TSPR Hays Consolidated ISD

Chapter 2
EDUCATIONAL SERVICE DELIVERY

This chapter reviews the educational service delivery functions of Hays Consolidated Independent School District (HCISD) in the following sections:

A. Curriculum and Instruction

B. Student Performance

C. Gifted and Talented Education

D. Special Education

E. Bilingual/ESL Education

F. Career and Technology Education

G. Title I/State Compensatory Education

H. Guidance Counseling and Social Services

I. Alternative Education Program

For a school district to meet the needs of the students it serves, it must have a well-designed and well-managed process for directing instructors, maintaining curriculum, evaluating and monitoring the success of its educational programs and providing the resources needed to support them.

BACKGROUND

According to 2003 Texas Education Agency (TEA) Public Education Information Management System (PEIMS) data, HCISD served 8,663 students in pre-kindergarten through grade 12. From 1998-99 through 2002-03, HCISD's student population grew by 37.3 percent, more than triple the growth rate in Regional Education Service Center XIII (Region 13) and more than five times the state average growth rate during the same period (Exhibit 2-1).

Exhibit 2-1
Student Enrollment Growth Rates
HCISD, Region 13 and State
1998-99 through 2002-03

Entity 1998-99 1999-2000 2000-01 2001-02 2002-03 Percentage Change
1998-99 to 2002-03

HCISD 6,311 6,713 7,408 8,098 8,663 37.3%

Region 13 258,660 264,328 273,492 279,074 288,712 11.6%

State 3,945,434 4,001,655 4,071,433 4,146,653 4,238,911 7.4%

Source: TEA, Academic Excellence Indicator System (AEIS), 1998-99 through 2001-02 and PEIMS, 2002-03.

HCISD serves its students in 13 schools: seven elementary schools, two middle schools, one grade 8 campus, one high school, a high school of choice (Academy@Hays) and an alternative school, which comprises the Alternative Impact Center and the Juvenile Justice Alternative Education Program (JJAEP) (Exhibit 2-2).

Exhibit 2-2
HCISD Campuses, Grade Levels and Enrollment
2001-02 and 2002-03

Campus Grade
Levels 2001-02
Enrollment 2002-03
Enrollment Percentage
Change

Early Education Students served at home-campus nonspecified (not considered a separate campus) EE 0 29 N/A

Hemphill Elementary School EE-5 708 767 9%

Fuentes Elementary School PK-5 763 881 16%

Elm Grove Elementary School K-5 554 565 2%

Buda Elementary School 3-5 255 265 4%

Green Elementary School PK-5 663 685 3%

Buda Primary School EE-2 294 294 0%

Kyle Elementary School EE-5 713 811 14%

Wallace Middle School 6-7 615 701 14%

Dahlstrom Middle School 6-7 583 584 0%

Barton Junior High 8 609 638 5%

Academy@Hays 9-12 106 109 3%

JJAEP 8-11 9 6 (33%)

Alternative Impact Center* 6-12 44 41 (7%)

Hays High School 9-12 2,182 2,287 5%

Total 8,098 8,663 7%

Source: TEA, AEIS 2001-02 and PEIMS, 2002-03.
*Shares location with JJAEP.

HCISD chose the Bastrop, Lockhart and San Marcos ISDs to serve as peers for comparison purposes.

Exhibit 2-3 compares the 2002-03 enrollment and demographics of HCISD with its peer districts, Region 13 and the state.

Exhibit 2-3
Student Enrollment and Demographics
HCISD, Peer Districts, Region 13 and State
2002-03

District African
American Hispanic Anglo Asian/Pacific
Islander Native
American Economically
Disadvantaged

HCISD 4.2% 51.3% 43.8% 0.5% 0.2% 39.8%

Bastrop 10.4% 32.7% 55.9% 0.6% 0.4% 47.4%

Lockhart 8.2% 51.1% 40.0% 0.5% 0.2% 50.2%

San Marcos 4.8% 66.6% 27.8% 0.7% 0.1% 59.0%

Region 13 9.6% 36.3% 51.0% 2.8% 0.3% 39.3%

State 14.3% 42.7% 39.8% 2.9% 0.3% 51.9%

Source: TEA, PEIMS, 2002-03.
Note: Totals may not add to 100 percent due to rounding.

Exhibit 2-4 shows HCISD student enrollment and demographics by school.

