Rio Grande City
C. I. S. D.
Rio Grande City Consolidated Independent School District
Board of Trustees
2014 - 2015
Mr. Basilio D. Villarreal, Jr.
President
Mr. Roberto “Bobby” Gutierrez
Vice- President
Mr. Cesar Gonzalez
Secretary
Mr. Daniel J. Garcia
Member
Mr. Noe R. Gonzalez
Member
Mr. Ruben Klein
Member
Mr. Leonel “Leo” Lopez, Jr.
Member
Mr. Roel A. Gonzalez
Superintendent of Schools
Rio Grande City Consolidated Independent School District
Special Education
Strategic Plan
2014 - 2015
_____________________________________________
Cynthia G. Bazan - Special Education Director
_____________________________________________
Veronica Bazan - Assistant Special Education Director
____________________________________________________________
Esmeralda Rdgz. Lopez – Chairperson
Rio Grande City Consolidated Independent School District
Special Education
Committee Members
Alfonso Mendez
Amy Marino
Barbara Munoz
Belén González
Cindy Silva
Claudia Salinas
Cynthia G. Bazan
Cynthia Mendoza
Danielle Rivera
Dannie Ortiz
Elizabeth Chapa
Elma Compean
Eloísa Alvarez
Elva Pérez
Esmeralda R. López
Frank Fultz
Heriberto Ruelas
Irma García
Joe Marino
Jose Falcon
Krystal Flores
Lee Roy García
Margarita Olivarez
Maribel González
Natalia Valadez
Noemí Salinas
Rachel Cantú
Roberto Bazan
Rose M. López
Roxanne Cantú
Verónica Bazan
Zoila Martínez
Rio Grande City Consolidated Independent School District
Educational Excellence: The Right of Every Student!
Rio Grande City C. I. S. D. Special Education Department is committed to providing a
program of Educational Excellence through rigor, relevance, relationships and through
the personal responsibility of each and every member of the school community. We are an
integral part of learning where students become successful and productive contributors to
our ever changing society. We embrace, with a never-ending passion, the uniqueness of
every one of our students and commit to continuous improvement, collaboration and
accountability that will allow our students to succeed and contribute to our world!
Rio Grande City Consolidated Independent School District
Purpose
1.
All students will successfully master the essential basic skills.
2.
All students will exit as self-directed learners.
3.
All students will leave with their self-esteem intact.
4.
All students will graduate college, career, and/or work force ready.
Rio Grande City Consolidated Independent School District
Special Education Department Believes that:
1.
All students will learn given sufficient time and appropriate support.
2.
Schools control all of the variables that influence student success. The task of
schools is to alter the learning environment to provide conditions for success.
3.
The manner in which students view themselves will have a direct impact on
their success. Therefore, our most significant role is to intentionally enhance
student’s view of themselves as learners and worthwhile persons.
4.
All students have unique skills and talents. Our task is to identify them and
nurture their development.
5.
Any learning expectations and opportunities that limit our students are not
acceptable.
6.
All students can acquire critical learning skills and understand at higher
cognitive levels.
7.
Students proficient in languages other than English are empowered through
their first language.
8.
We are advocates of students.
9.
All learning experiences must be relevant.
10. Our professional behaviors must be aligned with the most recent research
regarding teaching, learning and individual behavior.
11. The curriculum, the teaching process, and the assessment will be clear to
students at all times. The learning process is an open experience with no
mysteries and no surprises.
12. A student’s rate of learning does not determine the success of the learner.
13. All students should be provided all skills necessary to graduate college,
career, and/or workforce ready.
14. State of the art technology should be integrated into the lives of students to
enhance their learning and prepare them for the 21st century.
15. Our role is to instill in students the values of hard work, honesty,
