El Dorado High School will promote for all of its students the development of academic, career, and personal / social growth through a partnership with teachers, parents, and the community.

Goal 1:

We will increase the levels of all students’ performance in all grade levels in all TAKS content areas by establishing benchmarks, aligning instructional content, and assessing data to increase student achievement and high graduation rates in compliance with No Child Left Behind requirements.

Goal 2:

We will produce 21st Century citizens, competitors, and leaders by expanding, updating, and integrating technology opportunities for our students.

Goal 3:

We will attract, retain, and provide growth opportunities for highly qualified staff.

Goal 4:

We will provide a fiscally responsible, safe and highly efficient District\Campus environment supportive of student learning.

Goal 5:

We will improve parental/community involvement by creating effective home-to-school communications and increasing family learning opportunities.

Goal 6:

We will provide all students with the opportunity to graduate from high school college-ready and ensure they have the skills to successfully compete in a global economy.

Goal 7:

We will provide facilities that will support the District’s learning environment.

Introduction

The El Dorado Campus Improvement Plan (CIP) is prepared in accordance with requirements of Chapter 11, subchapter F, of the Texas Education Code, specifically subsection 11.251 and subsection 11.252. These requirements are also contained in SISD polices BQ (Legal) and BQA (Legal).

El Dorado High School shall have a campus improvement plan that is developed, evaluated, and revised annually, in accordance with district policy, by the Superintendent with the assistance of the district level committee. The purpose of the campus improvement plan is to guide the campus and its staff in the improvement of student performance for all student groups in order to attain state standards in respect to academic excellence indicators.

The CIP is required by statute to include the following components:
 Comprehensive Needs Assessment
 Measurable campus performance objectives
 Strategies for improvement of student performance
 Strategies for providing students with information on higher education preparation and opportunities
 Description of resources needed to implement identified strategies
 Description of staff responsible for accomplishing each strategy
 Timelines for implementation of each strategy
 Formative evaluation criteria
 Summative evaluation criteria

In developing the 2009-10 CIP, the EDHS School Improvement Team (SIT) comprised of the principal, teachers representing every department, administrators, paraprofessional, students, parents, and community members, met in committee to review the Needs Assessment, proposed Performance Objectives, and on June 17, 2009 recommended the CIP for approval.

The Superintendent’s Cabinet subsequently recommended the EDHS CIP for approval July 21, 2009.

In addition to meeting state and federal rules and regulations, the 2009-10 CIP aligns directly with the SISD District Policies established by the Board of Trustees. Accordingly, monitoring of the strategies included in the CIP is accomplished through ongoing monitoring of the District Policies and performance indicators.

Comprehensive Needs Assessment

Introduction

When El Dorado High School opened its doors July 2003, it started with a student enrollment of a little over 850 students in grades 7 – 9. Today El Dorado is compressive high school serving over 3000 students. El Dorado is located in a fast growing area with several housing developments still under construction. In the past two years, EDHS has seen an increase in military students due to the Base Realignment and Closure (BRAC) Project. In order to prepare students to become global thinkers EDHS became an International Baccalaureate School on May 11, 2006. Additionally, El Dorado has met all the requirement set forth by the Southern Association of Colleges and Schools (SACS) and became accredited in 2007. The El Dorado High School administration, department chairs, and school improvement committee met, discussed and reviewed data sources to complete the annual needs assessment. The types of data reviewed include: TAKS performance in math, reading ,ELA ,science, and social studies disaggregated by the student populations and programs including African American, Hispanic, White, Asian, and Economically Disadvantaged, bilingual, ESL, at-risk, migrant, dyslexia, gifted and talented, CATE and Title I, completion rates for grades 9-12, drop out rates for grades 9-12, AEIS indicator data, Gold Acknowledgement data indicators, discipline data, effective schools survey results, and other information. The selected data sources were analyzed and used to formulate goals for student improvement. The areas for improvement of student performance were determined and strategies are incorporated into the campus improvement plan through the annual review process.

The following areas for improvement are addressed in the campus plan: curriculum alignment, staff development, assessment and monitoring 9th grade students (through our 9th grade center) specific targeted TEKS through department made tests, intensive and accelerated instruction (through AP and IB courses), strategies to close the performance gap between the at-risk population and the general population and increased efforts to strengthen the involvement of parents, particularly LEP parents. We will also have two Deans of Instruction to help the core areas improve student achievement not only in TAKS but in mastering all objectives set forth in the pacing guides. In addition, we will have a Math and Science Lab to help small group, whole classes, and individual students with areas of greatest need. We have also added the ESL lab position in order to serve our ESL students that have been mainstreamed.

