LA PRYOR INDEPENDENT SCHOOL DISTRICT
PROGRESS REPORT
Introduction
In November 2000, Texas Comptroller Carole Keeton Rylander began a review of the La Pryor Independent School District (LPISD) as part of a three-district project that also included reviews of neighboring Eagle Pass and Crystal City school districts. These three districts are located near each other in Maverick and Zavala County. In July 2001, a final report was issued detailing 41 recommendations that could save the district more than $270,000 by 2005-06. During August 2002, the Texas School Performance Review (TSPR) staff returned to assess the district's progress in implementing the recommendations.
Since 1991, TSPR has recommended more than 7,000 ways to save taxpayers more than $700 million over five-year periods in more than 80 public school districts and higher education institutions throughout Texas. TSPR also conducts follow-up reviews of districts that have had at least one year to implement the recommendations. These 47 subsequent reviews showed that more than
90 percent of TSPR's proposals have been acted upon, saving taxpayers more than $112 million, with the full savings estimated to grow in the future.Improving the Texas School Performance Review
Comptroller Rylander, who took office in January 1999, consulted school district officials, parents and teachers from across Texas and carefully examined past reviews and progress reports in an effort to make TSPR more valuable to the more than 1,000 school districts in Texas. With the perspective of a former teacher, and school board president, the Comptroller has vowed to make TSPR more accountable to local school districts and the communities they represent.
Rylander began by establishing new criteria for selecting school districts for future reviews. Priority is now given to districts that are performing poorly academically or financially, and to hands-on reviews that benefit the greatest number of students. To ensure this process also serves small districts as economically as possible, reviews of numerous small school districts in close proximity, regardless of academic or financial status are also completed, as was the case with the districts in Maverick and Zavala Counties.
Recognizing that only about 51 cents of every education dollar is spent on instruction, Comptroller Rylander's goal is to drive more of every education dollar directly into the classroom. In addition, no longer are school districts' best practices and exemplary models left buried inside individual TSPR reports. Instead, Comptroller Rylander has ordered TSPR to share best practices and exemplary programs quickly and systematically among all the state's school districts and with anyone who requests such information. There is simply no reason for a district that has solved a problem well to keep the solution to itself. Comptroller Rylander has directed TSPR to serve as an active clearinghouse of the best and brightest ideas in Texas public education. Best practices identified in the original review will be included in the Comptroller's best practices database, A+ Ideas for Managing Schools (AIMS), which is on the Web at www.aimsdatabase.org.
Under Comptroller Rylander's approach, the TSPR team and consultants work with districts to:
- ensure students and teachers receive the support and resources necessary to succeed;
- identify innovative options to address core management challenges;
- ensure administrative activities are performed efficiently, without duplication and in a manner that spurs education;
- develop strategies to ensure the districts' processes and programs are continuously assessed and improved;
- understand the links among the districts' functional areas and determine ways to provide a seamless system of services;
- challenge any process, procedure, program or policy that impedes instruction and recommend ways to reduce or eliminate obstacles; and
- put goods and services to the "Yellow Pages test": government should do no job if there is a business in the Yellow Pages that can do that job better and at a lower cost.
Finally, Comptroller Rylander has opened her door to Texans who share her optimism about TSPR's potential. Suggestions to improve school reviews are welcome at any time. The Comptroller is a staunch believer in public education and public accountability.
Detailed information can be obtained from TSPR by calling 1-800-531-5441 extension 5-3676, or by visiting the Comptroller's Web site at www.window.state.tx.us.
TSPR in the La Pryor Independent School District
As the review began in November 2000, LPISD was deeply embroiled in controversy. Following a period of uncertainty during which the former superintendent left the district, the board hired the current superintendent, Eddie Ramirez, in January 2001. Data that the review team had collected from the former superintendent and business manager had to be reverified. And, because the position of business manager was vacant, the review team had to return to the district to finish gathering data and to finalize the review.
