0 Socorro ISD Annual Performance Report 2010-2011.

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Socorro ISD Annual Performance Report2010-2011

Board Members

2010-2011 SISD Annual Performance Report

Board of Trustees2010-2011

The Board shall publish an annual report describing the educational performance of the District and of each campus in the District. This report is provided by TEA and is termed the Academic Excellence Indicator System (AEIS) report. It is intended to inform the public about the educational performance of the District and of each campus in relation to the District, the state, and a comparable group of schools.BR (LEGAL)

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Performance AEIS Report



Socorro Independent School District2010-2011 Campus Performance Ratings

DR SUE A SHOOK ELEMENTARY BILL SYBERT SCHOOL JOHN DRUGAN SCHOOL AMERICAS HS

ESCONTRIAS EARLY CHILD CTR CAMPESTRE ELEMENTARY LUJAN-CHAVEZ ELEMENTARY BENITO MARTINEZ ELEMENTARY

ESCONTRIAS ELEMENTARYCHESTER E. JORDAN ELEMENTARY MYRTLE COOPER ELEMENTARY CAPT. WALTER E. CLARKE MIDDLE

HELEN BALL ELEMENTARY COL. JOHN O. ENSOR MIDDLE O'SHEA KELEHER ELEMENTARYEL DORADO 9TH GRADE ACADEMY

LOMA VERDE ELEMENTARY DESERT WIND SCHOOL PASO DEL NORTE SCHOOL EL DORADO HS

MISSION EARLY COLLEGE HS EASTLAKE HS ROBERT R. ROJAS ELEMENTARY MONTWOOD HS

MONTWOOD MIDDLE ELFIDA CHAVEZ ELEMENTARY SALVADOR SANCHEZ MIDDLE SOCORRO HS

ERNESTO SERNA SCHOOLSGT. ROBERTO ITUARTE ELEMENTARY SOCORRO MIDDLE

H.D. HILLEY ELEMENTARY SIERRA VISTA ELEMENTARY SUN RIDGE MIDDLE

HORIZON HEIGHTS ELEMENTARY SPC. RAFAEL HERNANDO III MIDDLE

HUECO ELEMENTARY VISTA DEL SOL ELEMENTARY

HURSHEL ANTWINE ELEMENTARY WILLIAM D. SLIDER MIDDLE

JANE A. HAMBRIC SCHOOL

Exemplary RecognizedAcademicallyAcceptable


Socorro Independent School District2010-2011 Student Demographics

District Percent StateCount

Total Students: 42,287 Ethnic Distribution: -African American 758 1.8% 12.9%

-Hispanic 38,637 91.4% 50.3%-White 2,386 5.6% 31.2%-Asian 246 0.6% 3.4%-American Indian 145 0.3% 0.5%-Two or More Races 84 0.2% 1.6%

Economically Disadvantaged 31,582 74.7% 59.2%Limited English Proficient 9,032 21.4% 16.9%

At-Risk 21,546 51.0% 46.3%Students with Disciplinary Placements 501 1.1% 1.9% (2009-2010)Student Enrollment by Program:

-Bilingual/ESL Education 8,604 20.3% 16.2%-Gifted and Talented Education 2,771 6.6% 7.7%-Special Education 3,247 7.7% 8.8%-Career and Technology Education 11,072 26.2% 21.0%

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Socorro Independent School DistrictTeacher Profile

Highest Degree Held District StateDoctorate 0.2% 0.5%Masters 28.7% 21.8%Bachelors 69.2% 76.9%No Degree 1.8% 0.8%

By ProgramBilingual/ESL 13.3% 5.5%Gifted and Talented 0.0% 1.9%Regular Education 66.6% 73.4%Special Education 9.7% 9.1%Compensatory Education 0.0% 2.9%Career and Technology 5.1% 4.0%

By Years ExperienceBeginning Teachers 2.8% 6.0%1-5 Years 34.8% 30.0%6-10 Years 26.9% 21.1%11-20 Years 23.2% 25.0%Over 20 Years 12.3% 17.9%

Number of Students Per Teacher 17.2 14.7

Average Years Experience 10.1 11.4

Average Years Experience with District 7.4 7.7 Turnover Rate for Teachers 6.6% 11.9%