The 2009 Accountability data reveals that El Dorado received a Recognized rating. Our goal for this school year is to maintain the Recognized rating and move towards achieving a rating of Exemplary.

The selected data sources were analyzed and summarized in order to target the seven district goals. The needs assessment is based on longitudinal and current year data desegregation of 1) student performance by demographics and ethnicity to align curriculum; 2) technology needs as referenced in technology plan; 3) retention of highly qualified staff and professional development; 4) safe and drug-free learning environment; 5) parental involvement in the learning process; 6) college-ready opportunities; and 7) facilities that optimize the learning environment. Incorporated into the plan are areas for improvement of student performance documented as measurable objectives followed by strategies/activities and programs.

Student Findings and Strengths

Goal 1: We will increase the levels of all students’ performance in all grade levels in all TAKS content areas by establishing benchmarks, aligning instructional content, and assessing data to increase student achievement and high graduation rates in compliance with No Child Left Behind requirements.

Science
El Dorado High School will have an increase in science literacy the indicators being the 10th grade and Exit level science TAKS scores. Overall scores will increase from 67% to 75%. Every student will use an interactive notebook. Students will use: Cornell notes, high level questioning, summarizing, graphic organizers, manipulatives, visuals, and the scientific method to increase deep understanding of the nature of science. In addition, all life science teachers will team up with a physical science teacher to “coach” all physical science students in 15 minute increments once per week beginning in the 3rd Nine Week period.
The science department will implement the 5E model as they use the common planning period to address the TEKS in their specific grade level. Teachers will analyze assessment information and use data to guide instruction. Intervention programs, such as tutoring, intersession, and Science Saturdays, will be used to help students succeed on TAKS.

Math
The Mathematics department wants to increase the overall score from 63% to 80% of all those students who take the TAKS exam. We want to increase our 9th grade level scores from 62% to 80% and our 10th grade level scores from 54% to 80% as well. At the Exit Level, the department wants to be at or above 80%. We want to make sure any student in a Pre AP, AP, Pre IB, and IB class passes the TAKS test. The department also wants 60% of students who take the AP Calculus exam to score at least a 3 or higher.
Teams will meet on a weekly basis and collaborate. Progress reports for the 9th, 10th, and 11th grade will go out on weekly basis. Saturday tutoring sessions will be offered after every midterm exam for student not meeting the standard. Students not meeting the standard on the 9 Weeks Exam will be offered intersession tutoring. Spiral reviews will be given on a daily basis to address areas of weakness as determined by testing data. A 90-minute lesson cycle will be implemented to maximize instructional time. The x Math Department Chair will make frequent classroom visits to monitor teachers in need of assistance.
Teachers who teach at the pre AP level will plan lessons that will prepare students at the next level to include the AP Calculus exam. We will ask administration to allow most of our Pre AP teachers to attend staff development emphasizing pre AP strategies.


ELA
The purpose of the English Language Arts Department at El Dorado High School is to create college-ready graduates in the language arts. The aim of the program will be to develop within students the ability to be capable writers, critical thinkers, and fluent readers. Student performance on the 9th grade reading TAKS test will increase from 88% to 90%. The percentage of students passing the 10th grade ELA TAKS will increase from 82% to 90%. The percentage of students passing the 11th grade ELA TAKS will increase from 92% to 94%. The percentage of students passing AP Language and AP Literature exams with at least a score of 3 will increase to 20%. College-ready graduates will be at the state average of 48% for ELA up from 26%.
Teachers will form grade-level teams and meet at least twice a month to implement a common curriculum and objectives for the students. Grade-level teams will participate in the creation of common assessments so that they can be used to measure student progress and curriculum focus and strength. Edusoft will be used to track students’ strengths and weakness in order to guide instruction. TAKS released tests and responses will be used as examples for successful responses, as well as an evaluation tool. Students will have access to a writing lab and the Aztec Learning Center to get tutoring help and complete language arts assignments. The writing lab will have an instructor whose primary goal will be to directly teach and model effective writing strategies to both teachers and their students so that effective writing strategies can be taught discipline wide. At risk students will go to the writing lab for direct writing instruction. All freshmen will participate in library orientation, and all students enrolled in language arts classes will be required to visit the library at least twice a semester. Teachers will plan lessons that will prepare students for the AP exam. Computer on Wheels (COWS) will be used to provide intensive technological support in the writing and research process. Curriculum will be enriched with necessary books, materials, supplies, and technologies so that programs can be implemented successfully.