commitment to excellence, courage, self-discipline and perseverance.
16. Educators should equip and empower families to help support their children
and ensure their success in school and in life.
Rio Grande City Consolidated Independent School District
Executive Summary
Overview of the District Special Education Program
Our motto for this year is
“Educational Excellence: The Right of Every Student!”
To develop our Special Education Strategic Plan, collaborative efforts from all staff were
paramount. The plan focuses on both the strengths and weaknesses of our educational
program. District data was analyzed. Reports were used to identify student needs and to
develop Reform Strategies to properly address those needs. Based on the data gathered,
innovative instructional programs and initiatives were developed for implementation as a
district.
Our goal is to ensure that all reform strategies, initiatives, and activities are fully
implemented with the highest quality of instruction and or care. To be able to fulfill this
goal, district administrator walk thru’s and data evaluation will be conducted on every
campus throughout the district. Through this process, the monitoring of the Strategic
Plan occurs and center office of administration, campus principals and/or designees
receive feedback.
District administration, faculty, and staff will evaluate the effectiveness of the Special
Education Strategic Plan through scheduled formative and summative evaluations.
Program Characteristics
Demographic Data
The R.G.C.C.I.S.D. Special Education Department is situated at 1 S. Fort Ringgold,
Rio Grande City, Texas. R.G.C.C.I.S.D. currently has a population of approximately
11,000 students. Out of these students 1083 are currently being serviced through special
education. The major employers in the area include the county, the city and the school
district. The community takes an active interest in the school district and is particularly
supportive with all schools. Institutions of higher education that are available to the
students in the area include South Texas College and the University of Texas of Pan
American.
Department Profile
In support of the academic program, the R.G.C.C.I.S.D. Special Education Department
offers a myriad of services and innovative programs to meet the needs of all special
populations.
Special Education Enrollments
2013 - 2014
Number of
students in Distrct
by
Grade Level
60
Alto Bonito
Elementary
62
Dr. M. Ramirez
Elementary
61
Gen. R. Sanchez
Elementary
52
Grulla
Elementary
55
J&O Hinojosa
Elementary
53
La Union
Elementary
54
North Grammar
Elementary
57
Ringgold
Elementary
58
Roque Guerra
Elementary
EE
6
0
4
5
3
2
6
3
1
EE
30
PK
5
4
3
3
4
1
5
3
8
PK
36
KG
1
0
9
2
1
6
1
7
8
KG
35
1
1
2
6
10
4
2
7
5
6
1
43
2
7
4
2
8
7
6
5
9
11
2
59
3
2
5
8
6
8
3
4
10
10
3
56
4
10
4
10
7
10
8
4
8
13
4
74
5
9
7
14
7
14
9
7
14
11
5
92
Totals by
Campus
41
26
56
48
51
37
39
59
68
Grulla
Middle School
Ringgold
Middle School
Veterans
Middle School
6
26
29
23
6
78
7
35
28
32
7
95
8
36
23
37
8
96
Totals by
Campus
97
80
92
03
Grulla
High School
01
Rio Grande City
High School
9
32
86
9
118
10
37
56
10
93
11
28
50
11
78
12
38
62
12
100
Totals by
Campus
135
254
1083
1083
Special Education Enrollments Worksheet ~ October 31, 2014
60/110
Alto Bonito
Elementary
62/112
Dr. M. Ramirez
Elementary
61/111
Gen. R. Sanchez
Elementary
52/102
Grulla
Elementary
55/105
J&O Hinojosa
Elementary
53/103
La Union
Elementary
54/104
North Grammar
Elementary
57/107
Ringgold
Elementary
58/108
Roque Guerra
Elementary
Number of
students in Distrct
by
Grade Level
EE
EE
PK
PK
KG
KG
1
1
2
2
3
3
4
4
5
5
Totals by
Campus
41/041
Grulla
Middle School
42/042
Ringgold
Middle School
44/044
Veterans
Middle School
6
26
29
23
6
7
35
28
32
7
8
36
23
37
8
Totals by
Campus
97
80
92
03/003
Grulla
High School
01/001
Rio Grande City
High School
04/004
Preparatory for
Early College
9
9
10
10
11
11
12
Totals by
Campus
269
12
RGCCISD Key Result Areas and Department Goals & Strategies
Key Result Areas 1
Implement a rigorous, technological and comprehensive curriculum from Pre-K to
post-secondary.