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Socorro Independent School DistrictTwo Year Student Performance Campus Comparisons 2009-2010 and 2010-2011

Elementary Campuses Year Reading/ELA

Mathematics Writing Science

State2011 90% 84% 92% 83%

2010 90% 84% 93% 82%

Region 192011 88% [ 85% ] 94% [ 81% ]

2010 89% 84% 94% 80%

District2011 90% [ 87% ] [ 95% ] [ 83% ]

2010 90% 85% 94% 82%

Benito Martinez2011 87% 88% [ 98% ] 78%

2010 87% 89% 96% 81%

Campestre2011 83% [ 88% ] [ 90% ] 90%

2010 84% 85% 86% 90%

Chester E. Jordan2011 85% [ 93% ] 93% [ 89% ]

2010 88% 90% 94% 82%

Dr. Sue Shook2011 [ 98% ] [ 99% ] [ 99% ] [ 99% ]

2010 96% 97% 98% 90%

Elfida P. Chávez2011 90% 92% 93% 89%

2010 91% 92% 97% 90%

Escontrias & ECC2011 92% 94% 98% [94%]

2010 96% 97% 98% 92%

= Scores above the State Average [#] = Increase in Performance

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Elementary Campuses Cont. Year Reading/ELA

Mathematics

Writing Science

State2011 90% 84% 92% [83%]

2010 90% 84% 93% 82%

Region 192011 88% [ 85% ] 94% [ 81% ]

2010 89% 84% 94% 80%

District2011 90% [ 87% ] [ 95% ] [ 83% ]

2010 90% 85% 94% 82%

H.D. Hilley2011 88% 93% 95% [ 94% ]

2010 88% 93% 98% 92%

Helen Ball2011 [ 92% ] [ 94% ] [ 97% ] [ 94% ]

2010 89% 92% 95% 92%

Horizon Heights2011 [ 87% ] [ 90% ] [ 91% ] 89%

2010 84% 88% 89% 95%

Hueco2011 90% 91% [ 98% ] 85%

2010 93% 92% 97% 94%

Hurshel Antwine2011 85% 89% 90% 83%

2010 88% 90% 92% 87%

Loma Verde2011 96% 96% 99% 95%

2010 96% 99% 99% 97%

Lujan-Chávez2011 [ 92% ] [ 93% ] 91% [ 89% ]

2010 90% 91% 92% 88%


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Elementary Campuses Cont. YearReading/

ELAMathematic

sWritin

gScience

State2011 90% 84% 92% 83%

2010 90% 84% 93% 82%

Region 192011 88% [ 85% ] 94% [ 81% ]

2010 89% 84% 94% 80%

District2011 90% [ 87% ] [ 95% ] [ 83% ]

2010 90% 85% 94% 82%

Myrtle Cooper2011 [ 94% ] [ 96% ] [ 98% ] [ 86% ]

2010 82% 85% 83% 73%

O’Shea Keleher2011 87% 88% 93% [ 89% ]

2010 89% 91% 93% 80%

Robert R. Rojas2011 85% 91% [ 99% ] 80%

2010 88% 91% 97% 82%

Sgt. Roberto Ituarte2011 [ 89% ] 90% [ 94% ] 83%

2010 87% 90% 92% 92%

Sierra Vista2011 88% [ 92% ] 90% [ 94% ]

2010 89% 91% 97% 86%

Vista Del Sol2011 90% 95% [ 98% ] 85%

2010 91% 96% 95% 94%


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K-8 Campuses YearReading/

ELAMathematic

sWritin

gSocial

StudiesScience

State2011 90% 84% 92% [95%] [83%]

2010 90% 84% 93% 94% 82%

Region 192011 88% [ 85% ] 94% [95%] [ 81% ]

2010 89% 84% 94% 94% 80%

District2011 90% [ 87% ] [ 95% ] 96% [ 83% ]

2010 90% 85% 94% 96% 82%

Bill Sybert2011 90% 90% [ 98% ] [ 97% ] [ 80% ]