Students will attend tutoring for those TAKS objectives areas that they are weak in or failed to pass in the benchmarks. Students will attend morning and or afternoon tutoring to aid them in being ready for the upcoming TAKS Test in 2010.

Reading
The purpose of the Reading Department at El Dorado High School is to implement strategies to close the achievement gap between the at-risk population and the general population. The aim of programs developed for the non-specialized reading classes will be to develop within our students a desire to become independent readers and life-long learners who are able to realize comprehension and fluency in reading. The aim of our specialized reading programs will be to develop within our students a confidence in their personal reading ability that will allow them to become self-directed learners so that achievement gaps can be lessened or closed. The reading department also wants student performance on the 9th grade reading TAKS test to increase from 88% to 90%. The reading department will also implement intervention programs, such as Read 180 and the Wilson Reading System, so that at-risk students can realize at least a 100 point gain in individual lexile scores.
Students will be pre-assessed using the Lexile Framework to measure students’ reading ability, track students’ gains, and match them to the appropriate texts in reading. Sustained Silent Reading strategies will be implemented on a daily basis in all reading classes. Students will be allowed to select texts that are appropriate for both their lexile level and personal interests. The reading department will be responsible for teaching study skills, comprehension strategies, fluency skills, writing strategies, and vocabulary. The curriculum will require students to read materials from a wide range of genres as to be in compliance with the TEKS. Reading classes will be print rich environments where students will have easy access to reading materials, such as newspapers and magazines. The department will also provide individualized instruction for struggling readers on a daily basis using Read 180 and the Wilson Reading System. Teachers will form grade-level teams and plan lessons that will prepare students to be successful on the TAKS as well as confident readers. TAKS released tests and responses will be used as examples for successful responses along with common teacher-made exams. Students will use Cornell notes, high level questioning, summarizing, graphic organizers, manipulatives, and visuals.

Title I funds will be used to fund instructional materials for the reading department. Curriculum will be enriched with necessary books, materials, supplies, and technologies so that programs can be implemented successfully.
Students will attend tutoring for those TAKS objectives areas that they are weak in or failed to pass in the benchmarks. Students will attend morning and or afternoon tutoring to aid them in being ready for the upcoming TAKS Test in May 2010.

ESL
To achieve greater success for our ELL’s in all areas of TAKS, students will receive instruction and strategies based on the SIOP (Sheltered Instruction Observation Model). TAKS released tests and responses will be used as examples for successful responses along with teacher-made exams. TAKS tutoring will be provided for students requiring additional assistance and for students who have not yet met the minimum standard and intersession remediation, if needed. Language reinforcement tutoring for newcomers will be provided through ESL Academies. Computer on Wheels (COWS) will provided intensive technological support in language acquisition. Parent meetings will allow for greater discourse between ESL teachers, parents, and students and address the instructional needs of the students once every nine weeks. To ensure comprehensive and correct placement, identification, reviewing, monitoring and coding of all ELL’s through LPAC. Consistent, informed assessment decisions will made through a collaboration between PEIMS, Registrar, LPAC Administrator, LPAC Coordinator, LPAC parent and teacher representatives with extensive input from ESL teachers. Awareness of second language learners’ educational needs will increase campus wide through varying modes of communications for all teachers to allow for greater ease in transition for all newcomers, sheltered & non-sheltered ESL students, and exit monitored students. Constant communication will allow our ELL’s to work toward meeting all graduation standards.

Social Studies
The social studies department wants to increase the number of students passing the 10th grade TAKS from 89% to 93%. Also, increase the 11th Grade scores from 96% -100%. The social studies department wants 90% of the economically disadvantaged to pass the TAKS at the appropriate grade level. The social studies department wants to increase the number of students passing the AP Subject tests in Government, US History, and Economics. IB Teachers want 25% of the students who are taking IB History of Americas to take the AP US History test and score a 3 on the exam. More students will enroll in AP classes. AP Government, Economics and US History will be taught in these courses. Teachers will plan lessons that will prepare students for the AP exam. We will ask for administration to pay for all if not most exams or reduce the fee even more for those who are not on free or reduced lunch for the reason that statistically students will take the test if they have help financially. Teachers will encourage students to save for the test in their subject area.
Students will attend tutoring for those TAKS objectives areas that they are weak in or failed to pass in the benchmarks. Students will attend morning and or afternoon tutoring to aid them in being ready for the upcoming TAKS Test in May 2010.