Increase the passing rate in TAKS ELA assessments from 52.5% to 75%.

Increase the percentage of students passing the TAKS Math assessment from
58.6% to 75%.

Increase the rate of students passing Social Studies End Of Course assessments
from 61.6% to 75%.

Increase the rate of students passing End Of Course assessments in English
Reading Writing from 52.5% to 75%.

Implement a district wide lead and support inclusion program.
RGCCISD Key Result Areas and Department Goals & Strategies
Key Result Areas 2
To provide a comprehensive student service program to meet student’s needs.

Increase the percentage of special education placements in instructional setting
40/41 from 1.3% to 20% at ages 3-5.

Increase the percentage of special education placements in instructional setting
40/41 from 29.7% to 45% at ages 6-11.

Decrease the percentage of Special Education LEP Representation from 7.5 to 1%.

Decrease the percentage of special education out of school suspensions/placements
from 13.7% to less than 6%.
RGCCISD Key Result Areas and Department Goals & Strategies
Key Result Areas 5
Embrace school/community work force to provide job settings/job opportunities to work
ready graduates.

Collaborate with the office of human resources and community workforce to
provide job settings/job opportunities to work ready graduates.
Ethnic Make Up
(Percentage)
White:
0.0 %
Black:
0.0 %
Hispanic: 99.5%
Other:
0.5%
R.G.C.C.I.S.D. STUDENT ASSESSMENT
TEXAS EDUCATION AGENCY
2013 PERFORMANCE-BASE MONITORING ANALYSIS SYSTEM
SPECIAL EDUCATION
2012
Performance
Level
2011 PBMAS
2012 PBMAS
2013 PBMAS
2014 PBMAS
2011
2012
2013
2014
STANDARD %
STANDARD %
STANDARD %
STANDARD %
RGCCISD
RGCCISD
RGCCISD
RGCCISD
MATHEMATICS
65
70
70
82.1
56.7
58.6
2
READING/ELA
70
70
70
76.4
51
53.6
2
SCIENCE
60
65
65
80.5
40.9
64.4
1
SOCIAL STUDIES
70
70
70
91.8
82
61.6
Report Only
WRITING
70
N/A
70
77.7
N/A
51.5
2
MATHEMATICS
65
70
70
0
READING/ELA
70
70
70
N/A
SCIENCE
60
65
65
0
SOCIAL STUDIES
70
70
70
Report Only
WRITING
70
N/A
70
N/A
MATHEMATICS
50
53.3
0
READING
35
28.3
1
SCIENCE
50
48
1
SOCIAL STUDIES
50
27.5
3
WRITING
35
16.7
2
INDICATOR
SPED TAKS PASSING RATE
SPED YEAR-AFTER-EXIT TAKS PASSING
SPED STAAR PASSING RATE
SPED STAAR PARTICIPATION RATE
50
39.5
2
SPED STAAR MODIFIED PARTICIPATION RATE
20
33.4
2
SPED PLACEMENT IN INSTRUCTIONAL SETTING 40/41 (AGES 3 - 5)
16
1.3
3
SPED PLACEMENT IN INSTRUCTIONAL SETTING 40/41 (AGES 6 - 11)
40
29.7
2
SPED REGULAR CLASS >=80% RATE (AGES 6 - 11)
68.5
59.8
Report Only
SPED REGULAR CLASS < THAN 40% RATE (AGES 6 - 11)
13.7
14.7
Report Only
65
69.6
Report Only
13.5
10.5
Report Only
SPED LEP REPRESENTATION
1
7.5
2
SPED DISCRETIONARY OSS PLACEMENT
6
13.7
2
SPED REGULAR CLASS >=80% RATE (AGES 12 - 21)
SPED REGULAR CLASS < THAN 40% RATE (AGES 12 - 21)
2014
Performance
Level
Rio Grande City C.I.S.D. Special Education Strategic Plan 2014 -2015
Program: Special Education
Key Result Area 1: Implement a rigorous, technological and comprehensive curricula from Pre-K to post
secondary
Strategy 1: Increase the passing rate in ELA assessments from 52.5% to 75%.
(Reading 53.6) (Writing 51.5) (TAKS)
Implement: Secondary Campuses
Rio Grande City High School and Grulla High School
Responsibility: Campus Principals, Dean of Instruction, Administrator and Teacher
Monitor: ARD Administrator
Evaluation: ARD Administration
Timeline: August 2014 to May 2015
Reports: July 2014, October 2014
Resources: Campus Intensive Plan of Instruction; Supplemental Aids, IEP's
Obstacles: Student attendance - Relocation
Budget:
Cost:
$2,500.00
Campus: Secondary Schools
Expected Outcome: Career and/or College Ready students, Graduation, PBMAS 0 Performance Level
Indicator
Formative: November 10, 2014
Formative: December 10, 2014
Formative: March 18, 2015
Summative May 14, 2015
Quality:
Accomplished:
Number:
1
Rio Grande City C.I.S.D. Special Education Strategic Plan 2014 -2015
Program: Special Education Program
Key Result Area 1: Implement a rigorous, technological and comprehensive curricula from Pre-K to post
secondary
Strategy 2: Increase the percentage of students passing the math assessment from 58.6% to 75%
(TAKS)
Implement: Secondary Campuses
Rio Grande City High School and Grulla High School
Responsibility: Campus Principals, Dean of Instruction, Administrator and Teacher
Monitor: ARD Administrator
Evaluation: ARD Administration
Timeline: August 2014 to May 2015
Reports: July 2014, October 2014
Resources: Campus Intensive Plan of Instruction; Supplemental Aids, IEP's
Obstacles: Student attendance - Relocation
Budget:
Cost:
$2,500.00
Campus: Secondary Schools
Expected Outcome: Career and/or College Ready students. Graduation, PBMAS 0 Performance Level
Indicator
Formative: November 10, 2014
Formative: December 10, 2014
Formative: March 18, 2015
Summative May 14, 2015
Quality:
Accomplished:
Number:
2
Rio Grande City C.I.S.D. Special Education Strategic Plan 2014 -2015
