Advanced Academics - Austin ISD · Campus & District Accountability 1 DRAFT 6/8/2016 ... Applicable...

2016-17 Sample Campus Improvement Plan Template, Austin Independent School District

Campus & District Accountability 1 DRAFT 6/8/2016

This Focus Area is REQUIRED if the campus is rated "Compliance" in any of the GT CAMP areas or if the campus responded "Yes" to 2015-16 Community and Student Engagement Indicator F8_Q10.

Support for this Focus Area is provided by the Office of Advanced Academics: Rhonda Boyer, [email protected], 414-0279. General CIP support is provided by Gina Cordero, [email protected], 414-9959.

Data for the 2015-16 Data Point/s and 2016-17 Goal/s comes from the 2015-16 Gifted and Talented Campus Accountability Monitoring Plan (GT CAMP).

Focus Area Advanced Academics Performance Objective We will eliminate barriers and support high ability and GT student participation in appropriate and academically challenging opportunities.

2015-16 Data Student Assessment - ____, Service Design - ____, Curriculum and Instruction - _____, Professional Development - _____, Family and Community Involvement - ______

2016-17 Goal Student Assessment - ____, Service Design - ____, Curriculum and Instruction - _____, Professional Development - _____, Family and Community Involvement - ______ (Improve to the next best rating or maintain Exemplary rating)

Data Reviewed

Parent Satisfaction Survey: "My child's school provides adequate information about academic programs and services (e.g., special education, gifted and talented, bilingual education, and career and technical education (CTE))."

2015-16 Gifted and Talented Campus Accountability Monitoring Plan

Percent of GT students meeting 2015-16 Standard, Level II Recommended, and Level II Advanced on STAAR/EOC

GT enrollment data disaggregated by grade level, ethnicity, ECD, and ELL

Roster of Gifted and Talented population, including enrolled courses Advanced Course/Dual Enrollment rates disaggregated by ethnic groups

AP/IB Exam Participation & Performance disaggregated by subpopulations SAT/ACT Exam Participation & Performance disaggregated by subpopulations

Gifted and Talented teacher certification/qualification data

Campus Gifted and Talented Count, by grade level and six weeks reporting period

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Applicable System Safeguards not applicable not applicable not applicable not applicable not applicable not applicable Applicable Title 1, Part A Components not applicable not applicable not applicable not applicable not applicable Community & Student Engagement Factor Factor 9: Educational Programs for Gifted and Talented Students Strategic Plan 2015-2020 Key Action Step Key Action Step 1.2a: Students will have multiple opportunities for flexible, personalized learning. Strategic Plan 2015-2020 Scorecard Indicator Indicator 7: % students in Grades 9-12 completing Advanced/Dual Credit courses Performance Based Monitoring Analysis System

not applicable

District Integrated Improvement Plan Strategy

not applicable

We will undertake this Strategy in order to achieve our Performance Objective:

This person is responsible for ensuring this Strategy is completed:

We require these resources:

We reviewed this baseline data

before implementing this strategy: (formative)

We will check this data to see if this

strategy was effective:

(summative)

Beginning date

Ending date We will use federal funds to implement

this strategy. Status Notes

Review campus demographics and GT demographics to identify equity and access patterns and increase student GT identification.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Support teacher professional development for completion of 30-hr GT Foundations and 6-hr GT Update.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Support out-of-school options including academic competitions and academic clubs that target high ability and GT students.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Support core content area Pre-AP/AP teachers to receive the required GT, Pre-AP, and AP training.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Use College Board AP Potential to support enrollment in AP and dual credit courses and increase equity and access.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No



This Focus Area requirement is yet TBD.

Support for this Focus Area is provided by the Office of Department TBD: Name TBD, Email TBD, Phone TBD. General CIP support is provided by Gina Cordero, [email protected], 414-9959.

Data for the 2015-16 Data Point/s and 2016-17 Goal/s comes from the Total Education Administrative Management Solution (TEAMS) system.

Focus Area Attendance Performance Objective We will develop a campaign to encourage students to come to school regularly and stay in school through enhanced attendance, completion, and Dropout prevention efforts.

2015-16 Data Attendance Rates All Students ____, Hispanic ____, African American ____, White ____, ECD ____

2016-17 Goal Attendance Rates All Students ____, Hispanic ____, African American ____, White ____, ECD ____ (Goal TBD)

Data Reviewed Attendance data disaggregated by subpopulations Campus attendance data

Roster of migrant population, including supports provided Campus roster of students in foster care

Campus roster of students experiencing homelessness/unaccompanied youth MISSING

MISSING MISSING

MISSING

MISSING

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Applicable System Safeguards not applicable not applicable not applicable not applicable not applicable not applicable Applicable Title 1, Part A Components not applicable not applicable not applicable not applicable not applicable Community & Student Engagement Factor Factor 7: Dropout Prevention Strategies Strategic Plan 2015-2020 Key Action Step Key Action Step 4.1b: Ensure successful transitions between campus levels (elementary to middle school, middle to high school, high school to post-secondary). Strategic Plan 2015-2020 Scorecard Indicator Indicator 16: Achievement Gap Indicator: Attendance rate Performance Based Monitoring Analysis System

not applicable


not applicable








(summative)

Beginning date



Ensure all staff receives professional development on Developing Campus Wide Attendance Systems (CSSF).

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Ensure all staff receives professional development on Developing and Creating Individualized Attendance Plans in eCST (CSSF).

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Ensure all staff receives professional development on Attendance Data Analysis and Collaborative Problem Solving (CSSF).

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Twilight program will give opportunities after school for students to make up attendance and recovery credits.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Campus/Twilight Graduation Coaches will meet with the CST team to discuss attendance and credits for students to graduate on time.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No



This Focus Area is REQUIRED if the rate at which African American, Hispanic, or White students are referred is more than 1% greater than the overall rate at which students are referred.

Support for this Focus Area is provided by the Office of Student Services: Paul Perez, [email protected], 414-2182. General CIP support is provided by Gina Cordero, [email protected], 414-9959.

Data for the 2015-16 Data Point/s and 2016-17 Goal/s comes from Student Services via Austin ISD's Disciplinary Electronic Educational Documentation System (DEEDS).

Focus Area Campus Climate and Discipline - Disproportionality Performance Objective We will reduce the rate of home suspensions for any over-represented race/ethnicity group.

2015-16 Data Home School Suspension Rates: All Students ____, African American ____, Hispanic ____, White ____ ____(#) discretionary removals or emergency placements

2016-17 Goal Home School Suspension Rates: All Students ____, African American ____, Hispanic ____, White ____ (no disproportionate group will have a rate greater than the total rate) TBD (#) discretionary removals or emergency placements

Data Reviewed

Student Climate Survey: "My classmates show respect to each other." "The consequences for breaking the school rules are the same for everyone." "My classmates behave the way my teachers want them to."

Staff Survey (TELL): "Students at this school follow rules of conduct." "Teachers consistently enforce rules for student conduct." "Administrators consistently enforce rules for student conduct."

Parent Satisfaction Survey: "My child attends school in a safe learning environment." "My child is treated with respect by other students."

In School and Home School Suspensions disaggregated by subpopulations

Discretionary Removals disaggregated by subpopulations Number of campus disciplinary referrals, by referral type and grade level

Number of campus disciplinary consequences, by disposition type and grade

Rates of staff and student training on recognizing, preventing, and responding to bullying

Rates of verbal and social bullying, as reported by students (Q10)

Campus Positive Behavior Support (PBS) Plan

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Applicable System Safeguards not applicable not applicable not applicable not applicable not applicable not applicable Applicable Title 1, Part A Components not applicable not applicable not applicable not applicable not applicable Community & Student Engagement Factor Factor 7: Dropout Prevention Strategies Strategic Plan 2015-2020 Key Action Step Key Action Step 1.3c: Each student will learn in a physically and emotionally safe environment. Strategic Plan 2015-2020 Scorecard Indicator Indicator 19: Achievement Gap Indicator: # discretionary removals or emergency placements Performance Based Monitoring Analysis Sys. not applicable District Integrated Improvement Plan Strat. not applicable





before implementing this

strategy: (formative)

We will check this data to see if this strategy was

effective: (summative)

Beginning date



Implement a campus-wide behavior system from the beginning of the year that all campus staff can utilize and which includes strong systems with clear expectations.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Work with campus based Child Study Team (Campus CST) on building school-wide and classroom-based evidence bases menu of behavioral interventions and progress monitoring tools, identifying students in need of intervention, holding CST meetings, and implementing and supporting effective classroom management systems.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Engage students in the crucial development of campus-wide No Place for Hate activities that connect to current events to students lives.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Work with campus Child Study Team (Campus CST) on collecting school-wide/common area behavioral data, collecting school-wide classroom data, and developing campus active supervision systems based on data.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Seek partnerships with organizations that provide counseling services for students and their families.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No



This Focus Area is REQUIRED if the campus rate of SPED OSS placements is greater than 10%.

Support for this Focus Area is provided by the Office of Special Education: Dr. Bonita Homer, [email protected], 414-1731. General CIP support is provided by Gina Cordero, [email protected], 414-9959.

Data for the 2015-16 Data Point/s and 2016-17 Goal/s comes from the 2015-16 6th 6 wks CRTE Indicator #4 and the 2016 Teaching, Empowering, Leading, and Learning (TELL) Survey: "Students at this school follow rules of conduct."

Focus Area Campus Climate and Discipline - Disrectionary Removals Performance Objective We will reduce the rate at which we refer our special education students to discretionary OSS settings.

2015-16 Data The SpEd OSS rate was __%. __% of campus staff felt students at their school follow rules of conduct.

2016-17 Goal The SpEd OSS rate will be less than 10%. At least 81% of campus staff will feel students at their school follow rules of conduct.