Foreign Language
The Spanish department wants to increase the overall score of 5 to 90% of those who take the AP language exam, including IB students (juniors and seniors). The Foreign language program wants 90 % of economically disadvantaged and reduced lunch students to take the AP language and AP literature as well as it is subsidized. The department also wants 90 % of students who take the AP literature to score at least a 3 or higher. The French teachers want 50 % of IB students who are taking French to take the AP French test and score at least a 3 on the exam.
More students will enroll in AP Spanish classes. AP language and literature will be taught in these classes. Teachers will plan lessons that will prepare students for the AP exam. We will ask administration to pay for all if not most exams or reduce the fee even more for those who are not on free or reduced lunch for the reason that statistically and historically students in our city and our district who take the Spanish AP language and AP literature do extremely well and the test will pay for itself. Teachers will also encourage students to start saving for the test in case our school decides not to reduce the fee for those not on free or reduced lunch.

Physical Education/Health/ Sports Medicine
The Physical Education and Health department wants to increase each class attendance rates to 96 %. The Physical Education and Health department wants to increase the overall passing rate per class to 96 % for every sub group. More of our students will pass the TAKS exam due to the math, science and writing assignments we complete in our course yearly. Teachers will plan lessons that will prepare students for the TAKS exam. Our course initiates a research paper every third quarter which must adhere to the AP style of writing. Our course converts the English system of measurement to the Metric system for all measurements in length and weight.

The Sports Medicine
The Sports Medicine Department wants to increase each class attendance rates to 96 %. The Sports Medicine Department wants to increase the overall passing rate per class to 96 % for every sub group. More of our students will pass the TAKS exam due to the math, science and writing assignments we complete in our course yearly. Our teachers will plan lessons that will prepare students for the TAKS exam. Our course initiates a research paper every third quarter which must adhere to the AP style of writing. Our course converts the English system of measurement to the Metric system for all measurements in length and weight. Our course also helps students with “life-long” learning in the areas of prevention, recognition, treatment, management, evaluation, and rehabilitation of sports related injuries. In addition to our student goals, we are also implementing a new course called Athletic Trainer. The course is offered in three levels and will provide students with understanding of basic anatomy, first aid and rehabilitation. Time will be spent on field caring for injuries in sports.

Career Technology Education
DECA Goals

• 100% membership
• Have 25% of members compete in DECA Career Development Conference
• Have 3+ students attend DECA State Career Development Conference
• Documentation of weekly meeting with DECA officers
• Documentation of monthly meetings with DECA members
• Community service projects
• Apply for scholarships provided by DECA

SKILLS USA, BPA, FFA, AND TAFE GOALS

• Increase our memberships in each club by 5%
• To have a 2% growth in the number of students that competes in our distinct contest; thus giving us more opportunities to excel to a State contest.
• Engage Administration and the campus by making them aware of upcoming major events.
We will fundraise as a group to help cover the cost of membership fees for students who qualify to participate in our organizations. We will encourage students to attend tutoring when needed to be sure they are eligible for club and contest participation.
All teachers that are not sponsors of any of the above organizations will motivate all students assigned to their class to participate in one of the above organizations that they qualify for. They will assist the sponsors during contest to help prepare their student for any contest they choose to participate in that falls under one of the above organizations.
Fine Arts
The Fine Arts department will increase the overall amount of students entering and placing in competitions by 10%.
- Encourage/recruit students to join their preferred elective within Fine Arts
- Teach students the skills necessary to succeed within their chosen field
- Continuously re-teach and test students to maintain current knowledge base
- Continuously introduce new material and skills in increments in order to enhance student’s skill level
- Inform students when there will be district events
- Inform students when there are competitions and events outside of the district
- Assist students in accumulating portfolios
- Assist students with performance pieces
- Advise, facilitate, and encourage students
- Critique students throughout their studies in order to help them improve on their weaknesses.
- Check and provide the proper documentation, verifications, and paperwork needed for students to compete in competitions
- Assist in fundraisers that provide the money for students to afford competitions that require fees