Program: Special Education
Key Result Area 1: Implement a rigorous, technological and comprehensive curricula from Pre-K to post
secondary
Strategy 3: Increase the rate of students passing Social Studies End Of Course assessments from
61.6% to 75% (No standard at this time)
Implement: Secondary Campuses
Rio Grande City High School, Grulla High School & Early College
Responsibility: Campus Principals, Dean of Instruction, Administrator and Teacher
Monitor: ARD Administrator
ARD Chairman
Evaluation: ARD Administration Chairman
Timeline: August 2014 to May 2015
Reports: July 2014, December 2014
Resources: Campus Plans, Intensive Plan of Instruction, IEP's
Obstacles: Attendance, Migration, OSS
Budget:
Cost:
$2,000.00
Campus: Secondary Schools
Expected Outcome: End of course passing standard on first attempt, Career and/or college ready students
Formative: November 10, 2014
Formative: December 10, 2014
Formative: March 18, 2015
Summative May 14, 2015
Quality:
Accomplished:
Number:
3
Rio Grande City C.I.S.D. Special Education Strategic Plan 2014 -2015
Program: Special Education
Key Result Area 1: Implement a rigorous, technological and comprehensive curricula from Pre-K to post
secondary
Strategy 4: Increase the rate of students passing End Of Course assessments in English Reading
Writing from 52.5% to 75%
Implement: Secondary Campuses
Rio Grande City High School, Grulla High School & Early College
Responsibility: Campus Principal, Administrator and Dean of Instruction
Monitor: ARD Administrator
ARD Chairman
Evaluation: ARD
Timeline: August 2014 to May 2015
Reports: July 2014, December 2014
Resources: Campus plan of Acceleration, IEP's
Obstacles: Attendance, Migration, OSS
Budget:
Cost:
$2,000.00
Campus: Secondary Schools
Expected Outcome: End of course passing on first attempt, Career and/or college ready students
Formative: November 10, 2014
Formative: December 10, 2014
Formative: March 18, 2015
Summative May 14, 2015
Quality:
Accomplished:
Number:
4
Rio Grande City C.I.S.D. Special Education Strategic Plan 2014 -2015
Program: Special Education
Key Result Area 1: Implement a rigorous, technological and comprehensive curricula from Pre-K to post
secondary
Strategy 5: Implement a district wide Lead and support inclusion program
Implement: Curriculum department and special education department
Responsibility: District administrator and director of testing.
Monitor: Asst. Supt. Curr. Campus
Special Education Director
Evaluation: Master schedules
Timeline: July 2014
Reports: 1
Resources: TETN sessions, Research Based Literature, Inclusion; TEA updates
Obstacles: Timeframe
Budget: N/A
Cost: N/A
Campus: Secondary Campuses
Expected Outcome: Least Restrictive Environments for all special needs students
Formative: November 10, 2014
Formative: December 10, 2014
Formative: March 18, 2015
Summative May 14, 2015
Quality:
Accomplished:
Number:
5
Rio Grande City C.I.S.D. Special Education Strategic Plan 2014 -2015
Program: Special Education
Key Result Area 2: To provide a comprehensive student service program to meet student needs
Strategy 6: Increase the percentage of special education placements in instructional setting 40/41
(ages 3 - 5) from 1.3% to 20%
Implement: Campus Principal
ARD Committees
Responsibility: ARD Committee
Monitor: Asst. Principal or
ARD Chair
Evaluation: ARD Chairman
Timeline: September 2014 to May 2015
Reports: Every initial placement and/or annual
Resources: Region 1 resources; Online courses.
Obstacles: Student behavior, staff development, on campus AU Team
Budget:
Cost:
$12,000.00
Campus: Elementary Schools
Expected Outcome: Least Restrictive Educational environment for special needs students, Full inclusive
programs, Performance Level Indicator 0
Formative: November 10, 2014
Formative: December 10, 2014
Formative: March 18, 2015
Summative May 14, 2015
Quality:
Accomplished:
Number:
6
Rio Grande City C.I.S.D. Special Education Strategic Plan 2014 -2015
Program: Special Education
Key Result Area 2: To provide a comprehensive student service program to meet student needs
Strategy 7: Increase the percentage of special education placements in instructional setting 40/41
(ages 6 - 11) from 29.7% to 45%
Implement: Campus Principal
ARD Committees
Responsibility: ARD Committee
Monitor: Asst. Principal or
ARD Chair
Evaluation: ARD Chairman
Timeline: September 2014 to May 2015
Reports: Every initial placement and/or annual
Resources: Region 1 resources; Online courses.
Obstacles: Student behavior, staff development, on campus AU Team
Budget:
Cost:
$12,000.00
Campus: Elementary Schools
Expected Outcome: Least Restrictive Environment for students, PBMAS. Performance Level Indicator 0
Formative: November 10, 2014
Formative: December 10, 2014
Formative: March 18, 2015
Summative May 14, 2015
Quality:
Accomplished:
Number:
7
Rio Grande City C.I.S.D. Special Education Strategic Plan 2014 -2015
Program: Special Education