Data Reviewed Number and rate of SpEd student OSS Placements (CRTE) Number of campus disciplinary referrals, by referral type and grade level

Number and rate of SpEd student Discretionary Removals Number and rate of SpEd student In School Suspensions

Rates of tobacco, alcohol, and other substance use and abuse Campus Positive Behavior Support (PBS) Plan

SpEd discipline referral rates and trends in resulting dispositions

Support provided by School Psychologists, including mental health services available to students

Rates of verbal or physical assaults or fighting, as reported by students

Campus actions to recognize and prevent gang involvement

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Applicable System Safeguards not applicable not applicable not applicable not applicable not applicable not applicable Applicable Title 1, Part A Components not applicable not applicable not applicable not applicable not applicable Community & Student Engagement Factor Factor 7: Dropout Prevention Strategies Strategic Plan 2015-2020 Key Action Step Key Action Step 1.3c: Each student will learn in a physically and emotionally safe environment. Strategic Plan 2015-2020 Scorecard Indicator Indicator 24: % campus staff who feel students at their school follow rules of conduct

Performance Based Monitoring Analysis System

SPED Indicator 17: SPED Discretionary DAEP Placement SPED Indicator 18: SPED Discretionary Placement to ISS - Disproportionality Rate SPED Indicator 19: SPED Discretionary Placement to OSS - Disproportionality Rate


Strategy 3: The district Special Education Team will build capacity at campuses by providing professional development and support for staff with developing and implementing appropriate behavior intervention plans for students with disabilities having behavioral challenges.









Beginning date




Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Collaborate with Response to Intervention Specialists, Child Study Team, Social Emotional Learning Specialists, and Special Education Behavior Specialists to integrate positive behavior support for campuses, classrooms, and individual students.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Implement Professional Learning Communities to reflect collaborative planning, data-driven decision making, consistency across classrooms and grade levels, professional learning for teachers developing awareness of his/her own cultural identity values, attitudes, and biases and focusing on reduction of African-American disproportionality.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Access professional learning opportunities for teachers on anti-bullying, cyber safety, and mental health concerns.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Adopt a Three-Tier Approach to behavior: Tier 1 School/Classroom Wide Interventions, Tier 2 Specialized Group Systems, Tier 3 Individualized Systems for Students at High Risk

Start of __ 6 weeks

End of ___ 6 weeks

Yes No



This Focus Area is REQUIRED for all campuses based on Texas Education Code §11.253 (d)(8): Campus Planning and Site-Based Decision-Making.

Support for this Focus Area is provided by the Office of Learning Support Services: Jane Ross, [email protected], 414-0196. General CIP support is provided by Gina Cordero, [email protected], 414-9959.

Data for the 2015-16 Data Point/s and 2016-17 Goal/s comes from the 2015-2016 Student Climate Survey "I feel safe at my school."

Focus Area Campus Climate and Discipline - Violence Prevention Performance Objective We will ensure effective violence prevention and intervention measures are in place on our campus.

2015-16 Data __% of students felt they are safe in their schools.

2016-17 Goal At least 89% of students will feel they are safe in their schools.

Data Reviewed

Staff Survey (TELL): "Students at this school follow rules of conduct." "Teachers consistently enforce rules for student conduct." "Administrators consistently enforce rules for student conduct."

Student Climate Survey: "Students at my school are bullied (teased, messed with, threatened by other students)."

Number of campus disciplinary referrals, by referral type and grade level Support provided by the Joint Juvenile Gang Intervention Unit (JJGIU)

Rates of staff and student training on recognizing, preventing, and responding to cyberbullying

Support provided by Social Service Specialists

Campus Anti-Bullying Plan Campus crisis response procedures

Support provided by School Psychologists, including mental health services available to students

Support provided by Counselors

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Applicable System Safeguards not applicable not applicable not applicable not applicable not applicable not applicable Applicable Title 1, Part A Components not applicable not applicable not applicable not applicable not applicable Community & Student Engagement Factor not applicable Strategic Plan 2015-2020 Key Action Step 1.3c. Each student will learn in a physically and emotionally safe environment. Strategic Plan 2015-2020 Scorecard Indicator Indicator 21: % students who feel they are safe in their schools Performance Based Monitoring Analysis Sys. not applicable District Integrated Improvement Plan Strat. not applicable








(summative)

Beginning date




Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Access professional learning opportunities for teachers on anti-bullying, cyber safety, and mental health concerns.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Seek partnerships with organizations that provide counseling services for students and their families.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Collaborate with Response to Intervention Specialists, Child Study Team, Social Emotional Learning Specialists, and Special Education Behavior Specialists to integrate positive behavior support for campuses, classrooms, and individual students.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Ensure all staff receives services and professional development from CSS counselors and social service specialists on the Annual Campus Crisis Response Prevention/Intervention Plan with campus crisis team (see procedure checklist).

Start of __ 6 weeks

End of ___ 6 weeks

Yes No



This Focus Area is REQUIRED if the campus responded "Yes" to 2015-16 Community and Student Engagement Indicator F4_Q12.

Support for this Focus Area is provided by the Office of Career & Technical Education: Annette Gregory, [email protected], 414-9820. General CIP support is provided by Gina Cordero, [email protected], 414-9959.

Data for the 2015-16 Data Point/s and 2016-17 Goal/s comes from the Career and Technical Education Department and the 2016 High School Exit Survey Table 17 and 2015 Campus Texas Academic Performance Report (TAPR).

Focus Area College, Career, and Life Readiness Performance Objective We will increase access to and support for Career and Technological Education and/or 21st Century Workforce Development.

2015-16 Data ___ (#) industry licensures/certifications were completed by high school students. __% of high school students participated in community service. __% of students in Grades 9-12 completed Advanced/Dual Credit courses.

2016-17 Goal At least ___ (#) industry licensures/certifications will be completed by high school students. At least 89% of high school students will participate in community service. 35.3%* of students in Grades 9-12 will complete Advanced/Dual Credit courses.

Data Reviewed

Parent Satisfaction Survey: "My child's school provides adequate information about future career opportunities for my child." "I am familiar with career and technical education (CTE) programs at the high school my child attends or will attend."

Number of industry licensures/certifications completed by high school students

Roster of students meeting College Readiness Indicators (TSI, SAT, ACT, EOC, PSAT)

Percent of CTE students meeting 2015-16 Standard, Level II Recommended, and Level II Advanced on STAAR/EOC

CTE Coherent Sequence Graduates CTE enrollment data disaggregated by grade level

Percent of College-Ready Graduates Percent of each subpopulation meeting Index 4 Postsecondary Readiness indicator

Number of CTE course offerings in the various Career Clusters

Number of industry certifications available to students

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Applicable System Safeguards not applicable not applicable not applicable not applicable not applicable not applicable Applicable Title 1, Part A Components not applicable not applicable not applicable not applicable not applicable Community & Student Engagement Factor Factor 4: 21st Century Workforce Development Program Strategic Plan 2015-2020 Key Action Step Key Action Step 1.3b: Each student will be academically challenged and prepared for success in college or further study, employment, and participation in a global environment.

Strategic Plan 2015-2020 Scorecard Indicator Indicator 2: # industry licensures/certifications completed by high school students Indicator 36: % high school students participating in community service

Performance Based Monitoring Analysis Sys. not applicable District Integrated Improvement Plan Strat. not applicable









Beginning date



Provide more opportunities for students to participate in enrichment programs such as career and technical education courses, student organizations, leadership opportunities and specialized career opportunities.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Provide opportunities for all students, including special populations, to attend college and career symposium/fairs/expositions.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Provide CTE teachers the opportunity to attend campus-based professional development opportunities including, but not limited to ELPS, Literacy, Writing Strategies, Special Populations, and Differentiation.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Encourage parents to get involved in Career and Technical Education by being guest speakers in classrooms, offering industry visits for CTE students, serving as CTE advisory members, or assisting with CTE leadership organizations.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Host Career and Technical Parent Meetings on topics including, but not limited to college and career guidance, endorsements, and career pathways.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No



This Focus Area requirement is yet TBD.

Support for this Focus Area is provided by the Office of Communication & Community Engagement: Beverly Reeves, [email protected], 414-9882. General CIP support is provided by Gina Cordero, [email protected], 414-9959.

Data for the 2015-16 Data Point/s and 2016-17 Goal/s comes from the 2015-2016 AISD Parent Survey: "The teachers treat me with courtesy and respect" and "The teachers welcome my involvement in my child's education."

Focus Area Customer Service Performance Objective We will create a culture where all of our families feel welcome and valued.

2015-16 Data __% parents/guardians felt they are treated courteously by teachers. __% of parents/guardians felt their involvement is welcomed by teachers.

2016-17 Goal At least 98% of parents/guardians will feel they are treated courteously by teachers. At least 98% of parents/guardians will feel their involvement is welcomed by teachers.

Data Reviewed

Parent Satisfaction Survey: % of parents/guardians who feel they are treated with courtesy and respect by the Principal

Parent Satisfaction Survey: % of parents/guardians who feel they are treated with courtesy and respect by the Assistant Principal

Parent Satisfaction Survey: % of parents/guardians who feel they are treated with courtesy and respect by the counselors

Parent Satisfaction Survey: % of parents/guardians who feel they are treated with courtesy and respect by school staff

Parent Satisfaction Survey: % of parents/guardians who feel their child is treated with respect by others

Parent Satisfaction Survey: % of parents/guardians who feel their involvement is welcomed by teachers

TBD TBD

TBD

TBD

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Applicable System Safeguards not applicable not applicable not applicable not applicable not applicable not applicable Applicable Title 1, Part A Components not applicable not applicable not applicable not applicable not applicable Community & Student Engagement Factor not applicable Strategic Plan 2015-2020 Key Action Step Key Action Step 6.1a: Provide excellent customer service in interactions with campus and district staff.

Strategic Plan 2015-2020 Scorecard Indicator Indicator 20: % parents/guardians who feel they are treated courteously by teachers Indicator 34: % parents/guardians who feel their involvement is welcomed by teachers


not applicable


not applicable








(summative)

Beginning date



All staff will return phone calls within 24 hours of receipt and emails within 48 hours of receipt as per Customer Service Standards.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Establish campus norms for communication with all stakeholders.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Send front office and support staff to customer service training.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Review TELL and Parent Survey data to assess levels of customer service and make necessary changes for improvement.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Ensure all staff receives professional development on Welcoming Schools (CSSF).

Start of __ 6 weeks

End of ___ 6 weeks

Yes No




Support for this Focus Area is provided by the Office of Coordinated School Health, Fitness, and P.E.: Michele Rusnak, [email protected], 414-9779. General CIP support is provided by Gina Cordero, [email protected], 414-9959.

Data for the 2015-16 Data Point/s and 2016-17 Goal/s comes from the 2015-16 Coordinated School Health Survey.

