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Our mission is to provide a quality education through shared responsibility in a safe supportive environment for all students to meet the challenges of a global society. We are “Committed to Excellence”, and we work hard to make the site a primary source for timely information for all users, and a main gateway for improved communication between parents, teachers, students and other members of our community. Our goal and responsibility is to help each student develop an enthusiasm for learning, a respect for self and others, and the skills to become a creative independent thinker and problem solver.



BISD News
Cubs Corner






Brownfield ISD 2014-2015 Staff Development
By Ray Vasquez
Assistant Superintendent of Curriculum and Instruction

A new school year is underway and we are off to a fabulous start. We are so excited about the energy and enthusiasm that our teachers are bringing into the classroom and we are observing engaging instruction with our students. After receiving the news from TEA (Texas Education Agency) that all of our campuses had “Met Standard” according to the state’s accountability system, the pulse of the district has been “upbeat” and it is clear that we are moving in the right direction and improving our academics here at Brownfield ISD. One of the reasons for having success in our academics is that we are providing quality and research-based staff development for all our teachers and administrators to better serve our students. It is critical that our staff development is meaningful and focused on how to meet the overall needs of the students at Brownfield ISD. Even though the delivery of instruction and curriculum alignment is the foundation for high student achievement, it is also vital that we, as educators, are exposed to culture awareness and understand the obstacles and challenges our students face each and every day.

After analyzing our district student accountability data, it was clear that we have high populations of students in the areas of ELL (English Language Learners) and our Economic-Disadvantaged populations. With this in mind, our focus for the 2014-2015 school year was to provide our teachers and administrators with the appropriate training to meet the needs of all of our students but focusing on at-risk groups.

We started training teachers and administrators back in June with Eric Jensen’s research-based workshop, “Teaching with Poverty in Mind”. Weeks later, teachers and principals attended the “No Excuses University”. This program promotes college awareness which creates a culture and expectation that all students can go to college if they choose to attend. All new teachers to the district started their staff development/orientation on August 6th & 7th. We continued our curriculum training for all our ELA and Math teachers on Kilgo’s Scope and Sequence on August 11th and 12th. We provided district wide Ruby Payne training (A Framework for Understanding Poverty Research Based Strategies) on August 13th & 14th. We concluded our training with SIOP (Sheltered Instruction Observation Protocol) training on August 18th, 19th, and ELPS (English Language Proficiency Standards) training on August 20th. The SIOP and ELPS trainings were intense and focused on ELL strategies.

The district has been proactive in providing quality staff development for all our teachers to better serve our students here at Brownfield ISD. We look forward to another successful school year, and it’s a great time to be a Brownfield Cub!












Brownfield ISD Staffing Review


The primary focus of a study performed recently by the Texas Association of School Business Officials (TASBO) was to review the staffing levels of Brownfield ISD. Additionally, the study reviewed the effectiveness and efficiency of the human resources department and other closely related departments. By reviewing these departments, a better understanding could be made with regard to the effectiveness of the human resources function and the level of support provided to campuses.

TASBO is known as the trusted source of accurate, objective school business and operations information for Texas public school districts. They provide education courses, workshops, trainings, webinars, an online data library, as well as management reviews and consulting services all specifically directed towards Texas public school districts. In order to get an objective assessment of the staffing levels and human resources departmental functions of Brownfield ISD, the administration contacted TASBO during the 2013-2014 school year. The District has experienced several factors in recent years prompting this external review.

Externally, the District has experienced state funding cuts enacted by the state legislature that increasingly places financial pressure on the annual budget. For the 1,029 independent school districts across Texas, funding has decreased about $10 Billion in the General Fund relative to the value of a dollar in 2009. Brownfield ISD’s funding decreased approximately $950,000 in the 13-14 school year and approximately $500,000 in the 14-15 school year due to funding cuts enacted by the state legislature in 2011.

Internally, the District has focused on improving curriculum and instruction in the classroom by keeping a low student to teacher ratio. Staffing ratios of the District were compared to seven peer districts based on proximity and overall similarities in student enrollment, four-year change in enrollment, wealth level, percent of economically disadvantaged students, and percent of limited English proficient students. Comparable data from these seven districts, the Region 17 Education Service Center, and the state were used throughout the study.

After several months of collecting and analyzing District and campus data, interviewing employees, reviewing policies, procedures, rosters, and campus master schedules, TASBO provided constructive staffing and procedural recommendations in order to help Brownfield ISD maintain an efficient and effective school district.

The final results of the study were presented to the Board of Trustees on June 9, 2014. Processes are currently in place to implement the recommendations presented. By implementing TASBO’s recommendations, Brownfield ISD will experience potential cost savings, become more efficient operationally, and improve communications with employees, the Board of Trustees, and the community for years to come.