The Comptroller contracted with WCL Enterprises, a Houston-based consulting firm, to assist with the review. The team interviewed district employees, school board members, parents, business leaders and community members and held a public forum on Thursday, November 9, at the La Pryor High School from 5 p.m. to 7 p.m. To obtain additional comments, the review team conducted small focus group sessions with teachers, principals, employees, students, parents and community members. The Comptroller's office also received letters and phone calls from a wide array of parents, teachers and community members.
Sixty-five respondents answered TSPR's surveys. Six campus and central administrators and support staff, 11 teachers and 48 students completed written surveys.
The review team also consulted two databases of comparative educational information maintained by the Texas Education Agency (TEA)-the Academic Excellence Indicator System (AEIS) and the Public Education Information Management System (PEIMS).
LPISD selected peer districts for comparisons based on similarities in student enrollment, student performance and community and student demographics. The districts chosen were Cotulla, Carrizo Springs, Devine, Pearsall and Charlotte.
During its more than seven-month review, TSPR developed recommendations for improving operations that could save taxpayers more than $400,000 by 2005-06. Cumulative net savings from all recommendations (savings minus recommended investments or expenditures) would reach more than $270,000 by 2005-06.
LPISD is located in Zavala County, about 20 miles southwest of the City of Uvalde. The county seat is in Crystal City. The county's population is largely Hispanic, making up more than 90 percent of the county's residents, according to the 2000 U.S. Census. Southwest Texas Junior College and an extension of Sul Ross State University are located in nearby Uvalde. The public school enrollment of the county is about 2,600 students. The largest employers are the schools and the county government. Ranching, farming and oil and gas production are also key components of the county's economy.
La Pryor ISD's facilities are located within the same land area in separate buildings. These facilities include the elementary school, middle/high school, administrative offices and various academic and support facilities. Enrollment for 2001-02 was 420 students, of whom 94.3 percent were Hispanic, 5.2 percent were Anglo and 0.5 percent were African American. About 88 percent of the student body is considered economically disadvantaged.
In 2001, one of LPISD's three campuses received a Low-Performing rating and the district received an overall Acceptable ratingfrom the Texas Education Agency's (TEA) accountability system. For 2002, all three campuses were rated Acceptable, but more importantly, the percentage of all students passing the reading portion of the Texas Assessment of Academic Skills (TAAS) test rose to 81.6 percent compared with 66 percent in 2001; 85 percent of the district's students passed the math portion of the test in 2002, compared with 66 percent in 2001; and 65.1 percent of the students passed the writing portion of the test in 2002, compared with 64.7 percent in 2001. In 2002, the percentage of students passing all tests taken increased nearly 20 points from 49.7 percent in 2001 to 69.0 percent.
In 2001-02, the district employed a staff of 88 employees, with teachers accounting for 44, or 50 percent, of LPISD staffing. The district had expenditures of $3.8 million in 2001-02. That same year, 11 percent of LPISD's budgeted revenues were generated through local taxes; 2 percent came from other local and intermediate sources; 81 percent came from the state, and 6 percent came from the federal government.
In 2001-02, LPISD budgeted 49 cents of every tax dollar on classroom instruction, compared with the state average of 51 cents.
In 2001, significant changes occurred in the district. Superintendent Eddie Ramirez joined the district in January 2001-the fourth superintendent for the district in as many years. Superintendent Ramirez has developed a good working relationship with the board and is providing them with more and better financial and academic information with which they can make sound policy decisions for the district. Curriculum guides are now in place for all grades, Pre-K through grade 12, and those guides contain components that integrate technology into day-to-day instruction. Teachers' salaries were increased to make them more competitive with neighboring districts, so that La Pryor could attract and retain the brightest and best teachers possible. The district is expanding its Career and Technology Education programs and the board has approved a plan for serving gifted students. Financial stability has been restored to the district, and PEIMS reporting processes have been improved to ensure that the district receives all of the state aid to which it is entitled. In all, TSPR staff found the district is moving toward a promising future, with a dedicated staff and sound programs that can spell success for the future.