2010 90% 90% 93% 95% 79%

Desert Wind2011 86% 89% [ 96% ] 95% 89%

2010 90% 89% 92% 99% 91%

Ernesto Serna2011 82% 86% [ 98% ] 93% 79%

2010 83% 87% 93% 98% 85%

Jane A. Hambric2011 [ 86% ] [ 85% ] 89% [ 99% ] 80%

2010 85% 81% 90% 97% 81%

John Drugan2011 [ 95% ] [ 96% ] 97% 92% 89%

2010 94% 94% 97% 95% 90%

Paso Del Norte2011 89% [89%] 97% [ 97% ] [ 85% ]

2010 92% 88% 97% 96% 84%


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Middle School Campuses

YearReading/

ELAMathemati

csWritin

gSocial

StudiesScience

State2011 90% 84% 92% [95%] [83%]

2010 90% 84% 93% 94% 82%

Region 192011 88% [ 85% ] 94% [95%] [ 81% ]

2010 89% 84% 94% 94% 80%

District2011 90% [ 87% ] [ 95% ] 96% [ 83% ]

2010 90% 85% 94% 96% 82%

Capt. Walter E. Clarke MS2011 89% [ 87% ] 95% [ 98% ] [ 83% ]

2010 92% 86% 95% 97% 77%

Col. John O. Ensor MS2011 [ 90% ] [ 94% ] [ 96% ] [ 97% ] [ 86% ]

2010 88% 92% 95% 95% 78%

Montwood MS2011 [ 93% ] 93% [ 99% ] [ 96% ] [ 90% ]

2010 92% 93% 98% 95% 84%

Salvador Sanchez MS2011 [ 90% ] 93% 94% 98% [ 82% ]

2010 89% 93% 96% 98% 81%

Socorro MS2011 80% [ 85% ] [ 95% ] [ 99% ] 72%

2010 81% 83% 91% 98% 72%

SPC. Rafael Hernando III MS2011 90% [ 89% ] 97% [ 98% ] [ 81% ]

2010 90% 85% 97% 96% 69%

Sun Ridge MS2011 88% [ 83% ] [ 96% ] 97% 72%

2010 90% 81% 92% 98% 82%

William Slider MS2011 88% 87% 95% 94% [ 80% ]

2010 90% 87% 95% 97% 78%


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High School Campuses

YearReading/

ELAMathemati

csSocial

StudiesScience

State2011 90% 84% [95%] [83%]

2010 90% 84% 94% 82%

Region 192011 88% [ 85% ] [95%] [ 81% ]

2010 89% 84% 94% 80%

District2011 90% [ 87% ] 96% [ 83% ]

2010 90% 85% 96% 82%

Americas HS2011 91% [ 76% ] 95% 77%

2010 91% 75% 95% 79%

Mission Early College HS2011 99% 98% 99% 99%

2010 99% 98% 99% 99%

Eastlake HS 2011 92% 83%

El Dorado 9th Grade Academy 2011 91% 76%

El Dorado HS2011 90% [ 78% ] [ 96% ] [ 81% ]

2010 90% 69% 95% 76%

Montwood HS2011 92% 78% [ 96% ] 77%

2010 94% 79% 95% 79%

Socorro HS2011 [ 91% ] [ 84% ] 96% 84%

2010 90% 83% 96% 84%



Socorro Independent School DistrictTexas Assessment of Knowledge and Skills – Spring 2011Grades 3-11 – Composite Reading/ELA Scores

All Students African Amer-ican

Hispanic White Economically Disadvantaged

Special Edu-cation

LEP5

152535455565758595 90

86 8795

85

75 73

88 90 8892

87

72 72

9094

90 89 88

71 71

State Region 19


Socorro Independent School DistrictTexas Assessment of Knowledge and Skills – Spring 2011Grades 4&7 – Composite Writing Scores



Special Edu-cation

LEP5

152535455565758595 92

89 91 9490

77

86

94 94 93 93 93

80

8895 95 95

9295

80

89

State Region 19 Socorro ISD


Socorro Independent School DistrictTexas Assessment of Knowledge and Skills – Spring 2011Grades 3-11 – Composite Math Scores



Special Edu-cation

LEP5

152535455565758595

84

7581

91

79

68

76

8580

8489

83

68

77

87 8487 86 86

65

80



Socorro Independent School DistrictTexas Assessment of Knowledge and Skills – Spring 2011Grades 8, 10 & 11 – Composite Social Studies Scores