Bobby Vaughan
Chief Financial Officer
Brownfield ISD






Great things are taking place at Brownfield High School

Great things are taking place at Brownfield High School! We have met standards in the state accountability system for the second consecutive year, and we have started a new school year with sixteen new staff members, including a new assistant principal, Mr. Taylor, and a new counselor, Mr. Smith. All are very positive and energetic. As we are finishing up the fifth week of school, we have higher enrollment at the campus and increasing school spirit. Staff members and I met this summer regarding school spirit and developed a new student organization called the “Pit Crew,” sponsored by Mr. Lierman, our theater arts teacher. If you have attended pep rallies or football games this fall, you have surely noticed this energetic group of students. They have their own unique way of helping to build spirit and morale of other students and fans. This group of students will be visible throughout the year at other sporting events.

I strongly believe the reason for the great start of the current school year is due, in part, to the leadership and attitude of the Senior Class of 2014. For the past four years I have watched these students become impressive ladies and gentlemen. I have no doubt that they will become successful in the paths they choose in their post-secondary education.

During the summer, staff members attended a variety of conferences, with the goal of improving education. Teachers worked with Eric Jensen regarding ways to change the mindset of educators and students. Staff members also attended the “No Excuses University” conference with Damien Lopez, to learn ways to instill in students the message that every student has the opportunity to receive a post-secondary education. As educators we must challenge, encourage and talk to all of our students about their plans after high school and show them how important it is to have a college degree. I would like to have the support of parents and the community in having discussions with our Brownfield students, including our youngest students, about the importance of a college education.

We just finished a very successful homecoming week with a bonfire, hall-decorating, and invigorating school spirit. We will begin focusing soon on accelerated instruction with our students who will be retesting in EOC/STAAR tests in December. I will be sending out letters and phone messages to those students and parents with mandated dates and times for instruction. We will also be contacting freshman students and parents about meeting to create their personal graduation plans (PGP’s), a process that will be finished by the end of October. Our teachers have focused, content-rich lessons planned for this fall, and I encourage parents and community members to have our students in attendance at school on a daily basis.

I have no doubt that Brownfield High School will meet standards for a third consecutive year as the students, teachers and community members work together to fulfill BISD’s “Quest for Excellence: Building Dreams, Building Champions, and Building the Future.”

Sincerely
Paul Coronado
Brownfield High School Principal




A common perception of public schools across the United States


A common perception of public schools across the United States is that they’re dangerous and sometimes create a frightening atmosphere. The perception might be that bullies get away with the mistreatment of others, that gangs control the hallways, and that “good” kids hardly stand a chance of making it through a day without being picked on, harassed, or threatened. This stigma sometimes seems even more magnified at the middle school level. Adults can think back to their own middle school years and remember instances of how they felt mistreated, and possibly how they mistreated others.

I shamefully recall a personal story that I often share with students in my office. I tell it knowing that any possible lesson from the story, will never out-weigh the damage it infused. I tell it hoping my mistakes will present an opportunity for students to examine their own behavior, and hopefully trigger a change in their behavior, or at least encourage them to see how their actions can affect others.

I was about ten years old and several children were playing outside one evening after church. (Yes, church, and yes, I know that makes it worse.) Another kid who was a year younger than me, fell down during a game of tag. His shirt came up and his pants lowered, showing the top of his backside. Regrettably, I hopped on his back, pointed out his humiliation, and shared a good laugh with the rest of the kids in the yard. He got up and chased me, but never caught me, and we ended up going home. I’m sad to say, the second I stepped out of the church yard, I didn’t think anything else about it. Later that evening he and his mom showed up at my front door. I can vividly remember both of their faces; tears streaming uncontrollably, mom pointing to her son, telling my mom, “Look what your son did to my son.” Their hurt feelings along with my mother’s obvious embarrassment and disappointment had a lasting impact on my life. I can safely say that the events of that evening changed my perspective on how my own actions can affect others.

At Brownfield Middle School, our number one priority is the safety of our students, both physically and emotionally. As a result, we constantly preach and teach expectations, and work extremely hard to maintain firm and consistent consequences for students who fail to meet those expectations. While we stand firm on that premise, we embrace our role to help students become self-confident, responsible citizens, which are often characteristics that are established through adversity. We believe middle school is a crucial time for kids to develop skills to effectively deal with conflict, treat people respectfully, behave in a way that is socially acceptable, smile, maintain a positive attitude, and encourage others. We pursue this goal by building relationships, being there for our students, and sharing stories with them, like the one above.

With that being said, there are undeniable fears and concerns that it is unsafe to send children to middle school, particularly, Brownfield Middle School. We have some families who live in the district, yet for various reasons, choose to educate their children in other places. This presents the question, “Do BMS students feel safe?” I mean, they appear to be happy and rarely project any signs of fear, but am I being oblivious? Through ongoing conversations and interviews with students from various grades and student groups, as well as BMS parents and campus staff, I’m confident that we’ve established and maintain a safe learning environment. We have a variety of staff and programs in place that specifically address these types of perceived safety issues. We are assured that our kids are comfortable coming to school and that they appreciate our high expectations. To the community of Brownfield, thank you for sending us your kids!


Aaron Waldrip
Brownfield Middle School Principal


























Great Things Happening at BISD!













































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