Focus Area Coordinated School Health Performance Objective We will continue to implement a Coordinated School Health plan on our campus.

2015-16 Data The overall Coordinated School Health Rating was ___________

2016-17 Goal The overall Coordinated School Health Rating will be ___________ (improve to the next best rating or maintain Exemplary rating).

Data Reviewed

Parent Satisfaction Survey: "My child's school provides adequate opportunities for my child to learn about how to make healthy lifestyle choices."

Coordinated School Health Survey Overall Rating

Coordinated School Health Report: CSH Implementation Section Coordinated School Health Report: Health Lesson Section

Coordinated School Health Report: Parent and Community Participation Campus representation on the School Health Advisory Council (SHAC)

Number of community education programs related to wellness and physical education

HB 5 Campus Evaluation of Community and Student Engagement (CaSE) ratings: Wellness and Physical Education

Coordinated School Health Report: CSH Planning Section

TBD

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Applicable System Safeguards not applicable not applicable not applicable not applicable not applicable not applicable

Applicable Title 1, Part A Components

1 - Comprehensive needs assessment

10 - Coordination and integration of federal, state, and local services and programs

not applicable not applicable not applicable

Community & Student Engagement Factor Factor 2: Wellness and Physical Education Strategic Plan 2015-2020 Key Action Step Key Action Step 1.3e: Each student will learn about and practice a healthy lifestyle. Strategic Plan 2015-2020 Scorecard Indicator not applicable Performance Based Monitoring Analysis System not applicable District Integrated Improvement Plan Strategy not applicable









Beginning date



Form a Coordinated School Health team that meets 4 times a year to plan and implement the Districts’ Coordinated School Health Events as well as other campus Coordinated School Health events and/or activities. (Evidence: agendas or meeting notes, tweets of students or staff doing the events/activities)

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Form a Student Wellness Team that supports and assists the campus Coordinated School Health team with school wide activities and events. (Evidence: list of students’ names, date and times of meetings)

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

ES/MS only: increase the number of students and parents participating in the CATCH/Family Fun Fitness Night by 10%. (Evidence: date and time of event, number of students and parents attending)

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

ES/MS only: Implement the CATCH Coordination Kit throughout the school year by promoting each theme. (Evidence: emails of communication, tweets of various activities, website/newsgroup announcements)

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

ES/MS only: Ensure classroom teachers are teaching all the required health lessons (ES), Sexuality and Responsibility lessons (ES/MS) and the CATCH lessons (ES/MS). (Evidence: copy of health lessons, grades)

Start of __ 6 weeks

End of ___ 6 weeks

Yes No



This Focus Area is REQUIRED for all High School campuses.

Support for this Focus Area is provided by the Office of High Schools Office: Lara Gueguen, [email protected], 414-9757. General CIP support is provided by Gina Cordero, [email protected], 414-9959.

Data for the 2015-16 Data Point/s and 2016-17 Goal/s comes from the 2016 High School Exit Survey Table 31 and the National Student Clearinghouse.

Focus Area Direct to College Enrollment Performance Objective We will increase the percent of students who enroll in postsecondary education directly after they graduate from high school.

2015-16 Data __% of high school students submitted college applications. __% of students enrolled directly in college within one year of graduation.

2016-17 Goal At least 89% of high school students will submit college applications. At least 70% of students will enroll directly in college within one year of graduation.

Data Reviewed

Rate of students who enroll in college the Fall after HS graduation

HS Exit Survey: Percent of seniors planning to enroll directly in college the Fall after HS graduation (Table 2)

HS Exit Survey: Percent of students intending to take a gap year between high school and college (Table 8)

College Readiness Update: Percent of test-taking Seniors who met college readiness criteria in ELA (Figure 3)

College Readiness Update: Percent of test-taking Seniors who met college readiness criteria in Mathematics (Figure 4)

College Readiness Update: Percent of test-taking Seniors who met college readiness criteria in both Math and Reading (Figure 5)

HS Exit Survey: Ways in which seniors prepared for postsecondary education (Table 27)

Amount of scholarship funds awarded to Class of 2016.

Number of FAFSA applications submitted in 2015-16.

Number of college access activities provided to students.

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Applicable System Safeguards not applicable not applicable not applicable not applicable not applicable not applicable Applicable Title 1, Part A Components not applicable not applicable not applicable not applicable not applicable Community & Student Engagement Factor Factor 4: 21st Century Workforce Development Program

Strategic Plan 2015-2020 Key Action Step Key Action Step 1.3b: Each student will be academically challenged and prepared for success in college or further study, employment, and participation in a global environment.

Strategic Plan 2015-2020 Scorecard Indicator Indicator 3: % high school students submitting college applications Indicator 4: % students enrolling directly in college (within one year of graduation)


not applicable


not applicable








(summative)

Beginning date



Increase the number of college applications submitted for the Class of 2016.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Increase the number of financial aid applications (FAFSA or TASFA) submitted for the Class of 2016.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Increase the amount of scholarship funds awarded to the Class of 2016.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Increase the number of college access activities provided to students including application drives financial aid activities and scholarship workshops.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Increase the number of staff members trained in financial aid and college application processes.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No



This Focus Area is REQUIRED if the campus had more than 5 late Annual or Re-Evaluation meetings in 2015-16.

Support for this Focus Area is provided by the Office of Dyslexia and 504 Services: Rachel Robillard, [email protected], 414-6645. General CIP support is provided by Gina Cordero, [email protected], 414-9959.

Data for the 2015-16 Data Point/s and 2016-17 Goal/s comes from the Department of Dyslexia and 504 Services.

Focus Area Dyslexia and 504 Services Performance Objective We will increase our 504 Services/Dyslexia compliance rate.

2015-16 Data ___ (#) 504 Annual meetings were late. ___ (#) 504 Re-Evaluation meetings were late.

2016-17 Goal 100% of 504 Annual meetings will be held on time. 100% of 504 Re-Evaluation meetings will be held on time.

Data Reviewed Number of late Annual meetings and re-Evaluation meetings Roster of students receiving Dyslexia/504 services, including supports

Discipline rates for students receiving Dyslexia/504 services Attendance rates for students receiving Dyslexia/504 services

TEAMS: Students: Special Programs: District 504 Listing MISSING

MISSING MISSING

MISSING

MISSING

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Applicable System Safeguards not applicable not applicable not applicable not applicable not applicable not applicable Applicable Title 1, Part A Components not applicable not applicable not applicable not applicable not applicable Community & Student Engagement Factor Factor 9: Compliance

Strategic Plan 2015-2020 Key Action Step Key Action Step 4.1a: Improve supports to struggling learners by improving interventions, resources, and training, and articulate these interventions in curriculum and instructional tools.

Strategic Plan 2015-2020 Scorecard Indicator not applicable Performance Based Monitoring Analysis System not applicable District Integrated Improvement Plan Strategy not applicable








(summative)

Beginning date



Campus personnel will comply with 504 legal regulations concerning annual meetings, re-evaluation, intervention and accommodations for 504 students as evidenced by ongoing audit of e504 record.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Campus personnel will attend professional development for 504 Campus Coordinators and Dyslexia Designees concerning implementation of 504 policies and procedures.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Campus administrators will work with the 504 Department to provide ongoing support for 504 Campus Coordinators and Dyslexia Designees charged with keeping the campus compliant with applicable federal and state laws.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Campus personnel will attend professional learning opportunities, provided by the 504 Department, for 504 Campus Coordinators and Dyslexia Designees on how to integrate general and content specific accommodations for all 504 students with disabilities.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Campus personnel will comply with mandates from the State Dyslexia Handbook that address support and intervention for students identified with dyslexia.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No



This Focus Area is REQUIRED if the campus TELPAS Beginner/Intermediate Reading rate is > 4.5% or if the campus responded "Yes" to 2015-16 Community and Student Engagement Indicator F5_Q10.

Support for this Focus Area is provided by the Office of English Language Learners: Maria Narvaez, [email protected], 414-4401. General CIP support is provided by Gina Cordero, [email protected], 414-9959.

Data for the 2015-16 Data Point/s and 2016-17 Goal/s comes from 2016 Texas English Language Proficiency Assessment System (TELPAS) and STAAR 3 and 5 results.

Focus Area English Language Learners Performance Objective We will ensure all of our English Language Learners continue to grow in their listening, speaking, reading, and writing skills. (19 TAC §74.4) (Strategic Plan 1.1 (b))

2015-16 Data __% of ELLs remained at beginning/intermediate proficiency on TELPAS Reading after 5 years in US schools. __% of Grade 3 ELLs were proficient in English or Spanish. __% of Grade 5 ELLs were proficient in English.

2016-17 Goal Less than __% of ELLs will remain at beginning/intermediate proficiency on TELPAS Reading after 5 years in US schools (10% reduction). At least 75% of Grade 3 ELLs will be proficient in English or Spanish. At least 85% of Grade 5 ELLs will be proficient in English.

Data Reviewed

Number and percent of ELLs that remain at Beginning proficiency on TELPAS after 2 years in US schools or Beginning/Intermediate after 6 years (Long Term ELLs)

Roster of ELLs with Texas English Language Proficiency Assessment System (TELPAS) results and Years in US Schools

District Benchmarks STAAR/End-of-Course current and longitudinal results, including all versions

Number and rate of ELL In School and Home School Suspensions ELL referral rates and trends in resulting dispositions

ELL enrollment data disaggregated by grade level, GT, CTE, ECD, and SpEd Roster of ELL/LEP population, including support and accommodations

ELL Progress Measure data

Teacher Certification/Qualification Data, including special program qualifications (Bilingual/ESL)

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Applicable System Safeguards Reading - ELL <60% Math - ELL <60% Science - ELL <60% Social Studies - ELL <60% Writing - ELL <60% not applicable Applicable Title 1, Part A Components not applicable not applicable not applicable not applicable not applicable Community & Student Engagement Factor Factor 5: Second Language Acquisition Program

Strategic Plan 2015-2020 Key Action Step Key Action Step 4.1a: Improve supports to struggling learners by improving interventions, resources, and training, and articulate these interventions in curriculum and instructional tools.