Exhibit 2-4
HCISD Student Enrollment and Demographics by Campus
2002-03

Campus Student
Enrollment African
American Hispanic Anglo Asian/
Pacific
Islander Native
American Economically
Disadvantaged

Elementary Schools

Hemphill 767 5.6% 73.6% 19.9% 0.6% 0.0% 74.2%

Fuentes 881 6.2% 56.6% 36.6% 0.5% 0.0% 51.4%

Elm Grove 565 1.9% 18.0% 79.1% 0.5% 0.0% 5.5%

Buda Elementary 265 4.5% 33.5% 61.5% 0.4% 0.0% 18.5%

Green 685 3.0% 76.9% 19.5% 0.2% 0.2% 74.9%

Buda Primary 294 1.7% 41.5% 56.1% 0.6% 0.0% 31.3%

Kyle 811 3.4% 51.1% 44.3% 0.3% 0.3% 41.4%

Junior/Middle Schools

Wallace 701 43.0% 57.5% 35.3% 0.1% 0.4% 46.1%

Dahlstrom 584 2.4% 42.3% 54.0% 1.0% 0.2% 26.9%

Barton Junior High 638 3.1% 50.2% 46.2% 0.3% 0.2% 31.5%

Alternative Schools

Academy@Hays 109 2.8% 42.7% 48.6% 0.9% 0.0% 32.1%

JJAEP 6 0.0% 100.0% 0.0% 0.0% 0.0% 50.0%

Alternative Impact Center 41 4.9% 65.9% 29.3% 0.0% 0.0% 56.1%

High School

Hays High School 2,287 4.4% 4.6% 48.8% 5.2% 0.2% 28.3%

Non-Specified Campus

Early Education 29 0.0% 96.6% 3.5% 0.0% 0.0% 0.0%

Source: TEA, PEIMS, 2002-03.
Note: Totals may not add to 100 percent due to rounding.

HCISD's student attendance rate increased 0.1 percentage points from 1999-2000 to 2000-01. HCISD's student dropout rate decreased slightly over the two-year period, but was significantly lower than the state and peer districts (Exhibit 2-5).

Exhibit 2-5
Attendance Rate and Dropout Rate
HCISD, Peer Districts, Region 13 and State
1999-2000 and 2000-01

District Attendance Rate Dropout Rate

1999-2000 2000-01 1999-2000 2000-01

HCISD 95.6% 95.7% 0.4% 0.3%

Bastrop 94.9% 94.3% 1.7% 0.8%

Lockhart 95.4% 95.2% 1.2% 1.0%

San Marcos 94.9% 94.7% 1.7% 1.0%

Region 13 95.2% 95.0% 1.4% 0.9%

State 95.6% 95.5% 1.3% 1.0%

Source: TEA, AEIS, 1999-2000 and 2000-01.

From 1997-98 through 2001-02, HCISD's student-teacher ratio increased slightly while the state, the region and one peer district decreased (Exhibit 2-6).

Exhibit 2-6
Student-to-Teacher Ratios
HCISD, Peer Districts, Region 13 and State
1997-98 and 2001-02

District 1997-98 2001-02 Percentage Change
1997-98 to 2001-02

HCISD 14.8 15.4 4.1%

Bastrop 13.1 14.0 6.9%

Lockhart 16.4 15.2 (7.3%)

San Marcos 14.9 15.0 0.7%

Region 13 14.9 14.0 (6.0%)

State 15.3 14.7 (3.9%)

Source: TEA, AEIS, 1997-98 and 2001-02.

Texas mandates that class sizes in kindergarten through grades 4 contain no more than 22 students per teacher. In 2001-02, compared to its peer districts, HCISD's elementary class size was largest in kindergarten, grades 1 through 3 and mixed grades and second largest in grades 4, 5 and 6 (Exhibit 2-7). Compared to Region 13, HCISD class sizes in all elementary grades are larger, except for grade 6. Mixed classes exist in the bilingual program where, for example, one teacher has a classroom with grade 1 and 2 or grade 2 and 3 students in it. Compared to the state, however, HCISD had the largest class sizes in all grades except grade 6.