While work continues in the district, both LPISD staff and TSPR team members have a sense of steady progress.Thirty-two recommendations have been implemented, seven are in various stages of progress and two have been reviewed but not implemented. (See Appendix A for details on the recommendations' status.)
La Pryor ISD Report Card
Excellent = More than 80 percent complete
Chapter Total Complete In
ProgressNot
ImplementedRejected Percent Complete/
In ProgressGrades District Organization and Management 4 4 0 0 0 100% Excellent Educational Service Delivery and Performance Measures 9 8 1 0 0 89%/11% Excellent Financial Management 11 10 1 0 0 91%/9% Excellent Operations 17 10 5 2 0 59%/29% Satisfactory Overall Grade 41 32 7 2 0 78%/17% 95%
Satisfactory = 80 percent to 100 percent complete or in progress
Needs Work = Less than 80 percent complete or in progressExemplary Programs and Practices
LPISD has had some notable successes, and TSPR has identified numerous "best practices" used by the district. Through commendations in each chapter, the original report highlighted model programs, operations and services provided by LPISD administrators, teachers and staff members. Other school districts throughout Texas are encouraged to examine these exemplary programs and services to see if they could be adapted to meet local needs. TSPR's commendations are listed below, followed by updated information on each topic printed in italics.
- Employee handbook provides useful information.LPISD has an employee handbook that summarizes key district policies and procedures, including the school calendar, reassignments and transfers, outside employment, performance evaluation, staff development, alcohol and drug testing, payroll deductions, travel expense reimbursement, employee benefits, leave and absences, complaints and grievances, purchasing procedures and emergency situations.
Since the review, LPISD has created an administrators handbook. The LPISD administrator handbook gives the administration concrete policies and procedures for purchasing, budgeting and other financial processes. Just as the employee handbook help employees understand the policies and procedures associated with their employment, administrative employees need guidance in day-to-day operations to ensure that all of their activities conform to board policy.
- LPISD actively engages parents. LPISD, through a federal grant, has initiated a variety of programs that promote parental involvement and provide needed services to families. The district holds monthly parent meetings to provide parent training, encourages parents to spend time reading with their children through the Milk and Cookies Program held each Wednesday evening, opens computer labs for individual parent use during school hours each day and implemented the Families and Schools Together program, which provides an early intervention and prevention program for elementary school children who are at risk for substance abuse, school failure and juvenile delinquency.
During 2001-02 and again in 2002-03, in response to one of TSPR's recommendations, the district provided extensive training on the Parent Learning Network through Region 20 to parents and teachers. The parent involvement program was also incorporated into the district and campus improvement plans and in 2002-03, participating parents will attending a parent conference in San Antonio.
- At-risk students receive special services. LPISD is addressing the needs of students at risk of dropping out through a wide variety of programs including tutorials, summer camp, CD-Rom programs in language arts and math, an optional extended year program and individualized instruction for students with dyslexia.
LPISD continues to give careful attention to students at risk of dropping out. Teachers in Pre-K through grade 3 have completed a 12-week staff development course in balance literacy, Developing Literacy. Teachers in grades 4 and 5 are participating in the next level of balanced literacy training, Supporting Literacy, in fall 2002. Further, the district formed attendance committees to closely monitor attendance, grades, benchmarks and child assistance; and an at-risk coordinator position was added at the middle and high school campuses. Lexia software was purchased and is used for individualized instruction for students with dyslexia. The district also loans students with dyslexia laptop computers and Alphasmart technology to allow them an opportunity to practice these skills at home and thereby enhance their ability to learn.
- Districtwide dual language program serves Limited English Proficient (LEP) students. In 1996, LPISD received $2.2 million to be used over a five-year period to implement a comprehensive dual language program. The district converted an existing woodshop area into a computer lab and equipped the lab with 11 computers and each classroom in the district with two or three computers. The lab is used for both elementary and secondary instruction and is available for parent and community use one night per week and each day when students are not scheduled to use the lab.