Special Education
The Special Ed Department will increase the level of support for all students with the intent of providing a natural progression toward moving students to an environment that is least restrictive and conducive to their individual needs. With the continuation of the second year of our new Aztec Learning Center, it is our goal to provide additional support to all students. This will be done in an all inclusive setting, with a special education teacher, regular education teacher and college tutors, providing added support in every content area, while moving forward to reduce the amount of special education services needed. The special education teachers will continue to work with regular education teachers to plan, collaborate, co-teach and monitor the progress of students in all content areas. With the level of supports in place it is our intent to move 10% of the students in an instructional setting coded 44 to 43, coded as 43 to 42, coded as 42 to 41, and 41 to 40. The Aztec Learning Center will be available to provide support to all students. It is our goal to dismiss the current content mastery services provided by special education by 100%. In place, the learning center will provide an increase in natural supports in an inclusive environment. With the collaboration of all teachers and increasing the resources available to our special education students, it is our goal to increase the TAKS scores for all students in the areas of Reading, ELA and Social Studies by 5%. With an added focus in the areas of Math and Science our goal is to increase the TAKS scores by 10%. With the addition of a high school Structured Learning Unit (SLU) this year; we will expand opportunities for the success of Autistic students and others who need an ordered environment. Through this structure, students will have job training in the classroom preparing them for employment in the community. It is our goal for 20% of students in SLU to work at job sites in the community, with supervision, by the end of the school year.

ATC (Aztec Tlahtolmaca Council)/Advisory Period
Teachers maintained contact with students at-risk by keeping track of their grades, attendance, and understanding of their courses. In addition they were able to get to know students on a one on one basis, and assisted in their progress in school. Next school year, we have implemented a class called the Aztec Council/ARMI that will give teachers approximately thirty minutes per day to work with students at-risk of failing classes or not mastering the TAKS test. Teachers will have an opportunity to give the students direct instruction, and implement AVID strategies to assist them in organization and understanding of class work and higher order thinking skills. Teachers will serve approximately thirteen students during this period.

Goal 2- We will produce 21st Century citizens, competitors, and leaders by expanding, updating, and integrating technology opportunities for our students.85% of the classrooms will have access to a digital projector which will be mounted on the ceiling in order to increase the student’s abilities to learn and be successful. 100% of classroom teacher’s computers will have their memory upgraded due to the challenges and requirements created by the expanded technology opportunities within the district. The counseling and Language arts departments will utilize a mobile lab (Computers on Wheels) to enhance the learning of EDHS students. During the 2009-2010 school year, EDHS is committed to improve the students use and implementation of the different and latest software; with this, there will be a 40% increase in entries in the Technology Awards at the district and state level.

Goal 3- We will attract, retain, and provide growth opportunities for highly qualified staff.
In an effort to hire a Highly Qualified staff, El Dorado High School will participate in all district and university level teacher job fairs. In order to strengthen the tie with the University of Texas at El Paso, we have worked to make sure that El Dorado is part of their teacher intern program. Our goal is to attract Highly Qualified teachers by allowing them to intern on our campus.
In an effort to retain our High Qualified teachers, we have developed a monthly mentoring program for all our New to the Profession Teachers. Every month will include some kind of a lesson covering different aspects of the job such as Learning to Identify the G/T student, Teacher Expectation as it pertains to Special Education, etc. Every monthly meeting will include a guest speaker who will provide valuable resources to our new teachers. Every quarter, we will also meet with all second year teachers in order to continue to provide support that they may need in year two. We will meet once a semester with all third year teachers, to once again offer support and guidance to them as well.

The El Dorado Staff Development Committee will make sure to provide staff development opportunities that meet the needs of all teachers. The Deans of Instruction meet will their departments on a weekly basis in order to provide continuous mentoring and support.

Several campus initiatives are funded with State and Federal monies. With Title I, we have funded our 9th Grade Center. The funding covers the teacher, student tutors and instructional supplies for the center. The purpose of the center is to offer instructional support for all incoming and repeat 9th graders.

We also use Title I funds to support initiatives within the science department. We have hired a campus instructional specialist for science to help teachers and students reach their instructional goals. Title I also funds several of the core area, English/Reading/ESL, Science, Math and Social Studies instructional materials and staff development needs.