Special Edu-cation

LEP5

152535455565758595 95

92 9498

93

7780

95 95 94 9794

7780

96 97 96 97 96

7782



Socorro Independent School DistrictTexas Assessment of Knowledge and Skills – Spring 2011Grades 5, 8, 10 & 11 – Composite Science Scores



Special Edu-cation

LEP5

152535455565758595

83

7478

92

76

60 58

81 83 80

91

78

59 57

83 84 8387

81

5255


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Socorro Independent School DistrictTwo Year Comparisons of Completion Rates Campus Comparisons 2008-2009 and 2009-2010

High School Campuses Class ofCompletion Rate with

GEDCompletion Rate

without GED

State2010 92.7% 91.4%

2009 90.6% 89.2%

Region 192010 92.0% 90.3%

2009 90.0% 88.6%

District2010 [96.8%] [95.4]%

2009 95.7% 94.4%

Americas HS2010 [98.2%] 96.7%

2009 98.0% 97.0%

El Dorado HS2010 [95.4%] [94.1%]

2009 94.8% 93.8%

Mission Early College HS2010 NA NA

2009 NA NA

Montwood HS2010 [96.0%] [94.0%]

2009 95.0% 93.8%

Socorro HS2010 [97.8%] [97.0%]

2009 97.0% 95.8%

= 2009 and 2010 Completion above the State Average [ # ] = Increase in Completion

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Socorro Independent School DistrictHigh School Graduates Percent Enrolled in Public/Independent College/University in Fall Following Graduation

High School

Campuses

Class of

Number of

Graduates

El Paso Community College

University of

Texas at El Paso

University of

Texas at Austin

Other 2 or 4 Year

Public or Independen

t College

University

Not Found/No

t Trackable

Region 192010 11,319 26% 18% 1% 6% 48%

2009 10,173 28% 18% 1% 6% 47%

District2010 2,671 30% 22% 1% 6% 41%

2009 2,336 32% 18% 1% 5% 43%

Americas HS

2010 677 32% 25% <1% 7% 36%

2009 565 37% 23% <1% 5% 35%

El Dorado HS

2010 621 31% 19% <1% 6% 43%

2009 583 30% 20% <1% 4% 45%

Mission ECHS

2010 114 0% 79% <1% 5% 16%

Montwood HS

2010 602 31% 22% <2% 7% 38%

2009 559 34% 19% 1% 5% 41%

Socorro HS2010 657 31% 11% <2% 5% 52%

2009 628 29% 13% 1% 5% 51%Source: Texas Higher Education Coordinating Board and Texas Education Agency, March 10, 2011100% totals may vary due to rounding.

Student Criminal Incident Summary 2010-11

Refer to Attachments 4-10


Socorro Independent School DistrictSafe & Drug Free Schools Prevention & Intervention Programs 2011-2012

In compliance with the Federal Drug-Free Workplace Act of 1988 and the Federal Drug-Free Schools and Communities Act of 1989, the Socorro Independent School District certifies that the district is to be a drug-free workplace and learning community and that unlawful manufacture, sale or attempted sale, distribution, dispensing, possession or use of controlled substances by employees, students or community members is prohibited on district property or at district functions or activities. To assist in the prevention of violence and drug abuse, the following programs and/or presentations are coordinated in the district and our schools by teachers, counselors, police officers, administrators, volunteers and/or students, and the Department of State and Federal Programs: After School Sports Activities Alcohol Awareness Career DayCharacter Counts/Character Ed. Chick-Fil-A Core Essentials Conflict ResolutionConnect with Kids Curriculum-Based Support Groups Drug AwarenessFingerprinting/P.R.I.C.E. 40 Developmental Assets Gang AwarenessGeneral Law/SBLE G.R.E.A.T. Program Habits of MindInternet Safety Intervention and Violence Counseling Juvenile LawsK-9 Life Skills Programs / Character 911 Ready FoxOlweus-Bullying Prevention Peer Assistance Leadership Peer MediationRed Ribbon Safety Awareness Seven Habits of Highly Effective StudentsSexual Harassment Stranger Danger Awareness Teaching ToleranceTobacco Compliance Violence Prevention Program WHO Program PK-12Youth Leadership