Key Result Area 2: To provide a comprehensive student service program to meet student needs
Strategy 8: Decrease the percentage of special education LEP representation from 7.5% to 1%
Implement: Bilingual Director, Special Education Director, LPAC Committee, and ARD Committee
Responsibility: Bilingual Director, Special Education Director, LPAC Committee Chairman and ARD
Committee Chairman
Monitor: Asst. Principal
ARD Chairman
LPAC Chairman
Evaluation:
Timeline: September 2014 to May 2015
ARD Chairman and LPAC Chairman
Reports: 10
Resources: LPAC guidelines for special education and special education representative on LPAC
committee
Obstacles: Lack of monitoring; failure to familiarize with student's profile
Budget: N/A
Cost: N/A
Campus: All Campuses
Expected Outcome: Decrease the percentage of special education/Limited English proficient representation
from 7.5% to 1%
Formative: November 10, 2014
Formative: December 10, 2014
Formative: March 18, 2015
Summative May 14, 2015
Quality:
Accomplished:
Number:
8
Rio Grande City C.I.S.D. Special Education Strategic Plan 2014 -2015
Program: Special Education
Key Result Area 2: To provide a comprehensive student service program to meet student needs
Strategy 9: Decrease the percentage of special education out of school suspensions/placements
from 13.7% to less than 6%
Implement: All Campuses
Responsibility: Campus Principal, Counselors, Behavior Specialist, and Special Education Director
Monitor: Asst. Supt. East and West
Evaluation: Asst. Supt. East and West and ARD
Administrators
Timeline: August 2014 to May 2015
Reports: Every 6 weeks
Resources: Manifestation determination meetings, counseling and discipline referrals, and behavior
plans and progress
Obstacles: Mandatory placement
Budget: N/A
Cost: N/A
Campus: All Campuses
Expected Outcome: Career and/or college ready students, Full Implementation of all IEP's, Decrease loss of
educational opportunities, PBMAS Level Indicator 0
Formative: November 10, 2014
Formative: December 10, 2014
Formative: March 18, 2015
Summative May 14, 2015
Quality:
Accomplished:
Number:
9
Rio Grande City C.I.S.D. Special Education Strategic Plan 2014 -2015
Program: Special Education
Key Result Area 5: Embrace school/community partnership
Strategy 10: Collaborate with the office of human resources and community workforce to provide job
settings/job opportunities to work ready graduates
Implement: High school VEC/VAC teachers and special education transitional counselor
Responsibility: Campus principal, counselors and VEC/VAC special education teacher
Monitor: Asst. Special Education Director
Evaluation: Special education transitional counselor
Transitional Counselors
VEC/VAC Teacher
Timeline: September 2014 to May 2015
Reports: 2 (1 per semester)
Resources: Student resumes and student (newspaper ad) resumes
Obstacles: Lack of employment opportunities.
Budget:
Cost:
Campus: Secondary Campuses
Expected Outcome: Smooth transition from full time student to a work place, Workforce ready students
Formative: November 10, 2014
Formative: December 10, 2014
Formative: March 18, 2015
Summative May 14, 2015
Quality:
Accomplished:
Number:
10
Special Education Office Staff
Current School Year 2013 - 2014
Proposed School Year 2014 - 2015
Position
Number
Director
Assistant Director
ARD Facilitator
Lead Diagnostician
Diagnosticians
Lead Speech Pathologist
Speech Pathologists
Contract Pathologist
Speech Therapists
Contracted Speech Pathologist
Contract Occupational Therapists
Contract Physical Therapists
Contracted Psychologist
Inclusion Strategist
Secretary
Clerks
Nurse
Custodian
Technician
Asst. Technician
Homebound Teachers
Visually Impaired/Orientation Mobility Teacher
Visually Impaired /Adaptive P.E. Teacher
Contracted Licensed Specialist In-School Psychology
Total
1
1
1
1
9
1
2
1
5
1
1
1
1
0
1
6
1
1
1
0
3
1
1
1
42
Position
Number
Director
Assistant Director
ARD Facilitator
Lead Diagnostician
Diagnosticians
Lead Speech Pathologist
Speech Pathologists
Contract Pathologist
Speech Therapists
Contracted Speech Pathologist
Contract Occupational Therapists
Contract Physical Therapists
Contracted Psychologist
Inclusion Strategist
Secretary
Clerks
Nurse
Custodian
Technician
Asst. Technician
Homebound Teachers
Visually Impaired/Orientation Mobility Teacher
Visually Impaired /Adaptive P.E. Teacher
Contracted Licensed Specialist In-School Psychology
Total
1
1
1
1
11
1
2
1
5
1
1
1
1
2
1
6
1
1
1
1
3
1
1
2
48
Proposed Professional Development Activities
RGCCISD will continue to expand on programs already in place, thus continuing staff development and training as needed. Needs
assessment surveys will be conducted throughout the year to prioritize needs. The Special Education Department will begin a library
and will be expanding and updating the professional material available for staff members. Topics that will be addressed during the
2014-15 school year include:

