This year we will also hire a TSA/Curriculum Coach to ensure At-Risk students receive targeted instruction to improve student performance. This person will assist in the development of a needs assessment for at-risk students, assist teachers in developing lessons, and maintain auditable information concerning each student identified.

We hire several instructional aides to support our teachers. We have hired an aide to help monitor the campus computer lab, and we have an aide to help us with our ESL population. The role of the ESL instructional aide is to assist in testing and providing instructional support as needed. In addition to this, we fund 50% of the Communities in Schools counselor for our campus.

We also fund our Credit Recovery Lab through Title I. For seniors and some juniors who are lacking credits for graduation, they have the option to complete courses online via NovaNet to help them earn credits toward graduation.

Our newest venture funded by Title I is the AVID program. We fund the staff development, instructional supplies and student tutors through Title I.

With the State Compensatory Education, we fund the 2nd conference period for our teachers. The 2nd conference period is used to document initiatives that serve our at-risk students. Teachers may also meet with parents and other teachers to offer instructional support to our students.

The Assistant Principal who oversees the At-Risk initiatives is generally funded by SCE in addition to at least 2 library aides. At El Dorado, we also fund a Reading Intervention Teacher who offers Read 180 to struggling readers.

Goal 4- We will provide a fiscally responsible, safe and highly efficient campus environment supportive of student learning.
El Dorado High School will provide a safe and drug free environment conducive to purposeful learning. The campus will promote safe and drug free schools through various trainings and presentations including SRO presentations, Safe & Drug Free School presentations, Anti-gang presentations, and Community Emergency Response Team training (CERT). In order to promote safety, the campus will require that all students and teacher/staff members be in possession of an I.D. while on campus. Visitors to the campus will sign in at the receptionist’s desk and show some form of valid identification. Parents will receive a copy of the District Code of Conduct and the El Dorado Student Handbook. Parents will be required to sign that they will review the Code of Conduct and handbook with their student. Students, teachers and staff will participate in campus wide fire drills, lockdown drills, shelter in place drills, and silent evacuation drills throughout the 2009-2010 school year in order to fulfill the two documented drill requirement.
El Dorado High School will decrease discipline referrals by 3% based on the current student enrollment. In addition, the number of students who are referred to KEYS (DAEP) will decrease by 2% based on the implementation of the following behavioral interventions: Long term SAC, Friday School, and Aztec Academy. The campus will provide enrichment and educational opportunities for parents, staff, and students on current issues that affect student’s safety in the social, emotional, physical and educational settings. The campus safety committee will continue to work on an Emergency Kit project so that each classroom will be equipped with items that are essential during an emergency situation. El Dorado High School will host presentations and invite feeder schools in an effort to develop a feeder pattern safety committee in order to provide consistent safety strategies on each campus.


Goal 5- We will improve parental/community involvement by creating effective home-to-school communications and increasing learning opportunities.
EDHS will improve parental/community involvement by effective home-to-school communications and increasing family learning opportunities through various methods. EDHS will disseminate information about school committees and parent involvement programs through various sources. EDHS will provide opportunities on a regular basis for parents to visit the campus. The EDHS Parent Teacher Student Association will increase membership and involvement by 10% this school year. PTSA will provide opportunities for parental and family community service, provide opportunities for input to the campus, as well as opportunities to participate in informational programs about campus activities and initiatives and raise funds for campus improvements. Through our Parent Liaison, we will offer opportunities for parents to take parenting and nutrition classes. We will increase our parent volunteer program by 10% as a means of involving parents in school activities.