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After School Sports ActivitiesInitial Implementation: 2007Objective(s) of program: The Coordinated Approach To Children’s Health Program gets students involved in their good health through exercising and nutrition.Results of program: Healthier students result in less disease, a greater ability to learn and increased attendance at school.Data source: CATCH Alcohol AwarenessInitial Implementation: 1999Objective(s) of program: To teach students about the hazards of drinking and to find other ways to entertain themselves. The program also increases self esteem and decision making skills.Results of program: An understanding that it is not cool to drink, thus, a safer community.Data source: Center for Mental Health Services, Connect with Kids, Guidance &b Counseling Curriculum Guide

Career DayInitial Implementation: 1999Objective(s) of program: In bringing in community members, educators expose students to the various occupations available to them. This also gives students the opportunity to plan for the future.Results of program: More students are aware of various opportunities and the education necessary to achieve that career.Data source: Guidance & Counseling Curriculum Guide

Character Counts / Character Ed.Initial Implementation: 1988Objective(s) of program: To improve the ethical quality of society by changing personal and organizational decision making and behavior.Results of program: Students are able to make well informed decisions which are based on ethics rather than peer pressure.Data source: Josephson Institute

Chick-Fil-A Core EssentialsInitial Implementation: 1998Objective(s) of program: Core Essentials is a character education program, designed for grades K-5, that provides simple, straight forward tools allowing schools to quickly incorporate character education into the curriculum. The values emphasize common attitudes that every parent and teacher wants children to learn and demonstrate. Results of program: Children will learn to treat others right, make smart decisions, and maximize their potential.Data source: Core Essentials character education program.

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Conflict ResolutionInitial Implementation: 1990Objective(s) of program: Builds a vital life skill for young people to help them understand they are smart enough and strong enough to resolve conflict.Results of program: Empowers young people with the ability to determine their own behavior. Reduces tattling through a proactive, preventive approach. Systematizes expectations of students. Provides a cognitive structure for discriminating between “small” problems and “big problems”. Increases feelings of personal competence. Develops an important linkage between home and school. Gives young people an important conflict resolution tool.Data source: Kelso’s Choice Conflict Management for Children

Connect with KidsInitial Implementation: 2010Objective(s) of the program: The program helps educators and parents teach life skills, prevention, character, health, and wellness through a research-based internet site that includes hundreds of videos, lesson plans, discussion questions and activities. Program topics addressed include: bullying prevention, drug and alcohol prevention, managing stress and anxiety, managing technology, character development and general health and wellness. Results of the Program: A decrease in physical and verbal aggressive behaviors among students, a decrease in the likelihood of students using drugs and alcohol and an increase in positive social and emotional behaviors among studentsData source: CWK Network, Inc. Connect with Kids

Curriculum Based Support GroupsInitial Implementation: 1980Objective(s) of program: To support children of divorced parents, alcoholic parents, bereavement, military families and any other hardship experience.Results of program: Students successfully deal with the hardship presented and are able to function fully and successfully.Data source: SISD Guidance & Counseling Department Drug AwarenessInitial Implementation: 1997Objective(s) of program: To teach students and parents the dangers of drugs. To assist students in making good decisions about drugs.Results of program: Students and parents are more informed when making decisions about drugs. Students do not give in to peer pressure.Data source: Department of Police Services

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Fingerprinting/P.R.I.C.E.Initial Implementation: 1997Objective(s) of program: Documenting basic, necessary information on children in the case of a kidnapping or disappearance.Results of program: Community awareness and involvement. Deterrents to harming or taking children.Data source: National Child Identification

40 Developmental AssetsInitial Implementation: 2009Objective(s) of program: The program builds assets for students. Studies show that the more assets an individual has, the healthier they are emotionally and physically.Results of program: Emotionally and physically healthier students perform better academically.Data source: The Search Institute

Gangs AwarenessInitial Implementation: 2005Objective(s) of program: This program is a school-based classroom curriculum taught by law enforcement officers. The program’s goals are the prevention of gang activity, youth violence and drug use among young people.Results of program: Improvement of whole life skills with a greater awareness of social norms and critical thinking which would help avoid delinquent behavior and to solve problems through non-violent means.Data source: Department of Police Services