Curriculum for the Self Contained Classroom (Part I)
“Hands on Activities” for the STAAR Alternative Classroom (Part II)
Creating a Collaborative ARD Environment through Facilitated IEP Skills
Behavior Management and Documentation
Basic First Aid
Bullying
CPR Course
CPI Refresher Course
Motivation
Report Writing (Full Individual Evaluations)
Supports for Special Needs Students
SHARS Documentation
Building and Using Your Assistive Technology Toolbox
Legal Updates
Curriculum for the Self Contained Classroom
Standard Based IEPs and Present Levels of Performance
Confidentiality, Child Find and Universal Design for Learning!

Not an all-inclusive list.
Proposed Parental Involvement Activities
R.G.C.C.I.S.D. will continue to develop the bond between parents, community, and school by building on successful activities during
the current year.
October 2014
Special Education Overview
December 2014
Behavior Disorders
February 2015
Transition
April 2015
Community Supports (Parent Fair)
May 2015
Senior Folder Distribution Grulla High
May 2015
Senior Folder Distribution Rio High
Transition from Middle School to High School
In order to assist the 8th graders in making the transition from middle school to high school, the following activities will take place:
1.
2.
3.
4.
5.
Orientation by receiving campus
Transition counselor meeting
Personal Graduation Plan
Vocational Interest Inventory
Annual ARD review
Transition from High School to Post Secondary School
In order to assist the 12th graders in making the transition from high school to post-secondary life, the following activities will take
place:
1. Special Education High School Counselor/Special Education Transition Counselor, Special Education Teachers and
Senior students staffing
2. DARS presentation
3. Senior ARD
4. DARS Screening (Department of Rehabilitative Services)
5. DADS Day (Disabilities Awareness Day)
Resources