Exhibit 2-7
HCISD, Peer Districts, Region 13 and State
Average Elementary School Class Size
2001-02

Grade HCISD Bastrop Lockhart San Marcos Region 13 State

Kindergarten 22.6 20.0 22.3 19.9 18.7 18.9

Grade 1 21.4 18.4 16.2 17.3 17.8 18.1

Grade 2 20.3 18.4 17.1 19.2 18.2 18.5

Grade 3 21.0 17.7 19.8 20.9 18.3 18.9

Grade 4 21.9 19.4 18.7 27.3 18.9 19.5

Grade 5 23.8 22.2 21.8 27.1 21.4 22.2

Grade 6 22.1 23.9 14.5 20.9 23.1 22.3

Mixed Grades 31.9 13.9 * * 18.6 24.7

Source: TEA, AEIS, 2001-02.
*No data reported for this category.

From 1997-98 to 2001-02, HCISD's average class size at the secondary level decreased from 1997-98 to 2001-02 in English, foreign language and science and it increased slightly in math and social studies (Exhibit 2-8).

Exhibit 2-8
Average Secondary-School Class Size
1997-98 and 2001-02

Subject 1997-98 2001-02 Percentage Change
1997-98 to 2001-02

English 22.4 21.3 (4.9%)

Foreign language 22.4 22.3 (0.4%)

Math 21.5 21.8 0.1%

Science 22.0 21.8 (9.1%)

Social studies 23.6 23.7 0.4%

Source: TEA, AEIS, 1997-98 and 2001-02.

Compared to the peer districts, HCISD's secondary-school class sizes were next-to-largest for math and foreign language and next-to-smallest for social studies and English/language arts (Exhibit 2-9). Compared to the region, HCISD's classes were larger in English/language arts, foreign language, social studies and math and smaller in science. Compared to the state, HCISD's classes were larger in all subjects.

Exhibit 2-9
Secondary-School Class Sizes
HCISD, Peer Districts, Region 13 and State
2001-02

Grade HCISD Bastrop Lockhart San Marcos Region 13 State

English/language arts 21.3 22.5 21.6 20.9 21.1 20.3

Foreign languages 22.3 23.7 22.0 21.6 21.8 21.2

Math 21.8 21.6 23.4 19.2 21.4 20.4

Science 21.8 23.3 24.0 22.6 22.3 21.6

Social studies 23.7 24.7 25.8 21.5 23.5 22.6

Source: TEA, AEIS, 2001-02.

HCISD's department of Curriculum and Instruction is organized with four administrative staff members who report directly to the assistant superintendent of Curriculum and Instruction along with campus principals. Exhibit 2-10 shows the instructional organization.

Exhibit 2-10
HCISD Instructional Organization
April 2003
Source: HCISD assistant superintendent of Curriculum and Instruction.

Job responsibilities for staff members who directly report to the assistant superintendent of Curriculum and Instruction are shown in Exhibit 2-11.

Exhibit 2-11
Examples of Responsibilities of HCISD Curriculum and Instruction Division Personnel
2001-02

Position Key Areas
of Responsibility

Assistant superintendent for Curriculum and Instruction

Works with campus principals and staff to develop and improve curriculum documents based on systemic review and analysis
Plan the necessary time, resources and materials to support accomplishment of student educational goals
Facilitate the district-level decision-making process and support the campus-based decision-making process
Communicate with school board members regarding goals for curriculum and instruction to ensure student success
Oversee the daily operations of departments in Curriculum and Instruction
Direct management of federal programs
Supervise the director of Management Information Systems

Director of Secondary Curriculum

Work with secondary principals and content-area vertical teams to develop and revise curriculum documents
Work with the Gifted/Talented team leader in coordinating program and ensure compliance with laws and regulations
Write, submit and administer grants to secure funds for curriculum initiative and staff development
Ensure secondary campuses are aware of assessment and curriculum changes from TEA
Work with district library media coordinator and Career and Technology coordinator, for effective program administration

Director of Elementary Curriculum

Work with staff developing elementary curriculum documents
Coordinate district-level elementary professional development in accordance with state and district requirements, in response to needs assessments and based on student assessment data
Write, submit and administer grants to secure funds for curriculum initiative and staff development
Work with principals and teachers to provide instruction at best-practice levels for all students
Support and oversee the bilingual coordinator and the assessment coordinator

Director of Special Programs

Supervise departmental special education teams to improve and develop programs to ensure effective delivery models for students
Work on campuses with teams to improve and develop curriculum-based programs and support campus-level staff in carrying out the individual educational plan of students
Ensure program compliance with state and federal regulations
Develop and oversee special education budgets