General Law/SBLEInitial Implementation: 2004 Objective(s) of program: Educate students and faculty on how to interpret the law.Results of program: Calls for service are more specific. Such as in the case of a crime being committed, the caller is able to give a better picture of the present situation.Data source: Texas Penal Code, Code of Criminal Procedure, Education Code. G.R.E.A.T. ProgramInitial Implementation: 1996Objective(s) of program: SISD Police Department teaches Gang Resistance Education and Training for elementary students.Results of program: Reduction in gang involvement by teaching about gangs at an early age. This has a greater impact than waiting until middle school.Data source: Literature for the G.R.E.A.T. Program

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Habits of MindInitial Implementation: 2008Objective(s) of program: Provide students with the Habits of Mind, which are established tendencies or trends of the mind, leading students to experience the emotions, motivation and behaviors which are the foundation of achievement.Results of program: Through frequent repetition and awareness, students apply the Habits of Mind to all situations in life for success.Data source: Learning and Leading with the Habits of Mind

Internet SafetyInitial Implementation: 2007Objective(s) of program: The goal of the NetSmartz workshop is to extend the safety awareness of children to prevent victimization and increase self-confidence whenever they go online. These goals include how to: enhance the ability of children to recognize dangers on the Internet; enhance the ability of children to understand the people that first “meet” on the Internet should never be considered their friend; encourage children to report victimization to a trusted adult; support and enhance community education efforts; increase communication between adults and children about online safety.Results of program: Children know to tell an adult they trust if anything makes them feel scared, uncomfortable, or confused. Children know to ask their parents or guardian before sharing any personal information. Children won’t meet in person with anyone they have first “met” online.Data source: Net Smartz

Intervention and Violence CounselingInitial Implementation: 2001Objective(s) of program: Identify and assist the angry, violent student in dealing with emotions in a healthier manner. Results of program: Reduction of violence in the schools, home and community.Data source: Guidance & Counseling Response Kit

Juvenile LawsInitial Implementation: 1996Objective(s) of program: Educate juveniles about the process of being entered into the JPD and its consequences.Results of program: Lowering the number of students being referred into the program.Data source: Texas Penal Code & Texas Education Code.

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K-9Initial Implementation: 2001Objective(s) of program: The K-9 is used to teach children their effectiveness of finding drugs in the schools along with those consequences. Results of program: The increased awareness of drug use and possession. Findings of banned narcotics lead to arrest and recovery.Data source: Department of Police Services

Like Skills Programs / CharacterInitial Implementation: 2001Objective(s) of program: The program promotes healthy alternatives to risky behavior through activities designed to: teach students the necessary skills to resist social (peer) pressures to smoke, drink and use drugs. Help students to develop greater self-esteem and self confidence. Enable students to effectively cope with anxiety. Increase their knowledge of the immediate consequences of substance abuse. Enhance cognitive and behavioral competency to reduce and prevent a variety of health risk.Results of program: More independent students who are able to make informed decisions.Data source: Guidance & Counseling Response Kit

911 Ready FoxInitial Implementation: 1995Objective(s) of program: Teach kids how to use 911.Results of program: Young students are able to call 911 for help.Data source: 911 Ready Fox

Olweus-Bullying PreventionInitial Implementation: 2008Objective(s) of program: To teach students and all adults how to handle a bullying situation in an effective manner. Also teaches about the hardships of bullying.Results of program: Initially there will be an increase in discipline referrals. Later those referrals will drop.Data source: Olweus Bullying Prevention Program

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Peer Assistance LeadershipInitial Implementation: 1992Objective(s) of program: Students are trained in “resiliency” strategies. The PAL peer helping program combats problems such as violence in schools, drug abuse, teen pregnancy, gang participation and school dropouts by providing a critical line of defense both at school and in the home through building peer helping programs.Results of program: Students are educated and aware of their choices. Therefore, there is a reduction of negative behavior such as those just stated.Data source: Peer Assistance and Leadership Program

Peer MediationInitial Implementation: 1993Objective(s) of program: To improve school environments by reducing violence, assaults, and discipline referrals and by increasing academic performance. Results of program: There was a significant difference in discipline referrals, assaults, and expulsions.Data source: Peers Making Peace