Strategic Plan 2015-2020 Scorecard Indicator Indicator 14: % Grade 3 ELL students proficient in English or Spanish Indicator 15: % Grade 5 ELL students proficient in English


Bilingual/ESL Indicator 9: TELPAS Writing Beginning Proficiency Level Rate Bilingual/ESL Indicator 10: TELPAS Composite Rating Levels for Students in US Schools Multiple Years


Strategy 7: Develop a system by which to monitor the academic and linguistic advancement of BE, ESL, LEP, Title 1 students and provide teachers PD on sheltered instruction (SI) methodology and an SI TOT model. Strategy 8: The Bilingual Education/ESL Team will utilize the Linguistic Instructional Alignment Guide (LIAG) to help teachers make connections between ELPS, College and Career Readiness Standards (CCRS), TELPAS proficiency level descriptors, and linguistic accommodations.








(summative)

Beginning date



Ensure all teachers use their Proficiency Level Descriptor/Linguistic Instructional Alignment Guide (PLD/LIAG) rubrics from LPAS to identify their ELL students’ proficiency levels in listening, speaking, reading, and writing. [§89.1210. Program Content and Design]

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Train teachers to use sheltered instructional strategies to make core content comprehensible and to develop academic language. Monitor implementation of selected sheltered instructional strategies in both lesson planning and classroom instruction to meet the needs of ELLs. §89.1210. Program Content and Design

Start of __ 6 weeks

End of ___ 6 weeks

Yes No










(summative)

Beginning date



Identify all Long Term ELLs (6 or more years in US schools) and address their individual cognitive, affective or linguistic needs. Enroll them in an English Language Development class for non-newcomers if they remain at a beginning or intermediate level. [§89.1210. Program Content and Design]

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Increase the number of core content teachers on the campus who are ESL certified. ELA teachers of ELLs are ESL certified. [§89.1210. Program Content and Design and §89.1207. Exceptions and Waivers]

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Ensure all teachers are teaching the English Language Proficiency Standards (ELPS) as part of their daily core content curriculum. [§89.1210. Program Content and Design]

Start of __ 6 weeks

End of ___ 6 weeks

Yes No



This Focus Area is REQUIRED if the campus is part of the Creative Learning Initiative or if the campus responded "Yes" to 2015-16 Community and Student Engagement Indicator F1_Q11.

Support for this Focus Area is provided by the Office of Fine Arts: Yesenia Herrington, [email protected], 414-4731. General CIP support is provided by Gina Cordero, [email protected], 414-9959.

Source for 2015-16 Data Point/s and 2016-17 Goal/s is yet TBD as of the date of this draft.

Focus Area Fine Arts and the Creative Learning Initiative Performance Objective We will increase access to and support for high quality fine arts instruction and/or creative learning strategies.

2015-16 Data __ (#) community arts partnerships __(#) instructional coaching hours __(#) art performances/exhibits for students

2016-17 Goal __ (#) community arts partnerships __(#) instructional coaching hours __(#) art performances/exhibits for students

Data Reviewed

Parent Satisfaction Survey: "My child's school provides adequate opportunities for my child to study the arts /experience creative learning."

High School Exit Survey: Rates of involvement in extracurricular music, theater/drama, and dance, as self reported by Seniors (Table 16)

Number of Fine Arts courses offered

Percent of seniors planning to study visual and performing arts in college (Table 5)

Recommendations from the Creative Learning Initiative Annual Report 2015-2016 Elementary/Secondary School Arts Inventory

2015-2016 Creative Learning Initiative Coach Observation of Teacher Implementation Survey

Percent of students enrolled in fine arts classes

High School Exit Survey: Ratings of Performing/Fine Arts instruction, as reported by Seniors (Table 22)

Number of community arts partnerships

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Applicable System Safeguards not applicable not applicable not applicable not applicable not applicable not applicable Applicable Title 1, Part A Components not applicable not applicable not applicable not applicable not applicable Community & Student Engagement Factor Factor 1: Fine Arts Strategic Plan 2015-2020 Key Action Step not applicable Strategic Plan 2015-2020 Scorecard Indicator not applicable Performance Based Monitoring Analysis Sys. not applicable District Integrated Improvement Plan Strat. not applicable








(summative)

Beginning date



All instructional staff will attend two, three-hour CLI professional development workshops.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

75% of teachers will plan, team-teach and reflect with CLI instructional coach at least 4 hours per semester.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Offer at least two opportunities per semester for all students to exhibit/showcase their fine arts learning in the community.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Provide one single visit and one multi-visit residency per grade level in a variety of art forms.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Communicate the value of creative learning through parent newsletter, at CAC meetings and faculty meeting once a month

Start of __ 6 weeks

End of ___ 6 weeks

Yes No



This Focus Area is REQUIRED if the campus SpEd or LEP Dropout rate is greater than 1.8%, if the campus SpEd or LEP Grad rate is less than 75%, or if the campus responded "Yes" to 2015-16 CaSE Indicator F7_Q14.

Support for this Focus Area is provided by the Office of Learning Support Services: Bertha Arellano and Neasel Conner, [email protected], [email protected].

Data for the 2015-16 Data Point/s and 2016-17 Goal/s comes from the 2015 Campus Texas Academic Performance Report (TAPR) and the High Schools Office.

Focus Area Graduation and Dropout Rate Performance Objective We will reduce the rate at which our students drop out of school, and increase the rate at which they graduate.

2015-16 Data

Annual Graduation Rate (4 year Federal): All Students ____, LEP ____, SPED ____ Annual Dropout Rate: All Students ____, LEP ____, SPED ____ __% of graduates were on a Distinguished Level. __% of high school students had a 4-year plan.

2016-17 Goal

Annual Graduation Rate (4 year Federal): All Students >88.3%, LEP >75%, SPED >75% Annual Dropout Rate: All Students ___, LEP <1.8%, SPED <1.8% ___% of graduates will be on a Distinguished Level plan. At least 92% of high school students will have a 4-year plan.

Data Reviewed

Graduation Rate (with exclusions) disaggregated by subpops (including ELLs and SpEd)

Annual Dropout Rate (with exclusions) disaggregated by subpops (including ELLs and SpEd)

Recomended High School Plan (RHSP) and Distinguished Academic Plan (DAP) participation

Attendance data disaggregated by subpopulations

Number of students earning GEDs Grade Placement Committee rates

Student access to online coursework such as the Texas Virtual School Network (TxVSN), credit recovery programs, credit acceleration programs, etc.

Graduation Placement Committee rates

Number of SpEd students on-track and off-track to graduate (based on folder audits)

Number and rate of eCST service tracking contacts by Graduation Coach

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Applicable System Safeguards not applicable not applicable not applicable not applicable not applicable not applicable Applicable Title 1, Part A Components not applicable not applicable not applicable not applicable not applicable Community & Student Engagement Factor Factor 7: Dropout Prevention Strategies Strategic Plan 2015-2020 Key Action Step Key Action Step 4.1d: Enhance on-time graduation supports and dropout prevention efforts, and create multiple, proven pathways to graduation and course credit recovery.

Strategic Plan 2015-2020 Scorecard Indicator

Indicator 1: Achievement Gap Indicator: % high school students graduating in 4 years (federal rate) Indicator 17: % Distinguished Level graduates Indicator 18: % of high school students with 4-year plan


Bilingual/ESL Indicator 6: LEP Annual Dropout Rate (7-12) Bilingual/ESL Indicator 7: LEP RHSP/DAP Diploma Rate Bilingual/ESL Indicator 8: LEP Graduation Rate (without TEC 30.053) SPED Indicator 10: SPED Annual Dropout Rate (7-12) SPED Indicator 11: SPED RHSP/DAP Diploma Rate SPED Indicator 12: SPED Graduation Rate (without TEC 20.053) State Performance Plan 1: Graduation


Strategy 2: The Special Education Team will develop a monitoring process for individualized action plans for students with disabilities who are off track to graduate. Strategy 6: The Bilingual Education/ESL Team will develop a monitoring process for individualized action plans for struggling ELL students who are off track to graduate.








(summative)

Beginning date



Review graduation plans of students with disabilities to ensure course alignment with advanced graduation plans.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Provide intervention opportunity during the school day for students who need additional instructional support.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No










(summative)

Beginning date



Conduct efforts to provide credit recovery to ELL students (Saturday School, summer school, Twilight School).

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Analyze and interpret a variety of data sources such as TELPAS, STAAR, and other district data to identify trends and create a linguistic and academic acceleration plan.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Campus/Twilight Graduation Coaches will develop attendance plans/strategies for students with chronic absenteeism and leavers/dropouts.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No



This Focus Area is REQUIRED if the campus enrollment is below 75% (based on 2014 FMP).

Support for this Focus Area is provided by the Office of Comm. & Community Engagement: Jacob Barrett, [email protected], 414-9803. General CIP support is provided by Gina Cordero, [email protected], 414-9959.

Data for the 2015-16 Data Point/s and 2016-17 Goal/s comes from the Department of State and Federal Accountability.

Focus Area Marketing Successes and Offerings Performance Objective We will market the strengths of our campus in order to increase enrollment.

2015-16 Data The campus enrollment was __%.

2016-17 Goal The campus enrollment will increase by ___ percentage points (goal TBD).

Data Reviewed 2015-16 enrollment (based on capacity) Community knowledge of campus programs offered

Percentage of students living in attendance area attending assigned school Parent Satisfaction Survey results (overall trends in parent satisfaction)

Regular use of social media/school website to inform families of school successes and events

Number of Out-of-District transfers

Number of students acquired from charter schools Parent ambassadors that promote school quality

TBD

TBD

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Applicable System Safeguards not applicable not applicable not applicable not applicable not applicable not applicable Applicable Title 1, Part A Components not applicable not applicable not applicable not applicable not applicable Community & Student Engagement Factor not applicable Strategic Plan 2015-2020 Key Action Step Key Action Step 10.1a: Promote and market the unique culture of each campus that reflects its safe, caring, and positive learning environment. Strategic Plan 2015-2020 Scorecard Indicator Indicator 32: % campuses under-enrolled (< 75% of capacity) Performance Based Monitoring Analysis System

not applicable


not applicable








(summative)

Beginning date



Share information through all channels (digital, print, word of mouth) for prospective parents.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Establish systems for faculty and staff to highlight professional successes.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Establish a Website Committee that includes both parents and staff.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Conduct community learning walks with parents, community members, and business owners.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Increase participation in 8th to 9th transition activities and market the activities with vertical team.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No



This Focus Area is REQUIRED if the campus missed any State System Safeguards in Mathematics.