RGCCISD Integrated Intervention Team Information and Meetings
School Year 2013 – 2014 ~ Miguel Villarreal, Chairman
 http://www.tea.state.tx.us/pbm/PBMASManuals.aspx (2012 - 2013) (2013 – 2014)
 http://specialed.about.com/od/integration/a/Inclusion-What-Is-Inclusion.htm
 http://specialed.about.com/od/specialedacronyms/g/fape.htm
 http://specialed.about.com/od/specialedacronyms/g/lre.htm
 http://specialed.about.com/od/glossary/g/generaleducation.htm
 http://pattan.net/files/SpEd/Conf05/GaskinvsPa_pp.pdf
R.G.C.C.I.S.D. Special Education Strategic Plan
Formative/Summative Evaluation Form
Strategy #: 1
Increase the passing rate in ELA assessments from 52.5% to 75% (TAKS).
Activities Accomplished
Activities in Progress
Activities Pending
Notes:
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R.G.C.C.I.S.D. Special Education Strategic Plan
Formative/Summative Evaluation Form
Strategy #: 2
Increase the percentage of students passing the Math assessment from 58.6% to 75% (TAKS).
Activities Accomplished
Activities in Progress
Activities Pending
Notes:
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R.G.C.C.I.S.D. Special Education Strategic Plan
Formative/Summative Evaluation Form
Strategy #: 3
Increase the percentage of students passing the Social Studies End of Course assessment from 61.6% to 75%.
(No standards at this time)
Activities Accomplished
Activities in Progress
Activities Pending
Notes:
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R.G.C.C.I.S.D. Special Education Strategic Plan
Formative/Summative Evaluation Form
Strategy #: 4
Increase the percentage of students passing End of Course assessment in English Reading Writing from 52.5% to 75%.
Activities Accomplished
Activities in Progress
Activities Pending
Notes:
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R.G.C.C.I.S.D. Special Education Strategic Plan
Formative/Summative Evaluation Form
Strategy #: 5
Implement a district wide lead and support inclusion program.
Activities Accomplished
Activities in Progress
Activities Pending
Notes:
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R.G.C.C.I.S.D. Special Education Strategic Plan
Formative/Summative Evaluation Form
Strategy #: 6
Increase the percentage of special education placements in instructional setting 40/41 (ages 3-5) from 1.3% to 20%.
Activities Accomplished
Activities in Progress
Activities Pending
Notes:
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R.G.C.C.I.S.D. Special Education Strategic Plan
Formative/Summative Evaluation Form
Strategy #: 7
Increase the percentage of special education placements in instructional setting 40/41 (ages 6-11) from 29.7% to 45%.
Activities Accomplished
Activities in Progress
Activities Pending
Notes:
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R.G.C.C.I.S.D. Special Education Strategic Plan
Formative/Summative Evaluation Form
Strategy #: 8
Decrease the percentage of special education LEP (Limited English Proficient) representation from 7.5% to 1%.
Activities Accomplished
Activities in Progress
Activities Pending
Notes:
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R.G.C.C.I.S.D. Special Education Strategic Plan
Formative/Summative Evaluation Form
Strategy #: 9
Decrease the percentage of special education out of school suspensions/placements from 13.7% to less than 6%.
Activities Accomplished
Activities in Progress
Activities Pending
Notes:
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R.G.C.C.I.S.D. Special Education Strategic Plan
Formative/Summative Evaluation Form
Strategy #: 10
Collaborate with the office of Human Resources and community workforce to provide job setting/job opportunities to
work ready graduates.
Activities Accomplished
Activities in Progress
Activities Pending
Notes:
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