Goal 6- We will provide all students with the opportunity to graduate from high school college ready and ensure they have the skills to successfully to compete in a global economy.
El Dorado Guidance and Counseling Department
The El Dorado Guidance and Counseling Department will deliver a comprehensive developmental guidance and counseling program that is vital to the achievement of excellence in education for all students. The comprehensive counseling program is an integral part of the El Dorado’s total educational program. The counselor’s primary focus is to facilitate instruction by removing impediments to student learning. It is developmental by design and includes sequential activities organized and implemented by certified school counselors with the support of teachers, administrators, students and parents. The comprehensive program includes academic, career, and personal/social preparation of ALL students.
El Dorado Guidance and Counseling Department will continue to offer the following initiatives:
• Summer Graduation for ALL students that finished credits and/or TAKS Testing
• Meet with Middle School Counselors and Career Connection Teachers to facilitate information on state graduation requirements
• Present to Faculty and Staff on the following items: Comprehensive Developmental Guidance and Counseling Program, Suicide Protocol, Child Abuse Protocol, Crisis Intervention, and Cultural Diversity
• Present to Parents on the following items: Comprehensive Developmental Guidance and Counseling Program, TAKS/Accuplacer Orientation, College Readiness, Financial Aid, Five year Graduation Plan, and the College Application
• Present to Students on the following items: Graduation Plans, Credits, Career Cruising, Domestic Violence, Matrix, Financial Aid, College Requirements, and Cultural Diversity
• GO CENTER will continue to provide information on all colleges and universities, Financial Aid, and Scholarships
• Apply for the State Counseling Award (CREST) and the National Counseling Award (RAMP) to continue the departments’ exemplary status at the local, state, and national level
• Collegiate World Series Program (CWS) will continue to provide additional enrichment information for all students that are college bound
• Will be hosting the STATE COLLEGIATE FORUM to provide students and parents additional information on State universities
• FAFSA SATURDAYS will continue to provide hands-on information for students and parents on Financial Aid
• TOP TEN Senior Breakfast will honor the Top Ten students in May
• Senior Roundup will finalize paperwork for all seniors attending university

The IB Program is expecting 95% of the seniors enrolled as full diploma candidates to complete all required internal/external assessments, including Extended Essay, Theory of Knowledge, Creativity/Action/Service, and exams and 95% of all juniors enrolled as anticipated candidates to complete all required internal/external assessments and exams. The program wishes to increase the number of candidates receiving the diploma by 50%. The program wants 75% of students enrolled in the program to achieve a 4 or better as a final grade. The number of students applying to the program will increase 25%.

IB seniors will apply to Tier 1 universities and colleges.
Teachers who have received Level 2 training will be sent to specialized training in their subject area. More teachers will be sent to Level 2 training from each core area. A teacher will be sent to Extended Essay training to help students with their research project. A teacher will be sent to CAS training to help students with their creativity, action and service projects. The IB Coordinator will be sent to college readiness in-services.

IB released test will be purchased and used to monitor student progress. Advanced level books, materials, and equipment will be purchased to meet the needs of a rigorous and demanding curriculum. Student travel will help to enlighten and broaden students’ view of their immediate environment and the international community of which they are a part so that they may become engaged world citizens.

Student meetings and parent/student meetings will be held at the different middle schools and parent meetings will be held at El Dorado High School to inform parents about the program. Pamphlets and flyers will be delivered to all middle schools with information about the program. A luncheon will be held at EDHS for all middle school counselors to inform them about the IB Program and the application process. El Dorado High School parents will be kept informed about activities and meetings through the school newsletter and the IB newsletter. The IB webpage will be updated. A parent association for the IB program will be implemented.
The purpose of the Gifted and Talented at El Dorado High School is to identify at least 30% more gifted and talented students who are currently among our student population. Once identified, our goal is to provide programs that will nurture and challenge the abilities of gifted students to a maximum capacity. The aim of programs developed for our population will be to develop within our students a desire for self-directed learning, thinking, research and communication skills, and a heightened sense of the value of creativity in a global market. Since 100% of identified gifted and talented students pass the TAKS, our goal is to increase the percentage of identified students who receive commended performance levels on the TAKS test to at least 50% in English Language Arts, 60% in Social Studies, and 40% in Science and Mathematics. Our goal will also be to develop a program so that at least 50% of our gifted and talented students have the opportunity to receive a DAP diploma from the state upon graduation, thereby increasing individual opportunity for success at institutions of higher learning. The program will provide information, direction, and financial assistance so that 100% of the faculty at El Dorado High School will be certified to service the needs of gifted students. The program will also be designed to encourage parental involvement. Opportunities for parents will be provided regularly so that at least 10% of the parents will actively participate in the program. The program will ensure that identified gifted and talented students are in advanced core academic classes throughout high school. Students will be required to enroll in GT classes, Pre-AP, or Pre-IB at the freshmen and sophomore level. At the junior and senior level students will be required to enroll in the IB Program, AP courses, or take Dual Credit classes.
The GT Performance Standards Project will also be highly encouraged at the 11th and 12th grade level so students can have the opportunity to study academic disciplines more in-depth and expand their understanding and creativity at a faster pace. The program will be responsible for the facilitation and funding of performance based projects, and it will also encourage parent participation in GT information sessions about Texas Performance Standards Projects and the opportunities it provides for students.
The program will also enlighten the GT population and their parents about the requirements for a DAP diploma and ensure that they are taking state required courses to earn a DAP diploma.
Parents: Hold Parent Nights for Gifted and Talented students at El Dorado High School at least twice a year so parents can be informed and involved in student projects as well as the aims and objectives of the GT program. Provide parents with information about the parent night that will be held once a month by the district service center. Encourage parents to become involved by directly asking them to complete tasks for the program.
Technology: Design curriculum and instruction for GT students around technology. Service these students by purchasing laptops, camcorders, digital cameras, jump drives, and other technological equipment that can be checked out by parents and students for home use so students can successfully complete projects that require the use of technology.
Identification: Request teachers, parents, and students to submit nominations to test students who exhibit traits and characteristics of the gifted and talented student at least twice a year so that identification, evaluation, and appropriate instructional methodologies can be implemented for these students. The program will also create an advanced academics survey form to be filled out at registration by parents to identify previously identified GT students who are enrolling from other school districts, states, and countries. The program will also use assessment data and teacher observation data to identify underrepresented students for possible placement in the GT program.
Teachers: The program will provide information, direction, and financial assistance so that 100% of the faculty at El Dorado High School will be certified to service the needs of gifted students. The program will continually provide teachers with information concerning district facilitated workshops for gifted and talented education so new teachers can meet state requirements to become certified to teach GT students. The program will also provide detailed information concerning online book studies and update workshops so that current members of faculty who are already GT certified can have many opportunities to update their certificates on a yearly basis. The program can also finance attendance to WTAGT conferences and privately facilitated workshops that qualify for update training for faculty members that desire to attend on a first come first serve basis due to budget constraints.