Support for this Focus Area is provided by the Office of Mathematics: Sarah Ramirez, [email protected], 414-9729. General CIP support is provided by Gina Cordero, [email protected], 414-9959.

Data for the 2015-16 Data Point/s and 2016-17 Goal/s comes from 2016 STAAR 3-8 Math results at the 2015-16 Standard and 2016 STAAR EOC Algebra 1 results at the Student Standard.

Focus Area Mathematics Performance Objective We will deliver strong core instruction to all students in the area of Mathematics.

2015-16 Data The percent of students that pased STAAR Math: All Students ____, Hispanic ____, African American ____, White ____, ECD ____, LEP ____, SPED ____

2016-17 Goal The percent of students that pased STAAR Math: All Students ____, Hispanic ____, African American ____, White ____, ECD ____, LEP ____, SPED ____ (15 % reduction in failures)

Data Reviewed 2016 STAAR/EOC Math results at 2016 Standard Course/Class Completions and Grades disaggregated by teacher

Think Through Math assessment data (Grades 3-8) STAAR Progress Measure results

Professional Learning Communities (PLC) data Walkthrough and observation data

District Benchmarks District Benchmark Item Analysis

Weekly Curriculum SE Charts

YPGs (Yearly Planning Guides) and SPGs (Student Performance Guides)

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Applicable System Safeguards Math - All <60% Math - AA <60% Math - Hisp <60% Math - ECD <60% Math - SPED <60% Math - ELL <60%



2 - School wide reform strategies

8 - Inclusion of teachers in assessment decisions

9 - Effective, timely assistance for struggling students


Community & Student Engagement Factor not applicable Strategic Plan 2015-2020 Key Action Step Key Action Step 3.2c: Support explicit, direct instruction that is systematic, sequential, and cumulative. Strategic Plan 2015-2020 Scorecard Indicator Indicator 11: Achievement Gap Indicator: % students achieving STAAR passing standard for Math


Bilingual/ESL Indicator 2i: ESL STAAR 3-8 Passing Rate Bilingual/ESL Indicator 3i: LEP (Not served in BE/ESL) STAAR 3-8 Passing Rate CTE Indicator 4i: CTE SPED STAAR EOC Passing Rate SPED Indicator 1i: SPED STAAR 3-8 Passing Rate SPED Indicator 3i: SPED STAAR EOC Passing Rate SPED State Performance Plan 3C: Statewide Assessment Proficiency Rate - Math


Strategy 4: The Special Education Team will assist campuses in increasing achievement of students with disabilities by reducing time students are out of class and improving the quality of instruction.








(summative)

Beginning date



Use information from math benchmarks and regular formative assessments and respond to data with appropriate student interventions.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Support the use of district curriculum documents, such as YPGs (Yearly Planning Guides), SPGs (Student Performance Guides), lessons, and other resources to plan for TEKS-aligned, student-centered, inquiry-based instruction in science classrooms.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Provide professional learning for teachers on math content training that supports conceptual understanding math skills, computational fluency, and differentiation for students.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No










(summative)

Beginning date



Implement professional learning communities that support use of best practices in math instruction and assessment and allow for collaborative planning, reflective learning, mentoring, and coaching.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Analyze both BOY and EOY data (Universal Screeners, Diagnostics, Benchmarks, STAAR etc.) to identify students at risk for academic and behavioral difficulties.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No




Support for this Focus Area is provided by the Office of Comm. & Community Engagement: Leonor Vargas and Celso Baez, [email protected] and [email protected], 414-9832.

Data for the 2015-16 Data Point/s and 2016-17 Goal/s comes from the 2015-2016 AISD Parent Survey and the Austin Council of PTAs.

Focus Area Parent and Family Engagement Performance Objective We will encourage increased parental and community involvement.

2015-16 Data ___(#) parents participated in the Parent Survey. The campus does/does not have an active PTA.

2016-17 Goal At least ___(#) parents will participate in the Parent Survey (TBD). The campus will have an active PTA.

Data Reviewed

Staff Survey (TELL) results: "This school does a good job of encouraging parent/guardian involvement." "This school works directly with parents/guardians to improve the educational climate in students’ homes." "This school maintains clear, two-way communication with the community." "Parent/guardians are influential decision makers in the school."

Parent Satisfaction Survey: "I feel comfortable contacting staff at my child's school." "I feel our local community supports our school." "I feel our school works hard to engage our local community."

AISD Local Board Policy GK, which that addresses parent and community engagement

Parent Teacher Association (PTA) membership and activities

Continued or new funding for Parent Support Specialists (PSS) Campus Advisory Council (CAC) membership and meeting minutes

Number of community partnerships and volunteers Number/rate of parent volunteers and leaders

Current and prior year Parent and Family Engagement Plan(s)

Data from Family Resource Center, including % of families utilizing services

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6 - Strategies to increase parental involvement


not applicable not applicable

Community & Student Engagement Factor Factor 3: Community and Parental Involvement Strategic Plan 2015-2020 Key Action Step Key Action Step 11.1c: Provide access to school-based and community-based co-curricular and extracurricular education opportunities.

Strategic Plan 2015-2020 Scorecard Indicator Indicator 35: # parents participating in Parent Survey Indicator 39: % schools with active PTAs


not applicable


not applicable








(summative)

Beginning date



Provide multiple opportunities to engage parents in the educational process.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Work with the Department of Communications and Community Engagement to develop a Parent and Family Engagement Team in order to ensure alignment with Strategic Plan Core Belief Three: Create vibrant relationships critical for successful students and schools.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Visit local businesses that parents frequent, and develop a relationship with service providers including barbers, beauticians, restaurateurs, church pastors/priests, and mechanics.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No










(summative)

Beginning date



Provide all communications to parents, written and oral, in English, Spanish, and other languages.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Plan school wide activities and programs to encourage parent participation (i.e. family nights, field trips, various events during the school day, campus volunteer opportunities, etc.)

Start of __ 6 weeks

End of ___ 6 weeks

Yes No



This Focus Area is REQUIRED for all campuses based on Texas Education Code §11.253 (e): Campus Planning and Site-Based Decision-Making.

Support for this Focus Area is provided by the Office of Professional Development: Jan John, [email protected], 414-9573. General CIP support is provided by Gina Cordero, [email protected], 414-9959.

Data for the 2015-16 Data Point/s and 2016-17 Goal/s comes from the 2016 Teaching, Empowering, Leading, and Learning (TELL) Survey: "Overall, my school is a good place to work and learn."

Focus Area Professional Development Performance Objective We will provide high-quality and ongoing campus-level professional development to administrators, teachers, and staff members.

2015-16 Data __% of campus staff felt their school is a good place to work and learn.

2016-17 Goal At least 95% of campus staff will feel their school is a good place to work and learn.

Data Reviewed

Teaching, Empowering, Leading and Learning (TELL) Survey: "Professional development is evaluated and results are communicated to teachers."

Teaching, Empowering, Leading and Learning (TELL) Survey: "Professional development is differentiated to meet the needs of individual teachers."

Percent of the campus staff who feel their school is a good place to work and learn

Self-evaluation of the implementation and impact of campus professional development initiatives

Professional Pathways for Teachers (PPfT) evaluation data Value-Added measures, including Student Learning Objectives (SLOs)

Number of teachers on Growth Plans

Human Capital Platform: Campus transcript of staff professional development completion

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Applicable Title 1, Part A Components 1 - Comprehensive needs assessment

4 - High quality/ongoing professional development

not applicable not applicable not applicable

Community & Student Engagement Factor not applicable

Strategic Plan 2015-2020 Key Action Step Key Action Step 3.1c: Provide ongoing, campus-based professional development that supports core instruction, Response to Intervention (RtI), and curriculum implementation.

Strategic Plan 2015-2020 Scorecard Indicator Indicator 23: % campus staff who feel their school is a good place to work and learn Performance Based Monitoring Analysis System not applicable District Integrated Improvement Plan Strategy not applicable









Beginning date



Ensure all staff receives professional development on eCST Reports and Tools (RBP, SLR, RITS, etc.) (CSSF).

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Provide Staff Development in (RtI2) interventions and diagnostics. (ES)

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Ensure all staff complete required professional development on cybersafety, ethics & conduct, suicide prevention, and child abuse prevention.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Implement Professional Learning Communities to reflect collaborative planning, data-driven decision making, consistency across classrooms and grade levels, professional learning for teachers developing awareness of his/her own cultural identity values, attitudes, and biases and focusing on reduction of African-American disproportionality.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Train teachers to use sheltered instructional strategies to make core content comprehensible and to develop academic language. Monitor implementation of selected sheltered instructional strategies in both lesson planning and classroom instruction.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No



This Focus Area is REQUIRED if the campus missed any State System Safeguards in Reading.

Support for this Focus Area is provided by the Office of Language Arts: Claire Hagen Alvarado, [email protected], 414-4723. General CIP support is provided by Gina Cordero, [email protected], 414-9959.

Data for the 2015-16 Data Point/s and 2016-17 Goal/s comes from 2016 STAAR and EOC Reading results at the 2015-16 Standard, DRA/EDL, ISIP(iStation) and the Reading Inventory.

Focus Area Reading/Language Arts Performance Objective We will ensure that all students perform at or above grade level in reading.

2015-16 Data The percent of students that passed STAAR Reading: All Students ____, Hispanic ____, African American ____, White ____, ECD ____, LEP ____, SPED ____ The precent of grades K-2 students reading on or above grade level: All Students ____, Hispanic ____, African American ____, White _____, ECD _____, LEP _____, SPED ____

2016-17 Goal

The percent of students that will pass STAAR Reading: All Students ____, Hispanic ____, African American ____, White ____, ECD ____, LEP ____, SPED ____ (15 % reduction in failures) The precent of grades K-12 students that will be reading on or above grade level: All Students ____, Hispanic ____, African American ____, White _____, ECD _____, LEP _____, SPED ____ (goal TBD)

Data Reviewed 2016 STAAR/EOC Reading results at 2016 Standard Course/Class Completions and Grades disaggregated by teacher

Istation Indicators of Progress (ISIP) Reading assessment data for K-8 (English) and K-5 (Spanish)

STAAR Progress Measure results





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Applicable System Safeguards Reading - All <60% Reading - AA <60% Reading - Hisp <60% Reading - ECD <60% Reading - SPED <60% Reading - ELL <60%







Community & Student Engagement Factor not applicable Strategic Plan 2015-2020 Key Action Step Key Action Step 3.1a: Develop and implement a literacy plan that includes the Reading of Reading instruction and includes practical applications of concepts.