Director of Management Information Systems

District PEIMS coordinator
Assist schools with management of attendance, grade reporting, scheduling, demographic and household data, medical, discipline reporting, state testing and special program enrollments. (This includes training campus personnel who use the student software, printing all electronic report cards, schedules, verification reports, etc., as needed on a campus)
Assist administrative departments with finance, payroll, position control and fixed assets software
We train all campus and department secretaries to enter online purchase orders and to run financial reports
Write custom programs for student, finance, payroll, position control and fixed assets

Source: HCISD assistant superintendent of Curriculum and Instruction.

Entity	1998-99	1999-2000	2000-01	2001-02	2002-03	Percentage Change 1998-99 to 2002-03
HCISD	6,311	6,713	7,408	8,098	8,663	37.3%
Region 13	258,660	264,328	273,492	279,074	288,712	11.6%
State	3,945,434	4,001,655	4,071,433	4,146,653	4,238,911	7.4%

Campus	Grade Levels	2001-02 Enrollment	2002-03 Enrollment	Percentage Change
Early Education Students served at home-campus nonspecified (not considered a separate campus)	EE	0	29	N/A
Hemphill Elementary School	EE-5	708	767	9%
Fuentes Elementary School	PK-5	763	881	16%
Elm Grove Elementary School	K-5	554	565	2%
Buda Elementary School	3-5	255	265	4%
Green Elementary School	PK-5	663	685	3%
Buda Primary School	EE-2	294	294	0%
Kyle Elementary School	EE-5	713	811	14%
Wallace Middle School	6-7	615	701	14%
Dahlstrom Middle School	6-7	583	584	0%
Barton Junior High	8	609	638	5%
Academy@Hays	9-12	106	109	3%
JJAEP	8-11	9	6	(33%)
Alternative Impact Center*	6-12	44	41	(7%)
Hays High School	9-12	2,182	2,287	5%
Total		8,098	8,663	7%

District	African American	Hispanic	Anglo	Asian/Pacific Islander	Native American	Economically Disadvantaged
HCISD	4.2%	51.3%	43.8%	0.5%	0.2%	39.8%
Bastrop	10.4%	32.7%	55.9%	0.6%	0.4%	47.4%
Lockhart	8.2%	51.1%	40.0%	0.5%	0.2%	50.2%
San Marcos	4.8%	66.6%	27.8%	0.7%	0.1%	59.0%
Region 13	9.6%	36.3%	51.0%	2.8%	0.3%	39.3%
State	14.3%	42.7%	39.8%	2.9%	0.3%	51.9%

Campus	Student Enrollment	African American	Hispanic	Anglo	Asian/ Pacific Islander	Native American	Economically Disadvantaged
Elementary Schools
Hemphill	767	5.6%	73.6%	19.9%	0.6%	0.0%	74.2%
Fuentes	881	6.2%	56.6%	36.6%	0.5%	0.0%	51.4%
Elm Grove	565	1.9%	18.0%	79.1%	0.5%	0.0%	5.5%
Buda Elementary	265	4.5%	33.5%	61.5%	0.4%	0.0%	18.5%
Green	685	3.0%	76.9%	19.5%	0.2%	0.2%	74.9%
Buda Primary	294	1.7%	41.5%	56.1%	0.6%	0.0%	31.3%
Kyle	811	3.4%	51.1%	44.3%	0.3%	0.3%	41.4%
Junior/Middle Schools
Wallace	701	43.0%	57.5%	35.3%	0.1%	0.4%	46.1%
Dahlstrom	584	2.4%	42.3%	54.0%	1.0%	0.2%	26.9%
Barton Junior High	638	3.1%	50.2%	46.2%	0.3%	0.2%	31.5%
Alternative Schools
Academy@Hays	109	2.8%	42.7%	48.6%	0.9%	0.0%	32.1%
JJAEP	6	0.0%	100.0%	0.0%	0.0%	0.0%	50.0%
Alternative Impact Center	41	4.9%	65.9%	29.3%	0.0%	0.0%	56.1%
High School
Hays High School	2,287	4.4%	4.6%	48.8%	5.2%	0.2%	28.3%
Non-Specified Campus
Early Education	29	0.0%	96.6%	3.5%	0.0%	0.0%	0.0%