Red RibbonInitial Implementation: 1988Objective(s) of program: To teach children the importance of not using drugs or alcohol. In memory of Kiki Camarena.Results of program: A more educated population leads children to make better decisions about taking drugs or using alcohol.Data source: Texas Alcohol and Beverage Code, Texas Statutes

Safety AwarenessInitial Implementation: 2001Objective(s) of program: Teach proper methods for completing a variety of tasks without causing personal injury.Results of program: Reduction of personal injury claims.Data source: Human Resources Manual Seven Habits of Highly Effective StudentsInitial Implementation: 1998Objective(s) of program: Covey provides a step-by-step guide to help teens improve self-image, build friendships, resist peer pressure, achieve their goals, get along with their parents, and much more.Results of program: A well rounded teenager who experiences success in school, home and community.Data source: Sean Covey

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Sexual HarassmentInitial Implementation: 1997Objective(s) of program: To teach children and adults correct methods of treating one another. Also to identify situations which are not appropriate and what to do about it.Results of program: A respect of one another and an understanding of what behaviors are not appropriate.Data source: Human Resources Manual

Stranger Danger AwarenessInitial Implementation: 1980Objective(s) of program: Teach children not to speak to strangers or to go with them unless they have parent permission.Results of program: Safer schools and communities. A higher awareness of those around us.Data source: Department of Police Services

Teaching Tolerance CCSFInitial Implementation: 1997Objective(s) of program: Teaching lessons that foster tolerance and promote peace. Results of program: Help build a more inclusive society of individuals who participate fully and freely in all of society’s endeavors.Data source: CCSF Teaching Tolerance Tobacco ComplianceInitial Implementation: 2007Objective(s) of program: Teach students the dangers of tobacco and give alternatives to entertain themselves. Results of program: Students will find other ways to look or act cool. They will use their decision making skills to not use tobacco. Students will also have an idea of other alternatives to entertainment.Data source: Texas Tobacco and Alcohol Commission

Violence Prevention ProgramInitial Implementation: 1997Objective(s) of program: SISD Police Department teaches about family violence with the purpose of deterring this type of behavior in school and at home. Students also learn to solve their problems without using violence.Results of program: A reduction in reports of violence.Data source: Department of Police Services

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WHO Program PK-5Initial Implementation: 1981Objective(s) of program: Teach children how to help themselves in a dangerous situation.Results of program: Smarter kids leading to a safer community.Data source: We Help Ourselves Program

Youth LeadershipInitial Implementation: 1988Objective(s) of program: Select students exposed and trained in the most severe behaviors that threaten teenagers today.Results of program: Students will know how to deal with these situations and act as a mentor to others. Students will also know who to go to for help.Data source: Coordinated School Health & Safe and Drug Free Schools (Helping Youth at Risk)

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Socorro Independent School DistrictFund Balance, Operating Expenditures and Salaries


Fund BalanceFund Balance (End of Year 2009-10 Audited) $36,447,671Percent of Total Budgeted Expenditures (2010-11) 12.6%

Actual Program Expenditure Information (2009-2010) DISTRICT STATE

All Funds Percent Per Student Percent Per Student

Total Operating Expenditures $259,801,412 100.0% $6,327 100% $6,656

Bilingual/ESL Education (25) $8,348,123 3.2% $203 3.8% $254

Career & Technology Education (22) $10,069,433 3.9% $245 3.3% $219

Accelerated Education (24, 30) $40,889,725 15.7% $996 13.4% $892

Gifted & Talented Education (21) $744,372 0.3% $18 1.3% $85

Regular Education (11) $149,303,264 57.5% $3,636 57.7% $3,837

Special Education (23) $39,885,216 15.4% $971 16.1% $1,072

Athletics/Related Activities (91) $5,055,718 1.9% $123 2.4% $160

Other (26, 28, 29) $2,473,956 1.0% $60 1.1% $73

Average Actual Salaries (regular duties only) District State Teachers $49,027 $48,638 Professional Support $57,780 $57,045 Campus Administration (School Leadership) $73,175 $70,819 Central Administration $79,224 $89,481

0 Socorro ISD Annual Performance Report 2010-2011.

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Transcript of 0 Socorro ISD Annual Performance Report 2010-2011.