Strategic Plan 2015-2020 Scorecard Indicator Indicator 10: Achievement Gap Indicator: % students achieving STAAR passing standard for Reading Indicator 11: Achievement Gap Indicator: % Grade 3 students Reading on or above grade level


Bilingual/ESL Indicator 2ii: ESL STAAR 3-8 Passing Rate Bilingual/ESL Indicator 3ii: LEP (Not served in ESL) STAAR 3-8 Passing Rate SPED Indicator 1ii: SPED STAAR 3-8 Passing Rate SPED State Performance Plan 3C: Statewide Assessment Proficiency Rate - Reading










(summative)

Beginning date



Measure developmental reading growth at BOY, MOY, and EOY through use of ISIP (iStation), K-8, and Reading Inventory (RI), 9-12.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Use developmental reading assessment data to identify students at risk for reading difficulties, to further diagnose, to plan intervention, and to measure progress.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Strengthen Tier 1 LA instruction by leveraging Literacy Plan resources (LA schedules, classroom norms, and glossary of terms) and district curriculum (YPGs and SPGs).

Start of __ 6 weeks

End of ___ 6 weeks

Yes No










(summative)

Beginning date



Implement at least 20 minutes of daily Structured Independent Reading during LA class and monitor using Literacy Plan administrator resources.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Ensure student access to and consistent use of LA classroom libraries and ebooks that include multicultural titles, 50-70% nonfiction, a wide range of reading levels, 30% of books published in the last 5 years, rich variety of genres, and five new books per student per year.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No



This Focus Area is REQUIRED if the campus initial SpEd referral rate is > 5%, the Does Not Qualify (DNQ) rate is > 2%, or the rate at which African American or Hispanic students are initially referred to SpEd is disproportionate.

Support for this Focus Area is provided by the Office of Response to Instruction and Intervention (RtI2): Melissa Minor, [email protected], 414-5445.

Data for the 2015-16 Data Point/s and 2016-17 Goal/s comes from the Response to Intervention and Instruction Team and from the 2015-16 6th 6 weeks Campus Roadmap to Excellence (CRTE) Indicator #3.

Focus Area Response to Intervention Performance Objective We will ensure all students receive adequate intervention and progress monitoring prior to being referred for Special Education or 504 evaluation.

2015-16 Data 98% of students referred by the Child Study Team qualified for SpEd services. Initial SpED referral rates: All Students ___, Hispanic ____, African American ____

2016-17 Goal At least 98% of students referred by the Child Study Team will qualify for SpEd services (less than 2% DNQ). Initial SpED referral rates: All Students ___, Hispanic ____, African American ____ (reduce disproportionality)

Data Reviewed

Campus DNQ rate for SpEd referrals

Disproportionate rate of referrals for AA and Hispanic students for SpEd services

Response to Intervention (RTI) plan of support MISSING

MISSING MISSING

MISSING MISSING

MISSING

MISSING

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Applicable System Safeguards not applicable not applicable not applicable not applicable not applicable not applicable Applicable Title 1, Part A Components not applicable not applicable not applicable not applicable not applicable Community & Student Engagement Factor not applicable Strategic Plan 2015-2020 Key Action Step Key Action Step 3.1c: Provide ongoing, campus-based professional development that supports core instruction, Response to Intervention (RtI), and curriculum implementation. Strategic Plan 2015-2020 Scorecard Indicator not applicable


SPED Indicator 14: SPED African American Representation SPED Indicator 15: SPED Hispanic Representation


Strategy 1: RtI will move to the consultation model to support schools and students by providing training and support (in collaboration with SEL, Child Study System Facilitators (CSSFs) team members) on each campus and monitor the RtI framework process by using embedded tools within eCST. The team will work with campuses to develop a better understanding of the tools available to each campus, which will in turn help identify at-risk students earlier and empower campuses to intervene in the general education setting. The RtI department will Monitor each campuses implementation of the Rtl process to ensure that teachers and stakeholders are aware of the resources available to them for early identification of students at risk for academic and behavior difficulties.








(summative)

Beginning date



Provide professional development to campus CST chairs/teams concerning available evidence-based interventions and RtI support from the district.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Provide eCST training for campuses for RtI support, completed in conjunction with the campus Child Study Team.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Provide PD and teacher materials to support research-based interventions as requested by the campus (Tier II & III).

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Provide professional learning opportunities for campus CST chairs and PLCs on how to integrate intervention into the school day (Core).

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Provide ongoing support for administrators and campus CST chairs charged with keeping the campus compliant with applicable RtI requirements (TEA).

Start of __ 6 weeks

End of ___ 6 weeks

Yes No



This Focus Area is REQUIRED if the campus missed any State System Safeguards in Science.

Support for this Focus Area is provided by the Office of Science: Charlie Gutierrez, [email protected], 414-9747. General CIP support is provided by Gina Cordero, [email protected], 414-9959.

Data for the 2015-16 Data Point/s and 2016-17 Goal/s comes from 2016 STAAR 5 & 8 Science results at the 2015-16 Standard, 2016 STAAR EOC Biology results at the Student Standard.

Focus Area Science Performance Objective We will deliver strong core instruction to all students in the area of Science.

2015-16 Data The percent of students that passed STAAR Science: All Students ____, Hispanic ___, African American ___, White ____, ECD ____, LEP ____, SPED ____

2016-17 Goal The percent of students that will pass STAAR Science: All Students ____, Hispanic ___, African American ___, White ___, ECD ___, LEP ___, SPED ___ (15% reduction in failures)

Data Reviewed 2016 STAAR/EOC Science results at 2016 Standard Course/Class Completions and Grades disaggregated by teacher

Campus-created common assessments or other progress monitoring tools Ratings of Science instruction, as reported by Seniors (HS Exit Survey Table 22)





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Applicable System Safeguards Science - All <60% Science - AA <60% Science - Hisp <60% Science - ECD <60% Science - SPED <60% Science - ELL <60%







Community & Student Engagement Factor not applicable Strategic Plan 2015-2020 Key Action Step Key Action Step 1.1b: Ensure that AISD curriculum is aligned to the Texas Essential Knowledge and Skills (TEKS) and is supported by a coherent and aligned assessment system. Strategic Plan 2015-2020 Scorecard Indicator not applicable


Bilingual/ESL Indicator 1iii: Bilingual Ed STAAR 3-8 Passing Rate Bilingual/ESL Indicator 2iii: ESL STAAR 3-8 Passing Rate Bilingual/ESL Indicator 3iii: LEP (Not served in ESL) STAAR 3-8 Passing Rate SPED Indicator 1iii: SPED STAAR 3-8 Passing Rate


Strategy 4: The Special Education Team will assist campuses in increasing achievement of students with disabilities by reducing time students are out of class and improving the quality of instruction. Strategy 5: The bilingual education Science specialist and the curriculum Science specialist will provide professional development sessions to teachers to preview major concepts, vocabulary (in English and Spanish as indicated in the CRMs every 9 weeks) and implementation of interactive notebooks.








(summative)

Beginning date



Use information from science benchmarks and regular formative assessment and respond to data with appropriate student interventions.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Support the use of district curriculum documents, such as YPGs (Yearly Planning Guides), SPGs (Student Performance Guides), lessons, and other resources to plan for TEKS-aligned, student-centered, inquiry-based instruction in science classrooms.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Provide academic vocabulary development opportunities to help with students bring meaning to content.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No










(summative)

Beginning date



Access professional learning opportunities that support the use of best practices in science instruction such as use of engaging and aligned curriculum, differentiated instruction, culturally responsive pedagogy, formative assessment, and use of authentic technology.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Utilize services provided by the Science and Health Resource Center, such as science kits and materials, living materials, field trip opportunities, and outdoor learning resources to increase student access to lab and field experiences.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No



This Focus Area is optional.

Support for this Focus Area is provided by the Office of Social and Emotional Learning: Sherrie Raven, [email protected], 414-9943. General CIP support is provided by Gina Cordero, [email protected], 414-9959.

Data for the 2015-16 Data Point/s and 2016-17 Goal/s comes from the 2015-2016 Student Climate Survey "I like to come to school."

Focus Area Social and Emotional Learning (SEL) Performance Objective We will increase the social and emotional skills of our students and teachers.

2015-16 Data __% of students say they like to come to school.

2016-17 Goal At least 76% of students will say they like to come to school.

Data Reviewed

Student Climate Survey: "I use ways to calm myself down." "I don't give up even when I feel frustrated." "I know what people may be feeling by the look on their face."

Student Climate Survey: "I get along with my classmates." "I say "no" to friends who want me to break the rules." "It is easy for me to talk about my problems with the adults at my school."

Staff (TELL) survey: "All campus staff interact with one another in a way that models social and emotional competence." "This school's discipline practices promote social and emotional learning (e.g., developmentally appropriate consequences, restorative justice)."

Staff (TELL) survey: "School staff received sufficient training regarding how to use the social and emotional learning approach at this school." "Staff have enough time to implement the social and emotional learning approach at this school."

2016 SEL Competency Survey (MS and HS) Personal Development Skills section of elementary report cards

Number and frequency of Social and Emotional Learning (SEL) lessons Schedule for Student Support Services, e.g., Counseling, Social Work, Library, etc.