The mission of AVID is to ensure that all students and most especially the least served students who are in the middle:
● will succeed in a rigorous curriculum,
● will complete a rigorous college preparatory path,
● will enter mainstream activities of the school,
● will increase their enrollment in four-year colleges, and
● will become educated and responsible participants and leaders in a democratic society

In 2009 El Dorado became an AVID certified school. The AVID team will ensure that we meet all the AVID Essentials in order to maintain certification for the 2009-10 school year. The implementation of the AVID program is made possible through Title I funds. The funds help us in guaranteeing that there is a 7:1 student to college tutor ratio available in the AVID elective class which is critical to student success. Title I also allocates funds ranging from 10,000- 15,000 to support the program in staff development; we want to increase the number of staff members trained in AVID every year so that AVID strategies become a school wide initiative. El Dorado currently has five cohorts of the AVID elective; two freshmen and two sophomore, and one junior, and we want to guarantee that 85-90% of the AVID students continue on with the AVID program and in their rigorous college preparatory path. Freshmen and Sophomore AVID students will visit local universities throughout the year and Junior students will be given the opportunity to attend a college road trip in the spring of 2009 which will be funded by Title I funds.

Goal 7- We will provide facilities that will support the District’s learning environment. El Dorado will provide facilities that support student learning. With the help of the District Facility Construction Plan, EDHS will request portable building, upgrades to facilities as needed and new construction projects in order to facilitate the tremendous growth in student population.

-State and Local Funds

Basic Educational Services	$ 103,848,281
Gifted and Talented Education	$ 659,238
Career and Technical Education	$ 6,553,494
Special Education	$ 24, 049,924
State Compensatory Education (Accelerated Education)	$ 238,912
Bilingual / English as a Second Language	$ 23,470,376
State Compensatory Education (KEYS)	$ 2,244,764
State Compensatory Education (Schoolwide)	$ 13,490,639
Athletics	$ 4,173,915
Undistributed	$ 90,970,019
Grand Total	$ 269,699,562

-No Child Left Behind Federal Grants

Title I, Part A	$ 8,938,885
Title I, Part C	$ 124,650
Title I, Part D	$ 15,869
Title II, Part A	$ 1,444,905
Title II, Part D	$ 86,350
Title III, Part A LEP	$ 972,055
Title IV, Part A SDFSC	$ 102,596
Grand Total	$ 11,685,310

In accordance with the administrative procedures established under Education Code 11.251(b), the campus-level committee shall be involved in decisions in the areas of planning, budgeting, curriculum, staffing patterns, staff development, and school organization. Education code 11.253(e)