This grant came to an end in August 2002. A committee made up of the superintendent, principals and the TEA field agent studied efforts underway in the Ysleta ISD as well as other districts. The committee decided to provide a bilingual/ESL transition program in conjunction with opportunities for dual language for non-LEP students.
As a result of this grant, every elementary classroom has a minimum of five computers and there is a 30-unit Alphasmart portable computer lab at the elementary campus that can be moved from room to room. Students at the middle and high school levels have three computers in each classroom and five computers in each language arts classroom. They also have a 24-wireless laptop computer lab. Both campuses have access to scanners, LCD projectors, digital cameras and two Panaboards. LPISD's District Improvement Plan calls for an active partnership with students, parents, school and community members that will expand the district's Web site to enhance communication, provide access to homework assignments, and increase the community's access to training in parenting and technology skills, information and news and links to educational sites. A second community lab will be opened, and these labs will be open Monday through Thursday from 4:00 p.m. until 7:00 p.m. Community technology classes are planned for spring 2003.
- Students get college credit for high school courses. LPISD participates in a TechPrep partnership with Southwest Texas Junior College (SWTJC) that leads students toward associate or baccalaureate degree programs and helps students prepare for high-skill, high-wage jobs in at least one field of engineering technology, applied science, health, or business. Students in the business and agriculture programs receive credit toward graduation, as well as college credit at SWTJC toward an associate's degree.
Since the review, LPISD has expanded its Career and Technology Education programs and enhanced its programs for gifted students as well. The district is exploring the use of distance education opportunities for expanding course offering for students at all levels.
LPISD administrators and staff said several key recommendations had the greatest impact on district operations. These highlighted recommendations are organized by chapter as shown in the original report. The comments came from district administrators during the TSPR team's follow-up visit to the district.
District Organization and Management
Recommendation 2 - Update the district's strategic plan to reflect the current board and administrative vision for the district and link the plan to the District and Campus Improvement Plans as well as the budget.
Administrators said that this recommendation was the key to planning for LPISD. This process and the final document became a roadmap for the district and helped everyone focus their efforts on student improvement. Now, when someone makes recommendations for change or for budget adjustments, the board and administration go back to the original goals. And, if it doesn't focus on kids, they don't do it.
Recommendation 3 - Increase beginning teacher salaries to be competitive with neighboring districts and develop a program to reduce teacher turnover.
Considering that a third of the teachers in LPISD left the district each year, the salary increases approved by the board for 2002-03 will make the district more competitive with neighboring districts and will allow the district to recruit and retain more experienced teachers. According to the superintendent, this increase makes the district more competitive regionally.
Educational Service Delivery and Performance Measures
Recommendation 5 - Develop formal curriculum guides for secondary courses and update the guides.
Recommendation 6 - Develop a comprehensive curriculum plan to direct curriculum management, evaluation and instructional delivery.
The district staff told the review team that having a sound, aligned and up-to-date curriculum helps improve student performance. Resources and staffing are used more effectively when everything is focused on student performance, and the guides help make this possible. Teachers are given the tools they need to succeed and every child in the district benefits from this improvement.
Financial Management
Recommendation 16 - Develop a process and system of internal controls to ensure the accuracy of PEIMS data submissions.
The PEIMS integrity recommendation helped the district more accurately project its state funding and has helped the district claim all of the funding for which it is eligible. The district will receive about $50,000 in additional state funding in 2002 as a result of better PEIMS reporting and monitoring.
Recommendation 21 - Develop a budget calendar and manual for LPISD administrators and board members to use in the annual budget process.
Budgeting can be a complex and frustrating process for administrators, staff and board members when they do not have the information they need to understand the process. Developing a budget calendar and a budget procedure has helped eliminate some of that confusion and, according to the superintendent, it helped the district align its budget with its instructional goals.
Operations
Recommendation 38 - Create a formal Technology Committee of teachers, principals and directors to support the technology plan.