High School Exit Survey: Rates at which the campus helped Seniors develop 21st Century Skills (teamwork, creative thinking, problem solving, conflict resolution, personal health/fitness, time management, technology) Table 21

High School Exit Survey: High school students' rates of persistence and motivation (Table 15)

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Applicable System Safeguards not applicable not applicable not applicable not applicable not applicable not applicable Applicable Title 1, Part A Components not applicable not applicable not applicable not applicable not applicable Community & Student Engagement Factor not applicable Strategic Plan 2015-2020 Key Action Step Key Action Step 1.1f: Provide a safe, caring, and positive learning culture that inspires innovation and excellence. Strategic Plan 2015-2020 Scorecard Indicator Indicator 27: % of students who say they like to come to school Performance Based Monitoring Analysis Sys. not applicable District Integrated Improvement Plan Strat. not applicable








(summative)

Beginning date



Ensure social and emotional skills are being explicitly taught on a regular basis.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Provide professional development to teachers on Social and Emotional Learning (SEL) on a regular basis.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Ensure that teachers are integrating Social and Emotional Learning (SEL) lessons into all content areas.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Participate in No Place for Hate campaign with student steering committee and three campus-wide activities.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Engage students in the crucial development of campus-wide No Place for Hate activities that connect current events to student's lives.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No



This Focus Area is REQUIRED if the campus missed any State System Safeguards in Social Studies.

Support for this Focus Area is provided by the Office of Social Studies: Jessica Jolliffe, [email protected], 414-4690. General CIP support is provided by Gina Cordero, [email protected], 414-9959.

Data for the 2015-16 Data Point/s and 2016-17 Goal/s comes from 2016 STAAR 8 Social Studies results at the 2015-16 Standard, 2016 STAAR EOC U.S. History results at the Student Standard.

Focus Area Social Studies Performance Objective We will deliver strong core instruction to all students in the area of Social Studies.

2015-16 Data The percent of students that passed STAAR Social Studies: All Students ____, Hispanic ____, African American ____, White ____, ECD ____, LEP ____, SPED ____

2016-17 Goal The percent of students that passed STAAR Social Studies: All Students __, Hispanic __, African American __, White __, ECD __, LEP __, SPED __ (15% reduction in failures).

Data Reviewed 2016 STAAR/EOC Social Studies results at 2016 Standard Course/Class Completions and Grades disaggregated by teacher

Campus-created common assessments or other progress monitoring tools Ratings of Social Studies instruction, as reported by Seniors (HS Exit Table 22)





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Applicable System Safeguards Social Studies - All <60% Social Studies - AA <60% Social Studies - Hisp <60% Social Studies - ECD <60% Social Studies - SPED

<60% Social Studies - ELL <60%







Community & Student Engagement Factor not applicable Strategic Plan 2015-2020 Key Action Step Key Action Step 1.1b: Ensure that AISD curriculum is aligned to the Texas Essential Knowledge and Skills (TEKS) and is supported by a coherent and aligned assessment system. Strategic Plan 2015-2020 Scorecard Indicator not applicable


Bilingual/ESL Indicator 2iv: ESL STAAR 3-8 Passing Rate NCLB Indicator 1iv: Title 1, Part A STAAR 3-8 Passing Rate SPED Indicator 1iv: SPED STAAR 3-8 Passing Rate











Beginning date



Analyze various types of data to determine specific areas of need for intervention in STAAR/EOC courses and plan interventions accordingly.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Implement professional learning communities that support use of best practices in social studies instruction and assessment and allow for collaborative planning, reflective learning, mentoring, and coaching.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Provide professional development on the Social Studies Process Skills TEKS, with specific focus in the process skills that support literacy.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Implement school-wide use of social studies resources and connect to No Place for Hate anti-bias activities.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Utilize sheltered instruction strategies such as graphic organizers, think alouds, paraphrasing, realia, and anchors of support.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No



This Focus Area is REQUIRED if the campus had any late Initial or Annual ARDs in 2015-16, or failed to complete any transfer student IEPs within 10 days of enrollment.


Data for the 2015-16 Data Point/s and 2016-17 Goal/s comes from the 2015-16 6th 6 weeks Campus Roadmap to Excellence (CRTE) Indicators #1 and #2.

Focus Area Special Education ARDs and IEPs Performance Objective We will ensure timelines will be met for initial admissions, annual ARDs, and transfer ARDS (with comparability).

2015-16 Data __% of Initial and Annual ARDs were held on time. __% of transfer student IEPs were completed within 10 days of enrollment.

2016-17 Goal 100% of Initial and Annual ARDs will be held on time. 100% of transfer student IEPs will be completed within 10 days of enrollment.

Data Reviewed Number and rate of Initial and Annual ARDs held on time (CRTE) % of transfer student IEPs completed within 10 days of enrollment (CRTE)

District Benchmarks (MOY I and MOY II) STAAR Progress Measure data for SpEd students

STAAR/End-of-Course current and longitudinal results for SpEd students, including all versions

Special Education Teacher Certification/Qualification Data

SpEd enrollment data disaggregated by grade level, ethnicity, ECD, and ELL

Roster of students receiving special education services, including support and accommodation needs

Most current PBMAS District ratings

Most current State Performance Plan (SPP)

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Applicable System Safeguards not applicable not applicable not applicable not applicable not applicable not applicable Applicable Title 1, Part A Components not applicable not applicable not applicable not applicable not applicable Community & Student Engagement Factor Factor 9: Compliance

Strategic Plan 2015-2020 Key Action Step Key Action Step 4.1c: Identify students with special needs and life circumstances and ensure that they receive consistent access to curriculum, appropriate services, and supports.

Strategic Plan 2015-2020 Scorecard Indicator not applicable Performance Based Monitoring Analysis System

SPED State Performance Plan 11: Child Find


Corrective Action Plan 6: Review and revise the system that ensures transfer students have ARD committee meetings convened within the required timelines. Corrective Action Plan 21: Review both the district and campus-level systems and processes currently in place that are impacting initial evaluations from being completed within the required timelines.








(summative)

Beginning date



Create a system to review timelines to monitor transfer ARDs, initial ARDs, and admission ARDs.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Create a system to monitor the scheduling of initial ARDs within 20 days after the completion of an evaluation.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Create a system to review and monitor transfer ARDS and the integration of comparable service.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Monitor timelines such as annual ARDs to ensure ARDs are held within 20 days of their annual due date.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Create a system to review and monitor temp/transfer ARDS to ensure they are held within 10 days.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No



This Focus Area is REQUIRED if the campus rates for Indicators 7 or 9 Required are <70% or if the campus rates for Indicators 8 or 10 are >10%.


Data for the 2015-16 Data Point/s and 2016-17 Goal/s comes from the 2015-16 6th 6 weeks Campus Roadmap to Excellence (CRTE) Indicators #7-#10.

Focus Area Special Education LRE Performance Objective We will increase the rate at which our special education students are served in the general education population setting 80% of the day or more.

2015-16 Data

__% of students ages 6-11 served in special education instructional settings 00, 40, 41, 81, 82, 91, and 92 were in the regular class 80% or more of the day. __% of students ages 12-21 served in special education instructional settings 00, 40, 41, 81, 82, 91, and 92 were in the regular class 80% or more of the day. __% of students ages 6-11 served in special education instructional settings 04, 44, 85, 88, and 95 were in the regular class less than 40% of the day . __% of students ages 12-21 served in special education instructional settings 04, 44, 85, 88, and 95 were in the regular class less than 40% of the day .

2016-17 Goal

At least 70% of students ages 6-11 served in special education instructional settings 00, 40, 41, 81, 82, 91, and 92 will be in the regular class 80% or more of the day. At least 70% of students ages 12-21 served in special education instructional settings 00, 40, 41, 81, 82, 91, and 92 will be in the regular class 80% or more of the day. Less than 10% of students ages 6-11 served in special education instructional settings 04, 44, 85, 88, and 95 will be in the regular class less than 40% of the day . Less than 10% of students ages 12-21 served in special education instructional settings 04, 44, 85, 88, and 95 will be in the regular class less than 40% of the day .

Data Reviewed % of SpEd students in regular classes <40% and >=80% of the time (CRTE) District Benchmarks (MOY I and MOY II)

STAAR Progress Measure data for SpEd students

STAAR/End-of-Course current and longitudinal results for SpEd students, including all versions

Special Education Teacher Certification/Qualification Data SpEd enrollment data disaggregated by grade level, ethnicity, ECD, and ELL

Roster of students receiving special education services, including support and accommodation needs

Most current PBMAS District ratings

Most current State Performance Plan (SPP)

Roster of students receiving Special education services, sorted by instructional setting

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Applicable System Safeguards Reading - SPED <60% Math - SPED <60% Science - SPED <60% Social Studies - SPED

<60% Writing - SPED <60% not applicable

Applicable Title 1, Part A Components not applicable not applicable not applicable not applicable not applicable Community & Student Engagement Factor Factor 9: Compliance

Strategic Plan 2015-2020 Key Action Step Key Action Step 4.1c: Identify students with special needs and life circumstances and ensure that they receive consistent access to curriculum, appropriate services, and supports.

Strategic Plan 2015-2020 Scorecard Indicator not applicable


SPED Indicator 6: SPED REGULAR CLASS >=80% RATE (AGES 6-11) SPED Indicator 7: SPED REGULAR CLASS <40% RATE (AGES 6-11) SPED Indicator 8: SPED REGULAR CLASS >=80% RATE (AGES 12-21) SPED Indicator 9: SPED REGULAR CLASS <40% RATE (AGES 12-21) SPED State Performance Plan 5A: Educational Environment, Ages 6-21 - inside the regular class 80% or more of the day


Strategy 4: The Special Education team will assist campuses in increasing achievement of students with disabilities by reducing time students are out of class and improving the quality of instruction.








(summative)

Beginning date



Review staffing and student needs as a means to optimize use of staff to support IEPs.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Expect teacher familiarity with their students' IEPs and evidence of ongoing progress monitoring to be used gauge student's knowledge, meaningful access to the enrolled grade level curriculum, and to drive intervention efforts.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Ensure collaboration on lesson planning between general and special education teachers is evident.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No










(summative)

Beginning date



Maintain evidence that accommodations and/or modifications have been effectively applied during instruction and on assessment.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Look for multiple learning and teaching strategies that appeal to students' diversity and individual needs, such as flexible grouping and questioning strategies that promote rigor.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No



This Focus Area is REQUIRED for all campuses based on Texas Education Code §11.253 (d)(10)(F): Campus Planning and Site-Based Decision-Making.

Support for this Focus Area is provided by the Office of Nutrition and Staff Wellness: Tracy Spinner, [email protected], 414-9778. General CIP support is provided by Gina Cordero, [email protected], 414-9959.

Data for the 2015-16 Data Point/s and 2016-17 Goal/s comes from ______________________________________.

Focus Area Staff and Student Health and Nutrition Performance Objective We will continue to ensure compliance with health and mental wellness guidelines.

