Autism ____Orthopedic Impairment
____Deafness ____Other Health Impaired
____Deaf-Blindness _27_Specific Learning Disability
_6__Emotional Disturbance __6_Speech or Language Impairment
____Hearing Impairment ____Traumatic Brain Injury
____Mental Retardation ____Visual Impairment Including Blindness
_4__Multiple Disabilities
11. Indicate number of fulltime and parttime staff members in each of the categories below:
Number of Staff
Full-time Part-Time
Administrator(s) ___1 ______
Classroom teachers ___20______2___
Special resource teachers/specialists ___1______
Paraprofessionals ___11______
Support staff ___3______
Total number ___36______2___
12. Average school student-“classroom teacher” ratio: __12%__
13. Show the attendance patterns of teachers and students as a percentage. The student dropout rate is defined by the state. The student drop-off rate is the difference between the number of entering students and the number of exiting students from the same cohort. (From the same cohort, subtract the number of exiting students from the number of entering students; divide that number by the number of entering students; multiply by 100 to get the percentage drop-off rate.) Briefly explain in 100 words or fewer any major discrepancy between the dropout rate and the drop-off rate. (Only middle and high schools need to supply dropout rates and only high schools need to supply drop-off rates.)
2003-2004 / 2002-2003 / 2001-2002 / 2000-2001 / 1999-2000Daily student attendance / 98% / 97% / 97% / 97% / 98%
Daily teacher attendance / 98% / 98% / 97% / 98% / 97%
Teacher turnover rate / 1% / 0% / 1% / 0% / 0%
Student dropout rate (middle/high) / 0% / 0% / 2% / 1% / 1%
Student drop-off rate (high school) / 2% / 2% / 1% / 2% / 1%
14. (High Schools Only) Show what the students who graduated in Spring 2004 are doing as of September 2004.
Enrolled in a 4-year college or university / _50__%
Enrolled in a community college / _38__%
Enrolled in vocational training / __0__%
Found employment / _12__%
Military service / 0 %
Other (travel, staying home, etc.) / __0__%
Unknown / __0__%
Total / 100 %
PART III SUMMARY
The San Isidro Independent School District is located in northern rural Starr County in the southern region of Texas. The school district is comprised of grades Pre-Kinder through twelfth grade. The primary goal of the school district is to achieve student success through a rigid curriculum requiring students to reach their full potential. Excellence is a strong tradition at San Isidro I.S.D. This is evident through the Exemplary Accountability Rating that the school district has attained during the years 1998 – 1999, 1999 – 2000, 2000 – 2001, 2001 – 2002 and 2002 – 2003. This accomplishment is a reflection of our District Vision, “San Isidro ISD will be an exemplary community dedicated to the highest standards of quality at all levels and in all areas of endeavor. All students, parents, community members, and district employees, respecting and valuing each other, will be committed to providing all students with an education that enables them to live successfully in an ever-changing society.”
In the San Isidro I.S.D. community, trust, respect, interdependence, integrity, and collegiality are prized – which has resulted from flourishing teamwork. The members of our teaching community have created rich, enduring, and highly productive relationships that have bound us into a cohesive unit. If an equation existed to describe what our team can accomplish it would be THE RIGHT TASK + THE RIGHT PEOPLE + THE RIGHT SETTING = UNPRECEDENTED ACTIONS AND RESULTS. The strong interaction amongst team members has allowed us to develop a shared view of what is going on in the district, hopes for the future, what is working, what is not working, and what can be done about specific issues. The administration is committed to guiding and rewarding those efforts which leads students to productive, satisfying lives as adults. The faculty is dedicated to applying the best practices in education so that each student can excel; the support staff is involved in facilitating all programs that enhance the educational experiences. Consequently, our students are responding with favorable results in and out of the classroom.
Each school year, we embark upon the mission of providing a “well-balanced educational program committed toward academic success.” Through continual planning and reviewing of test scores and programs, the staff at San Isidro offers a well-rounded curriculum for students. The curriculum is based on the Texas Essential Knowledge and Skills (TEKS), which delineates learning standards that ensure that all students become more effective readers, know and apply complex mathematics, develop a stronger understanding of science concepts and master the social studies skills necessary to become responsible citizens. The quality of education for our students depends ultimately not on specific techniques, practices, or structures, but on more basic human and social resources.
An important guide toward the academic success of San Isidro students is the District Improvement Plan, which aligns the curriculum with the school, state, and national goals. It is realigned each year to meet the changing needs of the students. This guide has provided a curriculum connectedness and a new understanding that a successful elementary school is in the best interest of the middle school and high school.
The expectation at San Isidro ISD is that all of us – students, parents, community members, and staff – will put forth the required effort to ensure that we experience success in a positive and caring climate. Teachers, parents, and students come to know each other and develop a sense of community and school pride. We will continue to raise the bar so that our students will develop skills essential to the success of citizens in our diverse society because at San Isidro I.S.D. we are always, “Preparing Our Students for the Challenges of Tomorrow.”
PART IV – INDICATORS OF ACADEMIC SUCCESS
1. Assessment Results
Implemented in spring 2003, TAKS is the primary state assessment of academic skills. TAKS is designed to measure core areas of the state-mandated curriculum, the Texas Essential Knowledge and Skills (TEKS). The TAKS test measures academic skills in reading and mathematics at grades 3 through 9, writing at grades 4 and 7, English Language Arts at grades 10 and 11, social studies at grades 8, 10, and 11, and science at grades 5, 10, and 11.
The TAKS results are reported by grade level; all students, sub-groups and results are also reported by campus. The sum of 3rd – 11th grade level results is reported by indicating results for all students and sub-groups. Statewide assessments revealed that San Isidro I.S.D. had no significant performance disparity among economically disadvantaged and non-economically disadvantaged students and subgroups. The TAKS scale score indicates whether a student has met the standard and how far the student’s achievement is above or below the passing standard. All enrolled students failing to meet the standard in one or more TAKS tests are offered accelerated instruction. In addition, students who fail one or more parts of TAKS are provided with TAKS Study Guides. A personal graduation plan is developed and implemented for each student in junior high or high school who did not perform satisfactorily on the TAKS. Each personal graduation plan identifies goals for the students and includes an intensive instruction program which will provide innovative methods to promote the student’s advancement.