Recommendation 39 - Update and revise the LPISD technology plan to include milestones and specific task responsibilities.
Recommendation 40 - Use the State Board for Educator Certification draft technology standards as a guideline for establishing LPISD's technology requirements for teachers.
These three recommendations were particularly significant, according to the superintendent and his staff. Creating the committee, updating the plan and identifying technology-related staff development goals made additional grants available (Recommendation 41) and helped the district integrate technology into the instructional programs of the district, as well as nearly every aspect of operations. The district is using wireless communication and has fiber optic drops throughout the district. Elementary classrooms now have five computers per class and secondary classrooms have a minimum of three computers. The district is exploring distance education opportunities and teachers are better trained to use technology to enhance instruction. Many of these improvements were made possible through these grants.
Recommendation 41 - Identify and recruit internal staff interested in supporting the technology coordinator with minor technical issues such as printer problems, software initialization and login problems.
Staffing was reorganized for technology support and LPISD officials attended the Texas Association of School AdministratorsSummer Technology Academy, which helped improve their ability to work with technology. This reorganization allowed the staff to concentrate on technology grant applications and the district will receive a $120,000 Telecommunication Infrastructure grant; $220,000 in e-Rate discounts; a $40,000 reimbursement from Southwestern Bell, and by joining a technology consortia with Allen ISD, the district was able to get another $40,000 for technology upgrades.
LPISD has made steady progress implementing TSPR recommendations. The district has implemented 32 recommendations; seven are in various stages of progress; and two have been reviewed but not implemented. This section addresses a key area that requires additional attention.
Food Service
Recommendation 30 discusses the need for a point-of-sale (POS) system for school cafeterias. This recommendation was made because tracking student eligibility, daily cash, participation rates, daily financial records and free and reduced-price meal applications is a time-consuming process. The likelihood of error is greatly increased when this complex process is performed manually. Because the district already has much of the computer equipment needed to install the system, a software purchase might be all that is necessary to implement this recommendation. Once students and staff members become accustomed to using the system, TSPR believes that the accuracy of reporting will be improved and management oversight and monitoring will be easier.
LPISD's Ideas for Improving the Texas School Performance Review
The TSPR review team does not assume that its process for performing school reviews works so well that it cannot be improved. Therefore, as part of the progress report preparation, TSPR asked La Pryor ISD staff members and administrators to discuss what went right and what went wrong-and how the process could be improved.
The feedback TSPR has received from other districts has led to improvements in the review process. For example, early reports did not include implementation strategies, and districts told TSPR they needed help in getting started. As a result, the reports now include IMPLEMENTATION STRATEGIES AND TIMELINEs complementing the recommendations. Districts have told TSPR these blueprints are invaluable for achieving the desired results. It is important for TSPR to continually be mindful of things that did not work as intended so that the review process can be improved.
La Pryor administrators and board members made the following observations:
The superintendent told the review team that he felt this review was one of the best things that could have happened to the district. He said he only wished the TEA monitor who had been assigned to the district could have been in La Pryor to see what they have been able to accomplish. The board has been supportive of the superintendent and of the recommendations. The superintendent credited the report recommendations and the board's diligence for restoring the fund balance and student test scores improvements across the district.
Although he came in to the district after the review was already nearly completed, the superintendent said that he felt the process was good. The issues targeted the challenges facing the district and the recommendations helped him and the board to make the needed changes.
Board members who returned their surveys provided generally positive feedback on the review process. One board member, however, was critical of the review, stating that he felt the review emphasized politics over student achievement. While no specifics were provided, TSPR is aware that the district was in turmoil at the time the report was released and that not everyone agreed with the assessment. It is clear, however, from the district's improved financial condition and the dramatic turnaround in student performance that the board and administration have taken the recommendations seriously, and even when they did not agree with some of TSPR's recommendations, they were able to implement the spirit of the recommendations and achieve significant results for LPISD students and taxpayers.