2015-16 Data Data source yet TBD

2016-17 Goal Data source yet TBD

Data Reviewed Immunization Rate Number of staff fitness and wellness activities

Results of campus vision and hearing screening, by class TBD

TBD TBD

TBD TBD

TBD

TBD

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Applicable System Safeguards not applicable not applicable not applicable not applicable not applicable not applicable Applicable Title 1, Part A Components not applicable not applicable not applicable not applicable not applicable Community & Student Engagement Factor Factor 2: Wellness and Physical Education Strategic Plan 2015-2020 Key Action Step Key Action Step 1.3e: Each student will learn about and practice a healthy lifestyle. Strategic Plan 2015-2020 Scorecard Indicator not applicable Performance Based Monitoring Analysis System

not applicable


not applicable








(summative)

Beginning date



All staff will participate in mental health professional development that includes suicide prevention (Texas ASK). Additional training available includes; Youth Mental Health First-Aid (YMHFA) and Trauma Informed Care (TIC).

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Eliminate food fundraisers during the school day. Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Support campus based farm to school and/or school farm stands.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Provide healthy food alternatives for students, parents, and teachers when food and beverages are served.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Offer at least 3 staff wellness opportunities per year.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No



This Focus Area is REQUIRED for all campuses based on Texas Education Code §11.253 (d)(10)(A): Campus Planning and Site-Based Decision-Making.

Support for this Focus Area is provided by the Office of Coordinated School Health, Fitness, and P.E.: Michele Rusnak, [email protected], 414-9779.

Data for the 2015-16 Data Point/s and 2016-17 Goal/s comes from 2016 Fitnessgram results.

Focus Area Student Fitness Performance Objective We will achieve health and fitness for students through increased student participation in physical activities.

2015-16 Data

All Students: Body Mass Index: ___% Cardio: ___% Aerobic Capacity: ___% Curl-Ups: ___% Push-Ups: ___% Sit and Reach: ___% Trunk Lift: ___%

2016-17 Goal

All Students: Goals TBD Body Mass Index: ___% Cardio: ___% Aerobic Capacity: ___% Curl-Ups: ___% Push-Ups: ___% Sit and Reach: ___% Trunk Lift: ___%

Data Reviewed Coordinated School Health Report: Implementation of PE Section Coordinated School Health Report: Brain Break Section

Coordinated School Health Report: Working Out for Wellness Section Fitnessgram: % of students in the Healthy Fitness Zone for BMI

Fitnessgram: % of students in the Healthy Fitness Zone for Cardio Fitnessgram: % of students in the Healthy Fitness Zone for Curl-Ups

Fitnessgram: % of students in the Healthy Fitness Zone for Push-Ups Fitnessgram: % of students in the Healthy Fitness Zone for Sit and Reach

Fitnessgram: % of students in the Healthy Fitness Zone for Truck Lift

GoNoodle Campus monthly reports

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Applicable System Safeguards not applicable not applicable not applicable not applicable not applicable not applicable Applicable Title 1, Part A Components not applicable not applicable not applicable not applicable not applicable Community & Student Engagement Factor Factor 2: Wellness and Physical Education Strategic Plan 2015-2020 Key Action Step Key Action Step 1.3d: Establish goals at each school related to FitnessGram Cardiovascular and Body Mass Index indicators. Strategic Plan 2015-2020 Scorecard Indicator not applicable Performance Based Monitoring Analysis Sys. not applicable District Integrated Improvement Plan Strat. not applicable








(summative)

Beginning date



Plan and implement Physical Education lessons that include 50% of moderate to vigorous activity weekly. (Evidence: Administration observations)

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Increase the number of classroom teachers implementing physical activity during the instructional day by using identified AISD Brain Break resources, Go Noodle, or other forms of brain breaks (all free to the district). (Evidence: Brain Break schedule, activities listed in lesson plans, GoNoodle Campus report)

Start of __ 6 weeks

End of ___ 6 weeks

Yes No










(summative)

Beginning date



ES only: Add 10-20 minutes of recess time (unstructured physical activity) in addition to WOW time (structured time) to the daily schedule.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

ES only: Marathon Kids- Increase the number of students completing their 1st, 2nd, 3rd, and 4th marathons by 10%. (Evidence: Student participation forms signed by parents, Completed student log sheets, Marathon Kid Report)

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

MS/HS only: Provide before- and/or after-school physical activity opportunities, such as running clubs, intramurals, and open gyms for nonathletic students. (Evidence: copy of dates and times that activities are being offered, copy of club lists/announcements)

Start of __ 6 weeks

End of ___ 6 weeks

Yes No



This Focus Area is REQUIRED if the campus responded "Yes" to 2015-16 Community and Student Engagement Indicator F6_Q13.

Support for this Focus Area is provided by the Office of Technology: Kevin Schwartz, [email protected], 414-9202. General CIP support is provided by Gina Cordero, [email protected], 414-9959.

Data for the 2015-16 Data Point/s and 2016-17 Goal/s comes from the 2016 student Technology Literacy Assessment results for Grade 8.

Focus Area Technology Performance Objective We will improve technology integration into the classroom environment.

2015-16 Data __% of students in Grade 8 were computer proficient. Data point for ES and HS TBD.

2016-17 Goal At least 89% of students in Grade 8 will be computer proficient. Data point for ES and HS TBD.

Data Reviewed

Technology Professional Learning Plan

CTE course offerings in technology-related Career Clusters such as Robotics, Media Tech/Animation, Web Design, Information Technology, or STEM.

Staff (TELL) survey: "Teachers have sufficient training and support to fully utilize the available instructional technology."

Staff (TELL) survey: "Teachers have sufficient access to instructional technology, including computers, printers, software and Internet access."

Parent Satisfaction Survey: "My child's school provides adequate opportunities for my child to use technology."

Number, rate, or age of computers in classrooms and laptops or portable devices on campus

Student performance on Student Technology Literacy Assessment Texas Long-Range Plan for Technology, 2006-2020

Ratings of computer/technology instruction, as reported by Seniors (Table 22, HS Exit Survey)

Percent of Seniors interested in studying computer and information sciences (Table 5, HS Exit Survey)

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Applicable System Safeguards not applicable not applicable not applicable not applicable not applicable not applicable Applicable Title 1, Part A Components not applicable not applicable not applicable not applicable not applicable Community & Student Engagement Factor Factor 6: Technology Strategic Plan 2015-2020 Key Action Step Key Action Step 2.1d: Adopt a robust technology integration model for transformational use of technology for teaching and learning. Strategic Plan 2015-2020 Scorecard Indicator Indicator 9: % students in Grade 8 with computer proficiency Performance Based Monitoring Analysis System

not applicable


not applicable








(summative)

Beginning date



Increase technology integration in learning environments as identified in the Technology Integration Matrix (TIM).

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Increase usage of technology tools for project/problem-based learning.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Increase digital citizenship for students and staff. Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Increase staff participation in coaching opportunities to effectively integrate Technology with Literacy and Whole Child initiatives.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Utilize the Campus Innovation Coach to lead and model effective technology design strategies for learning.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No


Campus & District Accountability DRAFT 6/8/2016

This Focus Area is REQUIRED if the campus missed any State System Safeguards in Writing.

Support for this Focus Area is provided by the Office of Language Arts: Claire Hagen Alvarado, [email protected], 414-4723. General CIP support is provided by Gina Cordero, [email protected], 414-9959.

Data for the 2015-16 Data Point/s and 2016-17 Goal/s comes from 2016 STAAR 4 and 7 Writing results at the 2015-16 Standard.

Focus Area Writing Performance Objective We will deliver strong core instruction to all students in the area of writing.

2015-16 Data The percent of students that passed STAAR Writing: All Students ____, Hispanic ____, African American ____, White ____, ECD ____, LEP ____, SPED ____

2016-17 Goal The percent of students that passed STAAR Writing: All Students __, Hispanic __, African American __, White __, ECD __, LEP __, SPED __(15% reduction in failures)

Data Reviewed 2016 STAAR/EOC Writing results at 2016 Standard Course/Class Completions and Grades disaggregated by teacher

On Demand Writing Samples Student writing samples, graded using the STAAR rubric





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Applicable System Safeguards Writing - All <60% Writing - AA <60% Writing - Hisp <60% Writing - ECD <60% Writing - SPED <60% Writing - ELL <60%



2 - School wide reform strategies 8 - Inclusion of teachers in assessment decisions



Community & Student Engagement Factor not applicable Strategic Plan 2015-2020 Key Action Step Key Action Step 3.1a: Develop and implement a literacy plan that includes the Writing of Writing instruction and includes practical applications of concepts. Strategic Plan 2015-2020 Scorecard Indicator Indicator12: Achievement Gap Indicator: % students achieving STAAR passing standard for Writing


Bilingual/ESL Indicator 2v: ESL STAAR 3-8 Passing Rate Bilingual/ESL Indicator 3v: LEP (Not served in ESL) STAAR 3-8 Passing Rate NCLB Indicator 1v: Title 1, Part A STAAR 3-8 Passing Rate SPED Indicator 1v: SPED STAAR 3-8 Passing Rate


Strategy 9: The Language Arts Team will provide training and coaching to support identified campuses (less than 70% passing on 2014-15 STAAR 4th and 7th grade Writing) by implementing a consistent model of writing that includes explicit grammar and mechanics instruction.







We will check this data to see if this strategy was effective: (summative)

Beginning date



Strengthen Tier 1 LA instruction by leveraging Literacy Plan resources (LA schedules, classroom norms, and glossary of terms) and district curriculum (YPGs and SPGs).

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Ensure that LA teachers at each grade level teach writing process instruction in the LA block with attention to conventions that are connected to mentor texts and student writing.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Conduct writing scoring sessions with grade level teams or vertical teams to analyze student writing and plan instruction.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Implement the District-Wide Literacy Strategies (Talk About It, Write to Learn, and Read Actively) throughout each content area.

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Provide opportunities for students to publish their writing beyond the classroom (www.voiceprintaustin.org, blog platforms, school writing exhibitions, etc.).

Start of __ 6 weeks

End of ___ 6 weeks

Yes No

Advanced Academics - Austin ISD · Campus & District Accountability 1 DRAFT 6/8/2016 ... Applicable...

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