District	Attendance Rate		Dropout Rate
District	1999-2000	2000-01	1999-2000	2000-01
HCISD	95.6%	95.7%	0.4%	0.3%
Bastrop	94.9%	94.3%	1.7%	0.8%
Lockhart	95.4%	95.2%	1.2%	1.0%
San Marcos	94.9%	94.7%	1.7%	1.0%
Region 13	95.2%	95.0%	1.4%	0.9%
State	95.6%	95.5%	1.3%	1.0%

District	1997-98	2001-02	Percentage Change 1997-98 to 2001-02
HCISD	14.8	15.4	4.1%
Bastrop	13.1	14.0	6.9%
Lockhart	16.4	15.2	(7.3%)
San Marcos	14.9	15.0	0.7%
Region 13	14.9	14.0	(6.0%)
State	15.3	14.7	(3.9%)

Grade	HCISD	Bastrop	Lockhart	San Marcos	Region 13	State
Kindergarten	22.6	20.0	22.3	19.9	18.7	18.9
Grade 1	21.4	18.4	16.2	17.3	17.8	18.1
Grade 2	20.3	18.4	17.1	19.2	18.2	18.5
Grade 3	21.0	17.7	19.8	20.9	18.3	18.9
Grade 4	21.9	19.4	18.7	27.3	18.9	19.5
Grade 5	23.8	22.2	21.8	27.1	21.4	22.2
Grade 6	22.1	23.9	14.5	20.9	23.1	22.3
Mixed Grades	31.9	13.9	*	*	18.6	24.7

Subject	1997-98	2001-02	Percentage Change 1997-98 to 2001-02
English	22.4	21.3	(4.9%)
Foreign language	22.4	22.3	(0.4%)
Math	21.5	21.8	0.1%
Science	22.0	21.8	(9.1%)
Social studies	23.6	23.7	0.4%

Grade	HCISD	Bastrop	Lockhart	San Marcos	Region 13	State
English/language arts	21.3	22.5	21.6	20.9	21.1	20.3
Foreign languages	22.3	23.7	22.0	21.6	21.8	21.2
Math	21.8	21.6	23.4	19.2	21.4	20.4
Science	21.8	23.3	24.0	22.6	22.3	21.6
Social studies	23.7	24.7	25.8	21.5	23.5	22.6

Position	Key Areas of Responsibility
Assistant superintendent for Curriculum and Instruction	Works with campus principals and staff to develop and improve curriculum documents based on systemic review and analysis Plan the necessary time, resources and materials to support accomplishment of student educational goals Facilitate the district-level decision-making process and support the campus-based decision-making process Communicate with school board members regarding goals for curriculum and instruction to ensure student success Oversee the daily operations of departments in Curriculum and Instruction Direct management of federal programs Supervise the director of Management Information Systems
Director of Secondary Curriculum	Work with secondary principals and content-area vertical teams to develop and revise curriculum documents Work with the Gifted/Talented team leader in coordinating program and ensure compliance with laws and regulations Write, submit and administer grants to secure funds for curriculum initiative and staff development Ensure secondary campuses are aware of assessment and curriculum changes from TEA Work with district library media coordinator and Career and Technology coordinator, for effective program administration
Director of Elementary Curriculum	Work with staff developing elementary curriculum documents Coordinate district-level elementary professional development in accordance with state and district requirements, in response to needs assessments and based on student assessment data Write, submit and administer grants to secure funds for curriculum initiative and staff development Work with principals and teachers to provide instruction at best-practice levels for all students Support and oversee the bilingual coordinator and the assessment coordinator
Director of Special Programs	Supervise departmental special education teams to improve and develop programs to ensure effective delivery models for students Work on campuses with teams to improve and develop curriculum-based programs and support campus-level staff in carrying out the individual educational plan of students Ensure program compliance with state and federal regulations Develop and oversee special education budgets
Director of Management Information Systems	District PEIMS coordinator Assist schools with management of attendance, grade reporting, scheduling, demographic and household data, medical, discipline reporting, state testing and special program enrollments. (This includes training campus personnel who use the student software, printing all electronic report cards, schedules, verification reports, etc., as needed on a campus) Assist administrative departments with finance, payroll, position control and fixed assets software We train all campus and department secretaries to enter online purchase orders and to run financial reports Write custom programs for student, finance, payroll, position control and fixed assets